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1. A DESCRIPTIVE STUDY ON CLASSROOM MANAGEMENT
APPLIED BY ELT TEACHER AT SD INPRES RSS OESAPA
THESIS
Presented in Partial Fulfillment of Requirements
for the Degree of Sarjana Pendidikan
BY
OSCAR ARISTAN SELAN
ID Reg: 061308283
ENGLISH STUDY PROGRAM
FACULTY OF TEACHERS TRAINING AND EDUCATION
ARTHA WACANA CHRISTIAN UNIVERSITY
KUPANG
2013

4. MOTTO
“NEVER GIVE UP,
GOD NEVER LEAVE YOU GO
ALONE”

5. DEDICATION
This writing is dedicated to:
1. His beloved parents Trianus Selan and Yuliana Dimu, who always pray,
support, tears, advices, money and motivate him to finish his study.
2. His girlfriend Onan Krisnawati Sabuin, S.Pd, who always spent all her
time, tears, pray, support, attention, love, and mind just to motivate him to
complete his study.
3. His beloved sisters and brothers Feliks Ariyanto Selan, S.Si, Marhamah,
S.Si, Henny Sutanti Selan, Desry Rosalinda Selan, Zeresi Selan, Anggi
Novita Selan, Festus Valentino Selan, who always supported and helped
him during his study.
4. His beloved nieces, Jumima Tunliu, S.Pd., Novy Tunliu, Ody Tunliu,
Ryan Selan, Vita Selan, Ona Selan, Yotam Selan, Otniel Selan, Novy
Selan, S.Th., Yunias G. Selan, S.Pd, Martha Fafo, S.Pd, Marthen L. Selan,
who always pray and give support.
5. His beloved nephews for all their pray for his study.
6. His beloved Uncle Adi Dimu, Je Dimu, Ama Dimu, Ody Dimu, Johanis
Tanu and Mery Tanu Selan, father Eliaser Selan and Eni Kabu, uncle Lius
Tunliu who always helped the writer in finished his study.
7. All his friends of the Student Senate of FKIP-UKAW, especially Tony Eluama,
S.Pd, Sherly Anawoly, S.Pd, Christian Salau, S.Pd, James Faot, S.Pd, Erick
Lisnahan, S.Pd, Eksi Riwu, S.Pd, Alboin Selly, S.Pd, Ignatius Laumakiling, S.Pd,
Petrus Koilal, S.Pd, Lenso Berry, Dedy Mauboy, Antonius Avenpah, Andy Kabu,

6. Ferdy Kase, Fondry Obes, S.Pd, Tony Lado, Roy Misa, Robby Tualaka, Wiwi
Paulus, Erni Sine, Yane Mone, Buce Boimau, S.Pd, Maglon Banamtuan, S.Pd,
Rudy Baok, S.Pd, Vincent, and Omega Bailao, S.Pd, Ermelinda Larung, S.Pd
who always support me by guiding and creating some principles as a university
student.
8. His beloved friends in Ma‟u Crew, Yanto Tunliu, S.Pd., Elthon Radja
S.Pd., Ryan Kanalomi, S.Pd., Dominggus W. Bani, S.Pd., Ronny
Banunaek, S.Pd., Marco, S.Pd., Erni Hambandima, S.Pd, Hidayatullah,
Adi Haba, Charles Mauboy, Ferdy Bria and all his friends in Academic
Year 2003/2004 for all their supports and motivates to the writer to finish
his study.
9. His beloved friends in On Crew, Katriana Elisabet, S.Pd., Juwindy Maakh,
S.Pd., Margareta Lela, S.Pd., Sally A. M. Hotan, S.Pd., Terry A. Fina,
S.Pd., James R. A. E. Tefbana, S.Pd., Maria G. Tima, S.Pd., Indah M.
Rihi, S.Pd., Yoriana Kase, S.Pd., Yusuf Haning, S.Pd., Feby K. Paulus,
and Adrian S. Hangge who always support him by giving suggestions and
critics to this writing.
10.KBPM team: Jhony Bengaman, Mikdonedi Fafo, Kanisius Talan, Octovianus
Pandong, Sufyan Pelang, Sefnat Mokoni, Adriana Tanesab, Krisdasella Manu,
Desi Riwu, and Rahayu Boymau.
11. PPL team: Adam, Floren, Rosa, Yundi, Ety, Robi, Elsa, Aty, Rosny, Bende, Rely,
Any, Ana, Ade Liem, Rina, Adri dan Lody.
12. All my beloved friends Riky, Naldy, Putra, Agung, Athen, Jhosua, Romy,
Pasqoal, Richard, Waty, Michael, Evan, Evi, Ondy, Ian, Mely, Yusni, Chika,

7. Oky, Yanty, Itho, Sembri, Runa, Leny, Indry, Bony, Ovny, Nicho, Arka, Dany,
Liven, Imbho, Jimmy, who always motivates me to never give up to finishing my
study.
13. Hofni Tefbana family, Jacobus Na‟u family, Jibrael Oematan family, Drs.
Simson Fina family, Drs. Agus Maniyeni, M.Pd family, Jacob Kalle
Family, Jacob Kuman family who always give motivation and help the
writer in finishing his study.
14. His profoundly Almamater Artha Wacana Christian University,
particularly English Study Program.

8. ACKNOWLEDGEMENT
The writer would like to say thank you to God for all God had done to his life especially
in writing this thesis. Furthermore, the writer also realizes that during writing this thesis,
he was helped, supported and guidance by others unless this thesis might not have been
finished. Therefore with sincere gratitude he would like to thank the following person:
1. Dra. Lintje H. Pellu, M.Si., Ph.D as the dean of FKIP UKAW and Thersia
M. Tamelan, S.Pd., M.App.Ling as the head of English study program that
helped him with all the administrative affairs so that this study could be
done.
2. Drs. Jos Bire, M.A., M.Ed., Ph.D and Peggy M. Jonathans, S.Pd., M.A as
his first and second supervisor that have spent a lot of time in guiding and
encouraging him in writing this thesis and also recommended necessary
correction toward an improvement. Without their advices the writer would
not have been able to accomplish this scientific writing.
3. All lectures of English study program for their contribution in transferring
the knowledge and skills to the writer during his study at Artha Wacana
Christian University.
4. Thomas T. Kleden, S.Pd as the headmaster of SD Inpres RSS Oesapa
Kupang who give permission to him to make research at that school for
one week.
5. Maria G. Seran, S.Pd and Firdaus A. Pasutan, S.Pd as the English teachers
of SD Inpres RSS Oesapa who become his research subject for their
cooperation during the process of research and also a great thank you is

9. dedicated to all teachers and students of SD Inpres RSS Oesapa Kupang,
especially for grade five and grade four students who create a very
wonderful cooperation when research was been handled at their class.
6. Thank you to all people that the writer cannot mention their name one by
one, who always help during his process in Artha Wacana Christian
Universiity.
Kupang, January 26th
2013
The writer

10. ABSTRACT
This research paper is entitled, „A DESCRIPTIVE STUDY ON CLASSROOM
MANAGEMENT APPLIED BY ELT TEACHER AT SD INPRES RSS OESAPA‟.
This study was conducted on November 2012 by involving two ELT teachers from the
school and the strategies used were observed in two classrooms. This study aims to
identify (1) How is classroom management conducted by Teacher of SD Inpres RSS
Oesapa Kupang as being observed in the ELT and (2) What are the underlying reasons of
the teacher applying classroom management as being stated and answered in the
questionnaire. Elaborating two research instruments; observation and questionnaire,
findings show that (1) those ELT teachers of SD Inpres RSS Oesapa Kupang apply
classroom management in their teaching process as suggested by Weber (in Mudasair,
2011: 129) and (2) but the writer found that not all components of classroom management
are used by the ELT teachers. The underlying reasons of ELT teacher apply classroom
management are to make the process of teaching english can run effective and the
students can join the process effeciently. The components of classroom management
which were not applied by ELT are instructional technique and rules. From this study, the
writer suggest that all English teachers should be able to apply classroom management
strategies in learning teaching process, because by using classroom management
strategies the process of learning teaching can be done more effectively and efficiently,
especially in elementary school.

11. TABLE OF CONTENTS
APPROVAL ............................................................................................................... i
MOTTO ...................................................................................................................... ii
DEDICATION............................................................................................................ iii
ACKNOWLEDGEMENT .......................................................................................... vi
ABSTRACT................................................................................................................ viii
TABLE OF CONTENTS............................................................................................ ix
CHAPTER I. INTRODUCTION ............................................................................ 1
1.1. Background .................................................................................................... 1
1.2. Research Problem .......................................................................................... 6
1.3. The Aim of the Study..................................................................................... 7
1.4. Limitation of Scope........................................................................................ 7
1.5. The Significance of the Study........................................................................ 7
1.5.1. Implication.............................................................................................. 7
1.5.2. Application ............................................................................................. 8
1.6. Definition of the Terms.................................................................................. 8
1.7. The Organization of the Writing.................................................................... 9
CHAPTER II. LITERATURE REVIEW............................................................... 10
2.1. Definition of Classroom Management............................................................ 10
2.2. The Aim of Classroom Management.............................................................. 12
2.3. The Elements of Classroom Management ...................................................... 13
2.3.1. Classroom Design ................................................................................ 13
2.3.2. Rules..................................................................................................... 13
2.3.3. Disciplines............................................................................................ 13

12. 2.3.4. Scheduling............................................................................................ 14
2.3.5. Organization......................................................................................... 14
2.3.6. Instructional Technique........................................................................ 15
2.3.7. Communication.................................................................................... 15
2.4. The Principles of Classroom Management..................................................... 16
2.4.1 Clear Expectation................................................................................. 16
2.4.2 Consistency ......................................................................................... 17
2.4.3 Focus.................................................................................................... 18
2.4.4 Respect and Affection.......................................................................... 18
2.5. The Strategy of Classroom Management .................................................. 20
2.5.1 Arranging learning plan....................................................................... 20
2.5.2 Build the relationship with student in learning processes.................... 20
2.5.3 Motivates the student to study ............................................................. 20
2.5.4 Strategy in creating learning climate ................................................... 20
2.5.5 Effort in increasing student‟s learning discipline ................................ 20
2.5.6 Evaluates the process of teaching ........................................................ 21
2.6. The Effectiveness of Classroom Management................................................ 21
2.6.1 Strategic Planning: Organization .......................................................... 21
2.6.2 Pacing: Managing Minutes ................................................................... 22
2.6.3 Setting Agenda: Daily Purpose ............................................................. 22
2.6.4 Teacher Presence: Move Around and Connect..................................... 22
CHAPTER III. RESEARCH METHOD................................................................ 24
3.1 Research Design ............................................................................................. 24
3.2 Research Subject............................................................................................. 25
3.3 Research Instrument ....................................................................................... 25

13. 3.4 Research Procedure......................................................................................... 25
3.5 Data Analysis.................................................................................................. 26
3.6 Table of Activities .......................................................................................... 27
CHAPTER IV. FINDINGS AND DISCUSSION................................................... 28
4.1 Findings of Observations................................................................................ 28
4.1.1 Findings on Teacher 1.......................................................................... 29
4.1.2 Findings on Teacher 2 ......................................................................... 31
4.2 Discussion of Observation.............................................................................. 33
4.2.1 Discussion of Observation on Teacher 1.............................................. 33
4.2.2 Discussion of Observation on Teacher 2.............................................. 37
4.3 Findings and Discussion of Questionnaire ..................................................... 40
4.3.1 Findings and Discussion of Questionnaire on Teacher 1..................... 41
4.3.2 Findings and Discussion of Questionnaire on Teacher 2..................... 50
CHAPTER V. CONCLUSIONS AND SUGGESTIONS....................................... 61
5.1 Conclusions..................................................................................................... 61
5.2 Suggestions..................................................................................................... 63
REFERENCES.......................................................................................................... xiii
APPENDICES........................................................................................................... xv

14. CHAPTER I
INTRODUCTION
1.1 Background
English is a foreign language in Indonesia. In Indonesia, English
is a compulsory subject from primary upto tertiary education. The aim of
English teaching is to help Indonesian students to be competently speaking
English for global communication. Now days, ELT is taught starting from
elementary school; the concept is to introduce English earlier. Based on
the statement above, English teachers should have more understanding
about techniques and strategy to teach English to the students. In teaching
and learning process, technique and strategy made by teachers
intentionally to draw students interest towards learning.
Indonesia as a multilingual country has diverse of languages
sopken. Linguistic situations and conditions in Indonesia are quite
complex by their own natures as more than seven hundred vernaculars
with their various dialects from a great number of ethnic groups have been
used as media of communication in the country. The success of English
teaching in Indonesia cannot be freed from the students' cultural
backgrounds, values, customs, and beliefs as well as the political
standpoint of the government regarding this foreign language. English
language teaching has then undergone several chnages in the curriculum
post the independence. Still arguments over the significant outcomes of

15. their English competence is on the debat. This study reveals the substantial
unconstructive influence of the students' cultures and the non-conducive
language environment affecting their language acquisition. Other aspects
related to the teachers' performance and class preparations equally
contribute to the ineffective classroom interactions. This study offers
some practical suggestions to cope with those problems, (Marcellino in
http://journal.teflin.org/index.php/teflin/article/viewArticle/15).
Language learning and teaching is a complex package of issues.
People say that there is no one-size-fits-all prescription to guarantee
everyone‟s success at the same rate. Many obstacles occur in the process
of ELT. Globally, education as a broad subject has also many complicated
issues of ELT related to the teachers. Some of them are teachers‟
qualification, teachers‟ dedication, teachers‟ teaching skills, teachers‟
welfare, and teachers‟ mindset. Globally, these problems can be minimized
through professional development done by the teachers. However,
professional development is an ongoing process, one that evolves as them
assess and reexamine their teaching beliefs and practices, (Indonesia
Policy Brief (2005) in http://agustinadjihadi.blogspot.com/2010/07/some-
critical-problems-in-english.html).
According to Harmer (1998), the character and personality of the
teacher is a critical issue in the classroom, What Makes a Good Teacher?,
Were not so much about teachers themselves, but rather about the
relationship between the teacher and the students. Classroom management

16. is the ability to control and inspire the class is one of the fundamental
skills of teaching. Teachers find it much easier if their students believe that
the teachers are genuinely interested in them and available for them. In the
process of teaching and learning at school, classroom management stands
at a position of essential importance. Good classroom management creates
a learning environment in which effective teaching and learning occur
while poor classroom management often damages the students’ desire for
learning and spoils the teacher’s passion for teaching no matter how well
he has prepared for the class. As Dunkin and Biddle (1974: 135) point out
it seems to us that adequate management of the classroom environment
forms a necessary condition for cognitive learning; and if the teacher
cannot solve problems in this sphere, we can give the rest of teaching
away. Classroom management certainly involves discipline, control and
punishment largely. In the traditional theory of classroom management,
the aim of classroom management primarily means achieving class control
and order. However, the concept of classroom management has shifted to
establishing a climate for learning (Evertson and Emmer, 1982: 35).
National Society for the Study of Education, U.S.A., and the term
classroom management encompasses the provisions and procedures
necessary to establish and maintain an environment in which instruction
and learning can occur. Duke (1982: vii) concludes that the critical
element of the teacher’s role thus shifts from control to management of

17. time, space, materials, auxiliary personnel, and students, (Yi in
http://www.4faculty.org/
includes/108r2.jsp).
Classroom management is defined as the methods and strategies
an educator uses to maintain a classroom environment conducive to
student successes and learning. Although there are many pedagogical
strategies involved in managing a classroom, a common denominator is
making sure that students feel the teacher are in an environment that
allows them to achieve, (McCreary in
http://www.streetdirectory.com/etoday/ definition-of-classroom-
management-jejjc.html). While Weber (1987) in Mudasair (2011: 129)
stated that classroom management is a complex set of behaviors the
teacher uses to establish and maintain classroom condition that will enable
students to achieve their instructional objective efficiently that will enable
them to learn. Classroom management focuses on three major components,
namely, content management, conduct management, and covenant
management. Each of these concepts is defined and presented with details
in a list of observable elements in effective teaching practices,
(Hockenberry in http://go.hrw.com/resources/goSc/gen/HSTPR034.PDF).
Covenant management stresses classroom group as a social
system. Teacher and student roles and expectations shape the classroom
into an environment conducive to learning. In other words, the culture of
any given school is unique to that school. However, it is directly

18. influenced by the culture of the larger community whose educational goals
are to be met. A strong connection between school and community must
be constantly revised and modified according to the requirements of
societal dynamism. As schools become very diverse, teachers and students
should become aware of how to use diversity to strengthen the
school/classroom social group.
Quality schools are defined by teacher effectiveness and student
achievement under the auspices of building strong interpersonal skills. In
this light, teacher and student relationships are essential to ensuring a
positive school/classroom atmosphere. Classroom management discipline
problems can be dealt with either on an individual basis (between teacher
and student) or by group problem solving (class meetings). As mutual trust
builds up between teacher and students, the latter are gradually released
from teacher supervision by becoming individually responsible. This is
how both educators and students become co-participants in the teaching-
learning process, striving to make the most of themselves and their
collective experience, Froyen et al., (1999: 231).
Based on all explanation above, Classroom management is very
important in the teaching and learning process, teacher can use more than
one method in teaching process but without having ability of managing
class will make student and the process of teaching will interest the student
to join the process of teaching well.

19. Many English teachers ever do classroom management and some
of them know well about classroom management, the English teacher at
SD Inpres RSS Oesapa also do classroom management when they teach in
the classroom, so that the writer is interested to find out about how far the
English teacher at that school know about classroom management.
Therefore, the writer will conduct this study under the title “A
DESCRIPTIVE STUDY ON CLASSROOM MANAGEMENT
APPLIED BY ELT TEACHER AT SD INPRESS RSS OESAPA”
1.2 Research Problem
Ary (in Ngongo, 2004: 21) states that research problems are
questions about field states of affairs. While Nasution (2009: 17) says that,
a research problem should be formulated clearly and specifically.
Therefore, the research problems of this research are:
1. How is classroom management conducted by Teacher of SD Inpres
RSS Oesapa Kupang as being observed in the ELT?
2. What are the underlying reasons of the teacher applying the classroom
management as being stated and answered in the questionnaire?
1.3 The Aims of the Study
Based on the research problems, this study aims (1) to find out
How is classroom management conducted by Teacher of SD Inpres RSS
Oesapa Kupang as being observed in the ELT and (2) What are the

20. underlying reasons of the teacher applying classroom management as
being stated and answered in the questionnaire.
1.4 Limitation of Scope
This study is focused on “Classroom Management applied by
ELT teacher at SD Inpres RSS Oesapa”. The writer chooses this title
because it is necessary to care for the Classroom Management as the
English teacher applied in teaching English.
1.5 The Significance of the Study
There is at least several practical benefit of this writing towards
the following stakeholder:
1.5.1 Implication
This study is directly relevant to theory of Weber (in
Mudasair, 2011: 129) stating that classroom management is a
complex set of behaviors the teacher uses to establish and maintain
classroom condition that will enable students to achieve their
instructional objective efficiently that will enable them to learn.
1.5.2 Application
The application of this study is hopefully useful for:
1. English teacher to help them in teaching process that
classroom management is very important in teaching and
learning process because student will able to join the process
of teaching.

21. 2. The students of educational faculty especially English students
as the reference to learn more how to teach ELT and the
importance of classroom management in teaching process.
3. The writer to learn more deeply about classroom management
and how to apply it when he become the real teacher later.
1.6 Definition of the Terms
There is a term used in this writing need to be defined contextually as
follows:
1. Classroom Management is defined as the methods and strategies an
educator uses to maintain a classroom environment that is conducive to
student success and learning.
2. English Language Teaching is a foreign language that is taught as a
subject that should be learned by language learners.
1.7 The Organization of the Writing
This writing is divided into five chapters. Chapter is, Introduction,
which consists of Background, Research Problem, and the aim of study,
Limitatidn of scope, the significance of study, Definition of terms and
Organization of writing. Chapter two is Literature Review which presents
theoritical framework concerning to the principle of Classroom
Management and the Strategy of Classroom Management in conducting
his research. Chapter three is Research Method, which is design Research

22. Design, Research Procedure and Data Analysis. Chapter four is Finding
and Discussion and Chapter five is Conclusion and Suggestion.

23. CHAPTER II
LITERATURE REVIEW
2.1 Definition of Classroom Management.
According to Ming-tak et al., (2008: 4) stated that Classroom
management is actions, which lead to the creation of a learning environment
where positive interpersonal interaction is promoted, and effective learning is
facilitated. It aims to enhance the cognitive, personal and social growth of
students, developing in particular their self-motivation, self-understanding,
self control, self-evaluation and self-management. Classroom management
refers to all of the things that a teacher does to organize students, space, time,
and materials so that learning can take place. This management includes
fostering student involvement and cooperation in all classroom activities and
establishing a productive working environment, (Wong in
http://go.hrw.com/recources/go_sc/
Gen/HSTPR034.PDF).
Classroom management also entails how students cope with the
environment around them. A positive classroom environment gives a student
the opportunity to take what background knowledge the teacher have and
figure out a solution to a situation without being forced into it by the strict
guidelines of the class, or by the obligatory dictation of the teacher, (Carter in
https://www.msu.edu/user/cartersi/classmngt.htm?iframe=true&width=80%
&height=80%). Classroom management is defined as the methods and

24. strategies an educator uses to maintain a classroom environment that is
conducive to student success and learning. Although there are many
pedagogical strategies involved in managing a classroom, a common
denominator is making sure that students feel the teacher are in an
environment that allows them to achieve, (McCreary in
http://www.streetdirectory.com/etoday/definition-of-classroom-management-
jejjc.html).
According to Tan et al., (2003) assert that Classroom Management is
the term we will use to highlight all of those positive behaviors and decisions
teachers make to facilitate the learning process of their students. It refers to
all 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. Richard et al., (1994: 38) stated that class management
refers to ways in which students‟ behavior, movement, and interest during the
lesson are organized and controlled by teacher to enable the teaching and
learning process to take place most effectively. Classroom management is a
primary concern for teachers. Though classroom management success comes
over time, it is important for new and experienced teachers alike to hone good
classroom management skills so that the teacher and their students can get the
most out of their time together. Good classroom management boils down to a
contract of mutual respect between the teacher and the students understanding
how to draft that contract with the students can be challenging no matter how

25. long the teacher has been teaching, (Morley in
http://www.ehow.com/info_7927943_principles-classroom-
management.html).
2.2 The Aim of Classroom Management.
In the traditional theory of classroom management, the aim of
classroom management primarily means “achieving class control and order”.
(Doyle, 1979). in
(http://wiki.answers.com/Q/What_is_the_aim_of_material_management).
Based on the explanation above the aim of classroom management is to help
teacher in achieving class control and order the class a long teaching process,
the explanation above is related to Brophy (1996: 5) who said that classroom
management as actions taken to create and maintain a learning environment
conducive to successful instruction arranging the physical environment of the
classroom, establishing rules and procedures, maintaining attention to lessons
and engagement in academic activities.
Classroom management is aim to help teacher in teaching. In
teaching english, the teacher should have more ability about method and
strategy to design the good material, process of teaching so that the students
can enjoy to the process of teaching and also the material taught by teacher.

26. 2.3 The Elements of Classroom Management
According to Cini (in http://www.ehow.com/list_6562940_seven-
elements-effective-classroom-management.html) there are seven Elements of
Classroom Management:
2.3.1 Classroom Design
Although often overlooked, the first element of classroom
management is intentional design. Use the positioning of the desks,
displays, storage and equipment to create a warm and welcoming
room. This should be done during summer vacation prior to the
arrival of students. Make sure the teacher have removed all
unnecessary and distracting items from one classroom. This is also a
good time to check the room for safety hazards.
2.3.2 Rules
Develop rules that foster respect, caring and community in the
classroom. Make the expectations for behavior clear at the beginning
of the year by reviewing these rules with students. Continue to
reinforce the rules throughout the course, and post them in a visible
location. Consider having students sign a contract that shows the
teacher has read the rules with their parents and understand how to
behave properly.
2.3.3 Disciplines
Classroom rules must have concrete consequences. Students will test
the limitations of each teacher from the very first day of school. Be

27. firm, fair and consistent. Begin by warning a student and having
them confirm their knowledge of the classroom rules. Follow-up
continued disruption by issuing demerits, detention, or other official
reprimands. Never, hit, harass, embarrass or yell at students-this is
counterproductive, unprofessional and often illegal.
2.3.4 Scheduling
Keep the class in order by staying on time and on task. Do class
work during class time, leaving plenty of room for in-class
assignments. Cramming work and instruction too close to other
activities can lead to disruptive behavior and poor comprehension.
There should be space before and after every room change, lunch,
and recess for students to settle down. Having a regular daily
schedule helps the teacher and the kids prepare for upcoming tasks.
Be firm but fair with due dates. Always leave room for extenuating
circumstances. Never leave room for procrastination.
2.3.5 Organization
Stay organized inside and out. Keep the student files, assignments,
lesson plans and administrative paperwork in order. It sets a good
example for the students and keeps the teacher from wasting
instructional time looking for materials. Share this system with the
students. Post the classroom calendar, homework schedule and
assignments on the board. Allow students to see how the teacher take
notes. It helps them distinguish irrelevant information from essential

28. details. Encourage self-directed learning by providing students with
their own agenda (notebook). The teacher may require students to
have their notebooks checked at home or during class.
2.3.6 Instructional Technique
Although the teacher may not have flexibility over the content of the
curriculum, teachers are able to convey information as the teacher
see fit. Tailoring the instructional technique to the grade level,
subject area, and students is very important. A hands-on
demonstration of electricity will keep 8th graders engaged, but may
prove chaotic in a 3rd grade classroom. Vary the style and intensity
of the lessons. Follow-up lecture-style sessions with relaxed group
activities. Consult the colleagues for ideas for new lessons. Learn
about each of the student's learning style. (What is their learning
curve? How do the teacher learn best? Do the teacher work well in
groups?) These observations are crucial when fitting the teaching
style to the students needs.
2.3.7 Communication
Communication is the most important aspect of classroom
management. It is essential to have clear and consistent lines of
communication with the administration, colleagues, students and
parents. Without it the teacher will lose the respect of peers, the
attention of students, and the cooperation of parents. Be responsive

29. to the concerns of others. Be flexible and willing to accommodate
reasonable requests.
2.4 The Principles of Classroom Management
According to Doyle in (Evertson and Weinstein 2006: 116) stated
that Classroom management is fundamentally a process of solving the
problem of order in classrooms rather than the problems of disruptions or
misbehaviors. High engagement and low levels of inappropriate disruptive
behavior are by products of affective management strategies directed at
establishing and maintaining work systems for classroom groups rather than
spotting and punishing misbehavior. While Morley (in
(http://www.ehow.com/info 7927943
Principles-classroom-management.html) said that there are four Principles of
Classroom Management:
2.4.1 Clear Expectations
Clearly explain the expectations to the students in terms of
both behavior and academics. By clearly stating the expectations,
while also acknowledging that the teacher have a responsibility to
educate the students, the teacher help build a classroom based on
mutual respect, while simultaneously avoiding misunderstandings
that arise from confusing language or the absence of stated rules.
Write a list of what the teacher need from the students to
run an effective classroom. Note what the teacher will give them in
return. Next, communicate the list clearly to the students. For

30. instance, if the teacher feel chewing gum in class will be disruptive,
say so, and clearly explain that that is why students should not have
gum in class. If the teacher like, the teacher can actually write a
contract to give to students so the teacher can have a copy of what
the teacher expect from them and what the teacher can expect from
the teacher in return.
2.4.2 Consistency
No teacher wants to be known as the one who gives
detentions at the drop of a hat or who constantly engages in
screaming matches with her classes. However, it is important for
teachers to be consistent regarding both student and teacher
expectations. When the teacher-let students get away with breaking
the rules, the teacher teach them that rules and regulations do not
matter and can always be broken without consequence. Whether
the teacher is teaching first grade or high school, being consistent
with rewards for good behavior and punishment for bad behavior
will help the teacher run a dynamic, organized and positive
classroom. When punishing students, make sure the punishment
fits the crime.
2.4.3 Focus
It is important to run a classroom that is free of major
behavioral problems and focused on education and learning. One
way to do this is to have an activity that students begin as soon as

31. the teacher enter the room, sometimes called bell work. This may
be something that happens every day, like journal writing, or a
different assignment each day that is posted on the board. When
students know the teachers are expected to begin focused work as
soon as the teacher enter the classroom, the teacher begin the
period with a positive attitude toward education. Assess each class
to determine what teaching methods work best. For instance, as
more and more students play video games at home, teachers are
beginning to incorporate educational video and computer games
into their classrooms.
2.4.4 Respect and Affection
To promote a positive environment based on respect and
value, try to genuinely like the students. No matter what grade the
teacher teach, there are students that are difficult to like, but if the
teacher really get to know each student, observe the student and
talk with the student, the teacher are likely to find them more
interesting and likable. Design classroom activities to encourage
students' positive qualities. Offer compliments when deserved.
Show the students the teacher like them and will work hard to do
what is best for them, even if it may not always be what the teacher
want at the time.

32. There are another 5 principles of classroom management mentioned by
Robinson (in http://the21stcenturyprincipal.blogspot.com/2010/12/21st-
century-principals-classroom.html):
1. Always let a student maintain dignity. No one likes to be
singled out in front of the students. When the teacher dealt
with misbehavior, the teacher is always tried to make sure
that it was not in any way a public, personal attack on the
student. If the student loses face among their peers, the
teacher has lost the war. The teacher is always tried to
speak privately with a student about their misbehavior, not
eviscerate the students in front of their peers.
2. Never take them self or subject so seriously, that the
teacher loses sight of the fact that the teacher are
teaching students. With the high-stress testing culture, this
is hard to do sometimes, but we cannot ever forget that
those kids sitting in our class have needs and wants quite
different from what we have. The best teachers crack a joke
every now and then. The teacher used to have a corny joke
of the day or story to share with my students. While the
teacher is not great at one-liners, the teacher can do some
dumb stuff now and then, and dumb stuff can be very funny
sometimes. The teacher just has to be willing to laugh at
them self.
3. Be transparent to the students. Students appreciate
teachers who admit mistakes and say the teachers are sorry.
More than once over the years the teacher made mistakes,
but the teacher tried to make it a point to sincerely publicly
apologize.
4. Enlist the students, when possible, in keeping order in
the classroom. While high school students do not often
like to be classroom monitors and rat each other out, if the
teacher create the right kind of climate, the students will
remind each other when the teacher are out of line. It is
hard to do this though, because the teacher has to get out of
the way and let them do it.
5. Keep those class rules to minimum. Teacher has worked
with teachers who had 25 class rules posted on the walls of
classrooms. It is not hard to guess what the teacher spent
most of their class time doing: enforcing rules. Having four
of five rules that cover a lot of behaviors always worked
best for me, but to limit it to just four or five means the
teacher have really decide what behaviors are most
important.

33. Those are five classroom management principles that worked for the
teacher. The key to solid classroom management for teacher was
integrating ideas that teachers tried into their teaching style. Those
classroom management principles also can help teachers learn to manage
a classroom of students was the most difficult thing for teaching,
especially for the elementary students.
2.5 The Strategy of Classroom Management
Any classroom has the potential to become a well-managed, smoothly
running classroom. A good class can become a great class if the teacher has
solid, consistent classroom management skills. No one is born with
management skills; they are learned, Peace Corps (1987: 68). While Mudasair
(2011: 51-54) there are six strategy of Classroom Management that can be
used by teacher in teaching process, the teacher are:
2.5.1 Arranging learning plan.
2.5.2 Build the relationship with student in learning processes.
2.5.3 Motivates the student to study.
2.5.4 Strategy in creating learning climate.
2.5.5 Effort in increasing student‟s learning discipline.
2.5.6 Evaluates the process of teaching.
2.6 The Effectiveness of Classroom Management.
Emmer Stough in Oliver (2007) stated that the ability of teachers to
organize classroom and manage behaviour of their students is critical to

34. achieving positive educational outcomes. although sound behaviour
management does not guarantee effective instruction, it is establishes the
environmental context that makes good instruction possible. reciprocally,
highly effective instruction reduces, but does not eliminate, classroom
behaviour problems.
According to Fortin (in http://suite101.com/article/classroom-
management-strategies-impact-teacher-effectiveness-a262273) there are four
elements of seamless classroom management are strategic planning, adequate
pacing, clear transitions, and engaging teacher presence. A well managed
class should hum along like a cooking show where the teacher is the host-
chef, the materials are organized like the ingredients and supplies, the
instruction is clear, and the pace is comfortably brisk. Tying all of the
elements together is then like serving an evenly heated meal; sequence and
time are of the essence.
2.6.1 Strategic Planning: Organization
Planning a class means organizing the teacher‟s instruction
and activities in a logical, linear way. The sequence of class
events must be clear and make sense to the students.
Students need to have something to do, a bell-ringer
activity, the minute that class begins. The bell-ringer hooks
them into the class, focuses them, and settles them into the
class routine. The teacher can then move on to the
instruction of the day, practice activities, and an ending re-
cap in an appropriate sequence and manner for the students
and the subject.
2.6.2 Pacing: Managing Minutes
A student‟s attention span is one-half of his or her age.
Keep this in mind when developing activities. Students get
frustrated when too little time is given to a task, and too
much time on a task invites distractible behavior. The teach
earner students require more simple activities with more

35. repetitions in a single class, where older students need only
one or two more problems that are complex or tasks.
A lesson is the sum of its allotted minutes, and it needs to
be dissected minute by minute. Each class event should be
assigned the time appropriate for the students‟ attention
span and the targeted content and skills. A fourth grader
will take much longer to copy notes, or look up a word in
the dictionary than a tenth grader. Flexibility is key when
students take less or more time for an activity because the
teacher has to move into another activity or change course
instantly.
2.6.3 Setting Agenda: Daily Purpose
Students are programmed to enter a class and wait for the
teacher to lead the action, or to direct them to work
independently. Today‟s students want to know the purpose
of a lesson, and when the teacher tells them, the teacher is
receptive and ready to go. The teacher sets the pace when
he or she tells them what the teacher will be doing and in
what order. Telling students approximately how many
minutes the teacher will have for an activity, problem, or
assessment augments their focus and lends a bit of urgency
to each task.
2.6.4 Teacher Presence: Move Around and Connect
All teachers can make their classroom presence strong and
appealing. Some charismatic teachers draw students to
them with little effort, and these pied pipers have the
advantage of immediate draw. Employing the basics of
teacher presence keep students‟ sustained attention and
prevents discipline lapses.
The four elements of effective classroom management, strategic planning,
adequate pacing, clear transitions, and engaging teacher presence, don‟t
require innate talents or specialized knowledge. Teachers can take one
element at a time, and give it the thought and trial and error necessary for it to
develop. Putting the four elements into practice takes risk-taking, practice,
and flexibility.

36. CHAPTER III
RESEARCH METHOD
According to Nasution (2009: 23) every research should be planned.
That‟s why it needs a research methodology. While Gay (1992) in Ngongo (2004:
55) said that research method should consist of research design, research subject,
research instrument, research procedure, data analysis.
3.1 Research Design
According to Nasution (2009: 23) research design is a planning
about the way to collect data and analysis the data so that the research can
be done economically and relevant to the goal of the research. Research
design also limits to the scope of the research that is relevant to the goal of
research. According to Landman in Djahimo (2011: 48) stated that
Descriptive research is thus a type of research that is primarily concerned
with describing the nature or conditions and degree in detail of the present
situation. The writer used a descriptive method because the purpose of this
research is to find out how is classroom management conducted by
English Teacher in teaching English at SD Inpres RSS Oesapa Kupang and
what are the students‟ responses towards the teacher classroom
management in teaching English at SD Inpres RSS Oesapa Kupang.

37. 3.2 Research Subject
In conducting this research, the writer chooses the English teacher
at SD RSS Inpres Oesapa Kupang as the subject in his research.
3.3 Research Instrument
According to Ngongo (2004: 61), research instrument is a means
to collect the data in doing a research. Based on it, in this step the writer
used quistionaire and observation to gain the data. In his observation, the
writer observed the teacher when she perfomed at the classroom in
teaching process related to the observation checklist and after that the
writer asked the teacher to answer the quistionnaire that is designed by the
writer under the scope of theories.
3.4 Research Procedure
Ngongo (2004: 58) said that the author should list the groups,
specify step by step the manipulations for each one, and link each
treatment to the proposed question. Based on the explanation, the writer
will set the following procedures of collect data.
1. The writer design the observation checklist: observation checklist
is related to the theory of classroom management. Observation
checklist used by the writer to observe the teacher in teaching
learning process.

38. 2. The writer designs the questionnaires and gives to the teacher to
check on teacher‟s understanding about classroom management
theoritically and the reason for applying classroom management.
3. The writer observes the classroom management made by teacher
on class for 3 meetings; each meeting lasts for 90 minutes.
3.5 Data Analysis
Ngongo (2004: 70) said data analysis is very important in research
activity because without data analysis research will meaningless and does
not reach the goal of the research. Based on the explanation above, writer
will analize the data based on the data that had been taken when the writer
make a research at SD Inpress RSS Oesapa Kupang. The steps bellow will
be undertaken by The Researcher to analyze the data:
1. The data from observation checklist interpreted with sacle of
frequency on the teachers‟ strategy of Classroom Management.
2. The data from questionaires scored and this might indicate The
teacher‟s understanding on Classroom Management. The teacher
comprehensive knowledge on the Classroom Management is the
underlying manifestation on how the teacher manage classroom
situation.

39. 3.6 Table of Activities
No Research Activities
Month
June July August Sept Oct Nov Dec Jan
1 Seminar Title 
2 Consultations       
3 Seminar on Research 
4 Research 
5 Analysis Data   
6 Final Examination 

40. CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the writer would like to present the data gained. This
chapter consists of findings and discussion. All data were obtaining through
classroom observation and questionnaire, which answered by two English
teachers of SD Inpres RSS Oesapa Kupang. The data will be analyzed based on
theory of Weber (1987) in Mudasair, 2011:129).
4.1. Findings of Observation
As the writer explained in the second chapter about classroom
management based on Weber (1987) in Mudasair, 2011:129) stated that
classroom management is a complex set of behaviors the teacher uses to
establish and maintain classroom condition that will enable students to
achieve their instructional objective efficiently that will enable them to learn.
Classroom Management needs by teacher to establish and maintain the
condition in the classroom so the teaching process effective and enable the
students to achieve their instruction objective and efficiently that will enable
the students to learn.
There are some classroom management strategies that can be used by
teacher in teaching and according to Mudasair (51-54: 2011) there are six
strategy of Classroom Management that can be used by teacher in teaching
process, the teacher are:
1. Arranging learning plan.
2. Build the relationship with student in learning processes.

41. 3. Motivates the student to study.
4. Strategy in creating learning climate.
5. Effort in increasing student‟s learning discipline.
6. Evaluates the process of teaching.
Referring to this research in field of education research, in this part the writer
would like to present the findings and discussions of observation and
questionnaire. The writer observed the two ELT teachers who teach English
at SD Inpress RSS Oesapa Kupang. The observation and questionnaire are
about the classroom management applied by the two ELT teachers in learning
teaching activities in the classroom. There are three main points of classroom
management that the writer going to find out on observation and
questionnaire, they are the principle of classroom management, ways of
classroom management and the strategy of classroom management.
4.1.1. Findings on Teacher 1
Here are findings of classroom observation about the
classroom management applied by ELT teachers of SD Inpres RSS
Oesapa Kupang. There are table of lists about English teachers‟
classroom management.

42. Table 1. Classroom Management applied by teacher 1
No OBSERVED ITEM RANGE
1 2 3 4 5
I Principle of Classroom Management
1. Teacher explain the material clearly 
Notes: the condition of the students who are not the young learners so the
teacher use very simple material and explain the material clearly.
2. Teacher is consistent to give discipline to students 
Notes: sometimes the teacher uses a little bit punishment.
3. Teacher asks questions to students about the
materials

Notes: the teacher also asks the material in the past she was given to the
students.
4. Teacher shows respects to students 
Notes: the teacher on her performance wants the students to understand
the material so she always explains to them individually.
5. Teacher gives positive reinforcement to student 
Notes: the teacher is always asked the students to do what she asks as like
read the text, memorize the word, and write.
II Strategy of Classroom Management
1. Teacher teaches according to lesson plan 
Notes: sometime the teacher teaches out of the lesson plan because in the
last meeting, there are some students who have not understand the
material.
2. Teacher explain the material use simple words 
Notes: the teacher teaches the younger students so she decides to use
Kupang Malay to explain the material.
3. Teacher motivates the students 
Notes: some students are afraid when the teacher asked them to write in
the white board.
4. Teacher asks the students to play game 
Notes: when the students looks so tired.
5. Teacher makes a deal with students who did not do
the home work

Notes: if the teacher give homework to the students and they complain
that the homework is very difficult.
6. Teacher give test to students in the end of teaching
process

Notes: sometimes the teacher asks the students to mention the word or
sentence before leave the class.
III Ways of Classroom Management
1. Teacher arranges students‟ seat 
Notes: just when the teacher entered the class.
2. Teacher asks the students to keep the class clean 

43. Notes: not just to keep the class clean but also to keep the class quiet.
3. Teacher writes the question in the white board 
Notes: to make students are easy to read and answered the questions.
4. Teacher makes correction to the students‟ writing,
reading, and speaking

Notes: the teacher is always wants the students to understand the material
or sentence.
5. Teacher asks the students to clean the white board 
Notes: just to motivate the students to not afraid to stand in front of the
class.
6. Teacher asks the students to close the door 
Notes: the students sometimes asks permission to go the toilet.
7. Teacher defied the students into groups 
Notes: but sometimes the teacher did not divide the students in to groups,
just based on the material.
8. Teacher asks the students to ask question 
Notes: the students ask question when they did not know how to read the
text.
9. Teacher asks the students to read the text together 
Notes: sometimes the teacher ask the students to read the text one by one
in front of the class.
Notes: The researcher diary on teacher performance of teaching at class.
Note:
1. Always 2. Sometimes
3. Seldom 4. Rarely
5. Never
4.1.2. Findings on Teacher 2
Table 2. Classroom Management applied by teacher 2
No OBSERVED ITEM RANGE
1 2 3 4 5
I Principle of Classroom Management
1. Teacher explain the material clearly 
Notes: the teacher in her explanation always use Kupang Malay and very
clear.
2. Teacher is consistent to give discipline to students 
Notes: the teacher in her performance always give some discipline to the
students so the students never walk around the class when the
process of teaching.
3. Teacher asks questions to students about the
materials

Notes: Before start the material the teacher always, ask the question about

44. the material on last meeting.
4. Teacher shows respects to students 
Notes: The teachers always respect to all students and it shows by try to
answer the entire question from the students.
5. Teacher gives positive reinforcement to student 
Notes: the teacher always asks the students to keep the quiet class.
II Strategy of Classroom Management
1. Teacher teaches according to lesson plan 
Notes: the teacher is always looks the lesson plan.
2. Teacher explain the material use simple words 
Notes: the teacher sometime use Kupang Malay.
3. Teacher motivates the students 
Notes: the teacher always ask the students to read the text and give
applause after the student read the text.
4. Teacher asks the students to play game 
Notes: teacher always ask the student to play game or sing a song in
English if the students looks tired or boring.
5. Teacher makes a deal with students who did not do
the home work

Notes: the deal sometime as like the teacher will give punishment or the
students will not get present if did not do the homework.
6. Teacher give test to students in the end of teaching
process

Notes: sometimes the test about ask the students to read or write some
words and will be corrected by the teacher.
III Ways of Classroom Management
1. Teacher arranges students‟ seat 
Notes: just when the teacher entered the class.
2. Teacher asks the students to keep the class clean 
Notes: not for the clean but also quiet
3. Teacher writes the question in the white board 
Notes: not for question but the teacher also write difficult word.
4. Teacher makes correction to the students‟ writing,
reading, and speaking

Notes: the teacher correction by read the text together.
5. Teacher asks the students to clean the white board 
Notes: before start the class and before leave the class.
6. Teacher asks the students to close the door 
Notes: sometimes if there are many students are standing in out of the
class.
7. Teacher defied the students into groups 
Notes: sometimes the teacher did not divide the students in to groups, just
based on the material.
8. Teacher asks the students to ask question 
Notes: the teacher always ask the student to ask question if the students

45. cannot read the word or text.
9. Teacher asks the students to read the text together 
Notes: sometimes teacher ask the students to read after the teacher read
the text first.
Notes: The researcher diary on teacher performance of teaching at class.
Note:
1. Always 2. Sometimes
3. Seldom 4. Rarely
5. Never
4.2. Discussion of Observation
As mentioned in chapter I, this research is intended to answer the
question how is classroom management conducted by Teacher of SD Inpres
RSS Oesapa Kupang as being observed in the ELT and what are the
underlying reasons of the teacher applying the classroom management as
being stated and answered in the questionnaire, as described below:
4.2.1. Discussion of Observation on Teacher 1
Based on the result of classroom observation, here the writer
would like to discuss about the classroom management applied by ELT
teacher at SD Inpres RSS Oesapa Kupang. The writer found that the
English teacher applied almost all the strategies suggested by Mudasair
(51-54: 2011) such as Arranging learning plan, Build the relationship
with student in learning processes, Motivates the student to study,
Strategy in creating learning climate, Effort in increasing student‟s
learning discipline and Evaluates the process of teaching. However, in
the classroom observation, the writer also found that the English teacher
does not apply some of the classroom management strategies suggested
by Mudasair because the time and the material are not supported to be

46. applied. Based on classroom observation that the writer had been done,
there are some of classroom management strategies which are not
effectively applied by the English teacher.
 Firstly, arranging learning plan. Based on the classroom
observation, the writer found that the teacher always design
lesson plan before teach the students. In the process of teaching,
the teacher always follow all the steps in lesson plan, start with
ask one of the students to pray, check the students attending and
introduce the material, and before come to the main teaching,
the teacher also ask the students to remember the material that
had been given last meeting.
It is necessary to do because the teacher needs to make student
feel batter or enjoy the process of teaching so teacher need to
refresh the student before come to the main material for that
meeting.
 Secondly, build the relationship with student in learning
processes. Based on the classroom observation, the writers
found that teacher in the process of teaching always try to make
student enjoy to all the process. The teacher is always walk
around the class and talk to the students one by one.
Based on that, the writer found that all the students enjoy the
process of teaching. The students are always enthusiasts to read
the text or do the exercise given by the teacher.

47.  Thirdly, motivates the student to study. Based on the classroom
observation, the writer found that in the process of teaching, the
teacher always motivate her students to study and develop their
self by ask the students to memorize the word that she gave on
last meeting, and the student are asked to write the word to the
white board and if there is a student that did not memorize the
word, that student will get punish.
Here, the writer found that this habit will make student afraid or
scared to study, or in the other word that the students just do the
homework as like memorize the word because they will get
punishment if they are not do the homework and it is not help
the student to develop their self as hoped by the teacher.
 Fourthly, strategy in creating learning climate. Based on the
classroom observation, the writer found that the teacher in her
teaching process always ask the students to join all the process
as like ask the students to clean the whiteboard, keep the class
clean, and close the door if there are many other students
standing outside.
This strategy is very kind because by that the teacher can teach
the students very clear and the students can join the process with
very effective, it is prove by there is no student who walk
around the class when the teacher explain the material.

48.  Fifthly, effort in increasing student‟s learning discipline. Based
on the classroom observation, the writer found that the teacher
always try to create students discipline in learning by ask the
student to divide between book for homework and for note.
By this strategy, the teacher means to make students can enjoy
their learning in school or at school. Sometimes the teacher also
ask the students that she think that have a good knowledge more
better than the others to sit with the students that have not good
knowledge, this strategy is to help her in explaining the
material.
 Sixthly, evaluates the process of teaching. Based on the
classroom observation, the writer found that the teacher not only
make an evaluate to the process of that meeting but also before
the class began.
Here, the teacher wants to find out how far her students can
receive the learning process and how far the students remember
the material on the last meeting. It is very important to know by
a professional teacher as a reference to built up the ability of
manages the class.
4.2.2. Discussion of Observation on Teacher 2
This part is discussion on what classroom management
strategy applied by teacher 2. From the observation, the writer found
that teacher 2 also applied the classroom management in teaching

49. process even though that was not all the strategies done effectively but
so far it can be said that the teacher success in applying the classroom
management strategy. The results of classroom observation are
presented such as billow:
 Firstly, arranging learning plan. Based on the classroom
observation, in arranging learning plan, the teacher did not too
follow the instruction in the curriculum because she just pay
attention to the material that what had should be given to the
students. However, the steps are still same with the first teacher
such as pray before start the material, check students attending,
ask the students to clean the whiteboard and arrange students‟
seat.
Here, the writer can say that this teacher‟s strategy is to make
students feel enjoy to the process of teaching and all the material
are back to the students wants.
 Secondly, build the relationship with student in learning
processes. Based on the classroom observation, the writer found
that the ability to built the relationship with the students of the
teacher is very good because all the process of teaching can
make the students enjoy and it is prove with all the students are
very active.
Here, the teacher always walk around the class and ask the
students about the material and always use the very simple

50. words to explain the material, let the students to come near to
her to ask the material if they still did not understand.
 Thirdly, motivates the student to study. Based on the classroom
observation, the writer found that the strategy of the teacher to
motivate the students to study is still use the punishment, the
students always get punish from the teacher if they did not do
the homework.
Here, the teacher still use punishment as the strategy to motivate
the students to study, but the punishment that is used by the
teacher is ask the students that did not do the homework or did
not write the word in the whiteboard come to stand in front of
the class until the students do the task that had been asked by the
teacher.
 Fourthly, strategy in creating learning climate. Based on the
classroom observation, the writer found that in creating learning
climate the teacher try to play game or sometime ask the
students to sing a song to make the student feel fresh before
back to the material.
Here, along the writer make an observation, found that the
strategy is going well because by that play game or sing a song,
students can fresh again and ready to back to the material and
the process can go as the teacher hoped.

51.  Fifthly, effort in increasing student‟s learning discipline. Based
on the classroom observation, the writer found that the teacher is
always asks the students to copy the material but sometimes the
teacher prepare the material for them.
This strategy is very good because the student cannot go around
the class to find the material to their friends, by this strategy
student can keep the process of teaching and learning, the
teacher can improve the teaching process such as ask them to
read conversation in pair.
 Sixthly, evaluates the process of teaching. Based on the
classroom observation, the writer found that the teacher is
always evaluate all the process of teaching by ask the students to
read the text by their self together and one by one in front of the
class. After that, the teacher give them homework such as write
some difficult words in the whiteboard and ask them to find the
meaning at home.
Here, by this way, the teacher can know how far the students
can understand the material, and after that, the teacher will ask
them to mention the word with the meaning that she had given
before or sometimes the teacher mention the word and the
students will write down that word in their book and the teacher
will correct before they leave the class.

52. 4.3. Findings and Discussion of Questionnaire
The following is the part of the writer finding of the questionnaire
that had been answered by the two ELT teachers of SD Inpres RSS Oeasapa
Kupang applied the classroom management in the process of English learning
teaching. Here the writer design the questionnaire with 20 questions related to
the implementation of classroom management strategies. All the data gained
from the field of study are discussed below:
4.3.1. Findings and Discussion of Questionnaire on teacher 1
1. Do you ever know about classroom management applied to the
process of teaching learning?
 From the questionnaire, it is found that the teacher answer yes.
The teacher said that Classroom Management is going to help
teacher in the process of teaching so can create the student that
have competence. Classroom management also can help the
teacher to build up the teaching process; can make the process
of teaching more effectively.
2. According to Mudasair (51-54: 2011), there are 6 strategies of
classroom management (Arranging learning plan, Build the
relationship with student in learning process, Motivates the student
to study, Strategy in creating learning climate, Effort in increasing
student‟s learning discipline, and Evaluates the process of
teaching), do you know those strategies? Which strategy that you
use?

53.  From the questionnaire, the teacher answers yes. The almost
strategy that is used by the teacher is build the relationship with
the students. The teacher believes that this strategy can make
students feel very close with the teacher so the teaching process
will go under the teacher control, and make the teacher can
teach the students effectively.
3. How do you apply classroom management to the class?
 The teacher explain that the way to apply the classroom
management is very simple, first of all the teacher have to build
the good relation with the student by this strategy the teacher
can applied all the strategy to the teaching process, and all
problems the found in the class can be handled.
4. Do you always apply classroom management in teaching process?
 It found the teacher found yes. Teacher believes that classroom
management can make the goal of teaching process can go well.
Classroom management help teacher to create the process of
teaching will enable the student in learning the material.
5. Do you use another way in teaching learning process? What is the
way of teaching that you applied in the classroom?
 The teacher answers yes. The other strategy that ever use is
active and creative teaching. The teacher uses this strategy
because that strategy can make teacher and student join the
process. Active in teaching means that the teacher in teaching

54. process should active to explain and answer all the question
from the students, while creative in teaching means that teacher
should creative make the material interest the student so
students did not feel bored join the learning process, sometimes
teacher also put a little bit joke or game in the teaching process.
6. What kinds of interesting interactions do you use?
 Teacher explain that in teaching process, she always explain the
material based on the topic and combine her explanation with
ask question related to the material. The teacher believes that by
use this strategy the students can easy to understand the
material.
7. Do you apply giving motivation strategy in every teaching process?
 The teacher answers yes. She explained that in the process of
teaching and learning, a teacher should know that students need
to get attention by the teacher. Teacher need to motivate the
student to study, by giving motivation to the students can make
student feel that they are become partner of the teacher in
teaching and learning process in the classroom so they will
support by active and pay attention to the material explained by
the teacher.
8. How do you apply giving motivation strategy to the students so
they enthusiasm to join the English learning process?

55.  The teacher explain how she apply giving motivation strategy to
the students by giving students material with its creative
teaching media and ask the students to create the something
deals with the material and after that the students will present in
front of the class. By this strategy, the students will able to
enjoy every process of learning and teaching by never is afraid
to make mistake.
9. Do you always design the material that you are going to use in
every teaching process?
 From the questionnaire, it found that the teacher answer yes. A
professional teacher has to design all the material before come
to the classroom. By design the material, the teacher will focus
on teaching, because in the process of teaching a teacher is not
suggested to go out from the material so the process of teaching
can get the point of teaching and the result of the process of
teaching can be evaluated.
10. Do you always use another method in teaching learning process to
other class level?
 It found the teacher answer yes. The teacher in her time of
teaching, she also teaches different level or class so she
sometime use another method in teaching. Here, the teacher in
choose the method is usually think to the class or level that she

56. are going to teach. According her, different level of the students,
the method and the strategy also should be changed.
11. What kinds of classroom management steps that you use to inform
the teaching material to the students?
 The teacher explains that steps or the way of classroom
management that she ever use are ask and answer the question,
discussion, games, and sing a song. She also explain that before
start the class, she usually ask some questions related to the
material and after that she explain the material, ask the students
to discuss the material, and if the class are noisy or the students
looks tired or bored, she will ask the students to play a game or
sing a song before back to the material. This way can help the
teacher to make the teaching process go with the instruction and
the students also fresh to study.
12. In your point of view, is classroom management has advantages
and disadvantages?
 It is found that the teacher answer yes. She said that classroom
management has advantages and disadvantages. The advantages
are classroom management can help the teacher to keep the
conducive of the class and can make the teaching process
enjoyable the students to study. The disadvantages are if the
teacher make mistake in applying classroom management, it can

57. make the teacher and the students will have nothing the point of
the teaching and learning process.
13. Is good strategy can increase the students‟ ability and knowledge in
studying English?
 The teacher answers yes. Good strategy can help the students to
improve and increase students‟ knowledge. There are many
teaching strategy that can be used by teacher to teach, but not all
the strategy can make the students to increase knowledge,
because there is no students that have same strategy in studying
and in this case should have be carefully in choosing the
strategy or method to be used in a process of teaching.
14. Do you always apply a different classroom management in every
teaching process?
 From the questionnaire it is found that the teacher answer no.
Classroom management that is applied by teacher never been
changed because she believes that whatever the material or in
every process of teaching and learning have their own problem
so classroom management should be the same not to be
changed.
Here, the writer found that, the teacher still think that between
classroom management and teaching management are the same
so the classroom management should not changed.

58. 15. After you apply one or some of classroom management strategies,
are the students can join the process of teaching and learning
English as what you want?
 It found yes. Teacher explain that when the teacher use the right
strategies, the students will join the process of teaching with
happy and the process of teaching will going well.
Here, the writer can said that the teacher in her performance in
teaching is always thinks about what students need and what
strategies can make the student enjoy joining the process of
teaching.
16. Is the classroom management that you apply in teaching process of
English deals with the curriculum of the school?
 The writer found that the teacher answer yes. Teacher said that
curriculum in that school is followed to the students‟ ability so
the teacher can apply the classroom management strategy in all
the teaching process.
Here, the writer can said that in teaching English to the
elementary school, the teacher should think about what material
should be given and what method and strategies should be used,
because if the teacher make mistake, it can make the process of
teaching will get nothing.
17. Do you have a difficult moment when you apply the classroom
management?

59.  It found yes. The reason is the teacher still confused in choosing
which the strategies are should be used.
Here, the writer found that the teacher in the process of teaching
the teacher is very care to what will students get so in choosing
the strategy should be the right one and if not it can make the
students get nothing and the process of teaching useless.
18. Do you think that strategy and approach made by teacher in
classroom is to get the aim of teaching?
 The writer found that the teacher answer yes. Strategy and
approach that the teacher made in the classroom just to make the
goal of teaching process can be got by the students.
Here, the teacher know that the goal of teaching is very
important so everything that the teacher do in the classroom just
to get the purpose of teaching. In teaching process, teacher
should develop the material, lesson plan to make the students
get knowledge, and can improve their ability because the
purpose of teaching is to make students know who they are and
can improve their self.
19. In teaching English to the Elementary school, do you ever use
media as like picture, game, and song?
 The teacher answers yes. Teaching English to the elementary
school the teacher is always use media to help the students to
easy in understanding the material, but some time the teacher

60. should use game and song to make the students did not feel bore
in the classroom. Media is a tool that can help teacher in the
process of teaching. With media the teacher can easy to make
the students understand the material, the process of teaching will
conducive.
20. Is there any other strategy that you use beside the classroom
management strategies billow?
1. Arranging learning plan.
2. Build the relationship with student in learning processes.
3. Motivates the student to study.
4. Strategy in creating learning climate.
5. Effort in increasing student‟s learning discipline.
6. Evaluates the process of teaching.
 The writer found that the teacher answer yes. The teacher is
always uses TACI (Teaching, Active, Creative and interesting).
TACI is the strategy that can help the students to get their talent
and for teacher, this strategy can make her to get the point of
teaching. The point of teaching is not only to make the students
cleaver but also should make the student become the people that
have knowledge, creative and useful for their self, society, and
religion.

61. 4.3.2. Findings and Discussion of Questionnaire on teacher 2
1. Do you ever know about classroom management applied to the
process of teaching learning?
 This question, the writer found that the teacher answer yes. The
teacher knows about classroom management applied in the
process of teaching. Classroom management needs to make the
process of teaching conducive, and the students are able to get
the point of the teaching process.
Here, the teacher is always design the material before come to
the classroom. The teacher also arrange students seat and
sometimes divide the students in to the groups to make her easy
to teach. The teacher also explains the material clearly and use
very simple words and sometimes she use Kupang Malay.
2. According to Mudasair (51-54: 2011), there are 6 strategies of
classroom management (Arranging learning plan, Build the
relationship with student in learning process, Motivates the student
to study, Strategy in creating learning climate, Effort in increasing
student‟s learning discipline, and Evaluates the process of
teaching), do you know those strategies? Which strategy that you
use?
 The teacher answers yes. The classroom management strategy
that is used by the teacher is building the relationship with
student in learning processes and giving motivations.

62. Here, the teacher chooses these strategies to make the students
in the process of teaching can feel no gap between teacher and
students. With these strategies the teacher also can teach the
students as like her friends so between teacher and student can
keep the process of teaching conducive and the students found
what their want.
3. How do you apply classroom management to the class?
 This question, the teacher explain that in applying classroom
management in the classroom, the teacher is always ask the
students to keep the class clean, clean the whiteboard, open their
books, read the material together, sometimes ask the students to
write in the whiteboard.
Here, the teacher try to make the students feel that in the process
of teaching, teacher is not the one point that should talk, read,
write and ask question, but the all the students also should active
in the process. With this way, the process of teaching will going
well and the students will able to understand the material easily.
4. Do you always apply classroom management in teaching process?
 Teacher answers yes. By using classroom management in the
process of teaching, the teacher can easy to develop students‟
ability and talent.
Teacher applied classroom management in the process of
teaching is to make students can enjoy the process of teaching

63. and students also did not scared when the teacher ask them to
make something dealing with their material.
5. Do you use another way in teaching learning process? What is the
way of teaching that you applied in the classroom?
 For this question, the writer found that the teacher answer yes.
The teacher uses CBSA (Cara Belajar Siswa Aktif). This way of
teaching can make the process of teaching will able to get
students attentions when the teacher explain the material and the
students are able to improve their creativity because the teacher
just only become the motivator.
Here, the writer can said that the teacher try to combine every
strategies that she know to get class conducive, get the students
attention in the teaching and learning process and also get the
point of teaching process.
6. What kinds of interesting interactions do you use?
 The teacher explains that she is always use sing and game as an
interesting interaction to the process of teaching. These
interactions are believed by the teacher that can make the
process of teaching can go well and make the students never
bore to study.
7. Do you apply giving motivation strategy in every teaching process?

64.  It was found that the teacher answer yes. Giving motivation is
necessary because by giving motivation the students will able to
enjoy all the process of teaching.
Here, giving motivation to the students will make students can
enjoy; students can feel that they also become part of the
process in the classroom. By giving motivation students can
learn or can create something with their own and it will support
their study.
8. How do you apply giving motivation strategy to the students so
they enthusiasm to join the English learning process?
 The teacher explain that she is always apply the classroom
management strategy as like giving motivation by ask students
to read the text with their own, write the word in the whiteboard
and sometime give applause to the students although the
students make mistake to their writing or reading.
9. Do you always design the material that you are going to use in
every teaching process?
 It was found that the teacher answer yes. The teacher is always
design the material before come to the class. By design the
material, the teacher can easy to teach because the teacher will
not confused in explaining the material, beside that the teacher
also design the students worksheet so after explain the material

65. the teacher will ask the students to do the task in their
worksheet.
10. Do you always use another method in teaching learning process to
other class level?
 It was found that the teacher answer no. There is no other
method applied by the teacher. According to the teacher, method
used by the teacher in teaching English to the elementary school
is same because English that is thought in elementary school
just become an introduction so the method should not be
changed.
Here, the writer can said that the teacher knowledge about
strategy and method is not too good because the teacher think
that teaching English to the elementary school should not focus
on one method or strategy but in the fact is teaching English to
the elementary school, the teacher should combine and use
many strategies and methods to make the students did not feel
bore to the teaching process.
11. What kinds of classroom management steps that you use to inform
the teaching material to the students?
 The teacher explain that the steps of classroom management that
she always use to inform the material are ask the students to
read the text together but sometimes one by one, explain the
material very clearly by use the very simple words, ask the

66. students to write in the whiteboard, walk around the class when
explain the material and so on.
Here, the teacher had follow some of the classroom
management steps with all that the teacher had been done is to
make the students focus to the process of teaching in the
classroom. And it will make the teaching process become
effective and conducive.
12. In your point of view, is classroom management has advantages
and disadvantages?
 It was found that the teacher answer yes. The teacher said that
there some of classroom management understood by the student
and others not understood by the students.
Here, the writer can say that the teacher make mistake because
the advantages of classroom management is classroom
management can help the teacher to keep the class conducible
and the classroom disadvantages is classroom management
cannot applied to the students or when the situation of the class
did not support the process as like in the rainy season or there
are some of the students sick or hungry or in the other words the
class are noisy.
13. Is good strategy can increase the students‟ ability and knowledge in
studying English?

67.  The writer found that the teacher answer yes. The good strategy
can help the students to improve their ability and can motivate
them to study English.
Here, the teacher agrees that strategy can make the students to
focus on the process of teaching. By the right strategy, the
teacher can teach the students very well because the students
will join the process of teaching enthusiasm.
14. Do you always apply a different classroom management in every
teaching process?
 It was found that the teacher answer no. The teacher always
applies the same classroom management strategy in all the
process of teaching.
Classroom management is an ability of teacher in managing the
class so it is not should be change in every single teaching
process but it should be develop for every process of teaching
based on how far the material that is given by the teacher and
also the condition of the class.
15. After you apply one or some of classroom management strategies,
are the students can join the process of teaching and learning
English as what you want?
 It found yes. Teacher explain that when the teacher use the right
strategies, the students will join the process of teaching with
happy and the process of teaching will going well.

68. Here, the writer can said that the teacher in her performance in
teaching is always thinks about what students need and what
strategies can make the student enjoy joining the process of
teaching.
16. Is the classroom management that you apply in teaching process of
English deals with the curriculum of the school?
 The writer found that the teacher answer yes. Teacher said that
curriculum in that school is followed to the students‟ ability so
the teacher can apply the classroom management strategy in all
the teaching process.
Here, the writer can said that in teaching English to the
elementary school, the teacher should think about what material
should be given and what method and strategies should be used,
because if the teacher make mistake, it can make the process of
teaching will get nothing.
17. Do you have a difficult moment when you apply the classroom
management?
 It was found that the teacher answer no. The teacher in applying
classroom management never get the difficulties moment
because classroom management help the classroom conducive
and the process of teaching effectively so the student are able to
study with the good condition because there is no other students
that can walk around the class to disturb their friends.

69. 18. Do you think that strategy and approach made by teacher in
classroom is to get the aim of teaching?
 The writer found that the teacher answer yes. Strategy and
approach that the teacher made in the classroom just to make the
goal of teaching process can be got by the students.
Here, the teacher know that the goal of teaching is very
important so everything that the teacher do in the classroom just
to get the purpose of teaching. In teaching process, teacher
should develop the material, lesson plan to make the students
get knowledge, and can improve their ability because the
purpose of teaching is to make students know who they are and
can improve their self.
19. In teaching English to the Elementary school, do you ever use
media as like picture, game, and song?
 The teacher answers yes. Teaching English to the elementary
school the teacher is always use media to help the students to
easy in understanding the material, but some time the teacher
should use game and song to make the students did not feel bore
in the classroom. Media is a tool that can help teacher in the
process of teaching. With media the teacher can easy to make
the students understand the material, the process of teaching will
conducive.

70. 20. Is there any other strategy that you use beside the classroom
management strategies billow?
1. Arranging learning plan.
2. Build the relationship with student in learning processes.
3. Motivates the student to study.
4. Strategy in creating learning climate.
5. Effort in increasing student‟s learning discipline.
6. Evaluates the process of teaching.
 It was found that the teacher answer yes. But the reason or the
explanation is not go with the question.
Here, the teacher explain that every strategy of classroom
management is very important to be used because can help
teacher in the process of teaching, so that the process of
teaching will get the purpose of teaching that is teaching should
make the students to be active, creative and understand the
material in the classroom so the students can use it to apply in
their life every day.

71. CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, the writer could offer conclusion and suggestions dealing
with the results obtained on data analyzed and discussion. Classroom management
is an approach and strategy that can help teacher to manage the classroom, so that
the process of teaching can be run effective and efficient. The writer conduct this
research based on two research questions to guide the writer in making research in
SD Inpress RSS Oesapa Kupang, those research questions are how is classroom
management conducted by ELT teacher of SD Inpress RSS Oesapa kupang as
being observed and what are the underlying reasons of the teacher applying the
classroom management as being stated and answered in the questionnaire. Based
on the explanation, here the writer presents some conclusions and suggestions
relating to this writing based on the finding in this research.
5.1.Conclusion
Having investigated classroom management applied by ELT
teachers of SD Inpres RSS Oesapa Kupang, the most important general
conclusion can be drawn as follows:
1. As stated on the previous chapter, As stated on the previous chapter,
the teaching and learning situation at SD Inpres RSS Oesapa Kupang,
the ELT teacher applied classroom management in her teaching
process is a complex set of situation in which the teacher attempted to
establish ideal atmosphere to enable the students learn at their ease.

72. This is done rarely to enhance the students cognition, self driving
force and understanding as Weber (in Mudasair, 2011: 129).
Paying close attention on the finding and discussion on chapter IV, it is
well describe that from the theory of classroom management, the ELT
teacher of SD Inpres RSS Oesapa Kupang mostly understand well
about classroom management and how to apply classroom
management and also the teacher apply classroom management to
make the students enjoy the process of teaching because the teacher
create a different situation with apply classroom management in the
process of teaching. Based on the observation, the writer found that the
two English teachers know and understand about the classroom
management conducted by Teacher of SD Inpres RSS Oesapa Kupang
as being observed in the ELT as the following:
a. Grouping
b. Simple explanation by code mixing and code switching, example
from classrooom.
c. Positions on students seating.
d. Teacher evaluation one by one student.
e. Motivation by playing games, giving rewards, appraisal
2. Based on the questionnaire, shows that the underlying reasons of the
teacher applying the classroom management as being stated and
answered in the questionnaire are due to the following consideration:
a. Effeciancy of time in the class

73. b. Interest arousal
c. Students english grade
d. Level of skills trained
e. Based on student schemata knowledge
5.2.Suggestion
Based on the conclusion and the result of the conducted research the
writer would like to present the following suggestions:
1. The English teacher should be able to apply classroom management
appropriately in language learning teaching, because by using
classroom management the process of learning teaching can be done
more effective and efficient, especially in elementary school.
2. The English teachers should be capable in choosing what classroom
management strategies relevant to with the students‟ ability, needs
and interests.
3. The English study program students should be able to use strengths
and weakness of classroom management to develop ways to make
classroom management optimally to apply and achieve teaching
objectives.
4. Readers should be able to conduct further research concerning
different subject or focus of study. They can use these findings as
basis to conduct their research.

74. REFERENCES
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76. Appendixes

94. PEMERINTAH KOTA KUPANG
DINAS PENDIDIKAN PEMUDA DAN OLAH RAGA
SD INPRES RSS OESAPA KUPANG
Jl. Piet A. Talo Blok-C RSS Oesapa
SURAT KETERANGAN SELESAI PENELITIAN
NOMOR: 36 / I.24 / RSS / 2013
Dengan ini menerangkan bahwa:
Nama : OSCAR ARISTAN SELAN
N I M : 061308283
Semester : XIII (Tiga Belas)
Pekerjaan : MAHASISWA
Fak/Jur : FKIP/BAHASA INGGRIS
Asal : UNIVERSITAS KRISTEN ARTHA WACANA
KUPANG
Mahasiswa tersebut telah melakukan penelitian dalam rangka Penyusunan Skripsi
dengan judul “A DESCRIPTIVE STUDY ON CLASSROOM
MANAGEMENT APPLIED BY ELT TEACHER AT SD INPRES RSS
OESAPA KUPANG”.
Demikian surat keterangan ini di buat untuk dipergunakan sebagaimana mestinya.
Kupang, 28 Mei 2013
Tembusan:
1. Lurah Oesapa di Kupang
2. Dekan FKIP UKAW di Kupang
3. Arsip