MINI RESEARCH

CLASSROOM MANAGEMENT

Arranged By:

Name : 1. Annisa Aulia

2. Muetya Permata Dara

3. Tani Silfia

Class : English Education E 17

Subject : Teaching English to Young Learners

Lecturer : Anggraini Thesisia Saragih S.Pd, M.Hum

ENGLISH EDUCATION S-1 STUDY PROGRAM

FACULTY OF LANGUAGES AND ARTS – STATE UNIVERSITY OF MEDAN
November 2019
 PREFACE

Praise gratitude the writers say to the presence of God Almighty because with his
grace and permission, the author can finish a paper on Mini Research of Teaching English to
Young Learners subject. The author is grateful to Anggraini Thesisia Saragih S.Pd, M.Hum.
as lecturer of Teaching English to Young Learners.

The author realizes that this paper has shortcomings and is far from perfect.
Therefore, criticism and suggestion is the author's need to remember nothing is perfect
without constructive suggestions and the authors apologize for the errors that have occurred
in the writing of this critical book report.

The end of the authors say thank you may be this paper can useful and add knowledge
for the reader.

Medan, November 2019

Writer
 CHAPTER I
INTRODUCTION

1.1 Background
Class management is a complex variety of teacher's behaviors in order to make his
teaching effective and efficient. Management is a matter of making students look very active
in class learning activities and inducing behaviors that are counterproductive with the
learning process so that teachers and students can do the teaching process efficiently on a
given time basis. Without effective class management the student learning process will be
interrupted during teaching.

Classroom, as a part of such environment, is the place where formal learning mostly
takes place. Additionally, seldom do learners spend their times to study out of the classroom,
for that reason the moments where learning occurs there have to be optimally benefited. This,
of course, will be much determined on how teachers are able to manage and organize the
classroom.

In the world of teaching English to young learners (TEYL), it is convinced that

classroom management has become one of the teaching skills that every young language
learners (YLLs) teacher has to possess. Moreover Brown (2001, p.192) supports the
statement by saying that further step for the succession of practicalities for the language
learning and teaching in the classroom is to grapple with what is called ‘classroom
management’. Yi (2001) further emphasizes the importance of good classroom management
since it can create both effective teaching and learning environment of English as a foreign
language (EFL). These all indicate how necessary it is for YLLs teachers to be able to acquire
and master the skill of managing the classroom.
1.2 Problem of Research

1.3 Objective of Research

- This paper is aiming to know that enable teachers to manage their work with students in the
classroom.

- Teacher as an efficient classroom manager needs to have skills to plan and prepare the
education process

- Know how to organize the teaching and how to guide the class.

- Also, teacher should be able to evaluate the progress of the students and self-evaluate his
own work.
 CHAPTER II
LITERATURE REVIEW

This chapter explore some theories about classroom management, problems faced in
classroom management, strategies applied in classroom management, and student-teachers‟
teaching practice. This chapter also contains review of related study and conceptual
framework.

The Young Leaners

The term young learner covers a wide age range. This can be anybody from the age of three
to the age of eighteen. There is a big difference between what a –three-year-old child can do
and what a child of fifteen can do. We should consider their development too. Some children
develop faster, others need more time (Pribilova 2006: 10). The young learners are the
students of the elementary school from the age of 6-12 years old. They can be subdivided into
two group: they are younger group ‘6-8 years old’ and older group ‘9-12 years old’.

According to their level, they are called as students of lower classes such as first, second and
third years students and upper classes namely fourth, fifth and six years students. Scot and
Yterbeg (2010: 18) Subdivided them into two group: they are level one ‘5-7 years old’ an
level two ‘8-10 years old’.

According to Pinter (2006: 84) the young children, in particular, are not ready for or
interested in thinking about the language system or manipulating the language so as to
separate lexical item out of structures, they are interested in the meaning and function of new
language more holistically, in order to play game, sing song, or act out a story. As they grow
older, their awareness of language and its component part of grow. When children pick up
new word, they might be able to recognize a vocabulary item without knowing the
appropriate meaning.

Generally, characteristic of young learner are difference between what children of five can do
and what children of ten can do. Attention to the characteristic of the average child which is
relevant for language teaching, teaching young learners requires the knowledge of knowing
all the development differences. Understanding these differences can help me as a teacher to
develop methods and a system of work that I will use in the process of teaching. Of course, it
is not possible to say that every child of six will know this and that. But it is possible to pick
out some chracteristics which I as a teacher should know and should be aware of Pribilova
(2006: 11)

Classroom Management

Classroom management is the basic component in teaching practice that is used to

make the class more organized. Classroom management will help teachers or student-teachers
handle the class. Hannah (2013) further analyzed that classroom management has a big role
in students‟ discipline. Classroom management can handle the students‟ attitude to be more
discipline in the classroom. Classroom management is a challenging skill for student-
teachers. Classroom management may be among the most difficult challenges for beginning
teachers (Gordon, 2001).

Classroom management is the way to handle students‟ inappropriate behavior in

classroom. According to Oliver, Wehby, and Reschly (2011) classroom management is
defined as a collection of classroom procedures implemented by teachers in classroom
settings with all students for the purposes of supporting behavior, preventing and reducing
inappropriate behavior. Classroom management is a main major which includes talent, skill,
energy and ability from the teachers or student-teachers to organize the class. Classroom
management is a complex skill consists of more than ability to influence and control
students‟ manners, and there remains a much impression that classroom management is
mostly about „discipline‟ (Allen, 2010). Therefore, classroom management can reduce the
unpredictable behavior from students.

Classroom management is a system of proactive and reactive strategies employed to

influence the physical and social space of the classroom (Little & Akin-Little, 2008).
Classroom management is the important ability that every student-teachers should have in
order to make students achieve the learning goals. Classroom management diminish students‟
misbehavior and make student more controlled. To sum up, classroom management has a big
role for success of teaching.

Problems in Classroom Management

There are many problems in classroom management during teaching practice such as
lack of confidence of student-teachers, lack of teacher‟s knowledge or unprepared material,
lack of m student‟s motivation to learn, and students‟ misbehavior.
Strategies in Classroom Management

Classroom management is one of the big problems of pre-service teachers (Merҫ &
Subași, 2015). Student-teacher must set the strategy to handle and solve the problem on
classroom. Classroom management is basic to improve academic and behavioral outcomes to
manage students‟ behavior disorders (Oliver, Wehby, & Reschly 2011). Effective classroom
management strategies can help pre-service teachers to create such an environment, ranging
the activities to improve teacher-student to rules the regulate student behavior (Korpershoek,
Harms, Boer, Kuijk, & Doolaard, 2014). Effective classroom management may help teachers
to teach students how to be responsible and control themselves (Gordon, 2001). So the
students will be more responsible on their attitude.

According to Evertson and Weinstein (2006) there are five types of action to handle
the classroom management. Teacher must develop caring, supportive relationships with and
among students. Teacher must organize and implement instruction in ways that optimize
students‟ access to learning. Teacher must encourage students‟ engagement in academic
tasks, which can be done by using group management methods. For example is establishing
rules and classroom procedure. The teachers also have to promote the development of
students‟ social skills and self-regulation. Teacher must use appropriate interventions to
assist students with behavior problems.
 CHAPTER III
RESEARCH METHODOLOGY

A. Research Design
Data analysis techniques in this study used descriptive statistics. According to
Sugiyono (2010: 147) descriptive statistics are used to analyze data by describing or
describing data that has been collected as it is without intending to make conclusions
that apply to the public or generalizations.
B. The Research Located
This research was conducted at Gajah Mada School, in grade 4 elementary
school, Jl. HM. Said, Gaharu, Medan Estate.
C. Day and Time of Research
This research was conducted on the day, include :
Day & Date : On Friday, 08 of November 2019
Time : 10.20 PM
Place : Gajah Mada School, Jl. HM. Said, Gaharu, Medan Estate.
D. Technique of Data Collection
In collecting data, we went to school and entered the classroom to find out
about the ongoing teaching and learning process. We observe how the teacher in
managing her class management, such as teaching class, attitudes and interactions
between teacher and students.