CLASSROOM CONTROL TECHNIQUES USED BY ENGLISH TEACHERS IN TEACHING SPEAKING AT VOCATIONAL HIGH SCHOOL (A Study at SMKN 3 Padang)

CLASSROOM CONTROL TECHNIQUES USED BY ENGLISH TEACHERS IN TEACHING SPEAKING AT VOCATIONAL HIGH SCHOOL (A Study at SMKN 3 Padang) Oleh: Julis Bernando *) **) Armilia Riza dan **) Syayid Sandi Sukandi Staff Pengajar Program Studi Pendidikan Bahasa Ingris STKIP PGRI Sumatera Barat ABSTRAK Teknik mengontrol kelas dijelaskan sebagai teknik dalam mengontrol jalannya proses belajar mengajar, yang mana keahlian ini harus dimiliki oleh setiap guru. Penelitian ini bertujuan untuk melihat bagaimana guru mengimplementasikan teknik mengontrol kelas dalam mengajar speaking. Partisipan dari penelitian ini adalah guru Bahasa Inggris SMK Negeri 3 Padang. Adapun jumlah guru Bahasa Inggris di sekolah tersebut adalah 4 orang. Dalam menentukan partisipan, peneliti menggunakan total sampling teknik. Jadi, peneliti menetapkan keempat guru tersebut menjadi partisipan dalam penelitian ini. Dalam mengumpulkan data, peneliti menggunakan angket dan observasi. Kedua instrumen tersebut digunakan untuk melihat bagaimana guru mengimplementasikan teknik mengontrol kelas dalam mengajar speaking di SMK Negeri 3 Padang. Hal pertama yang dilakukan peneliti adalah meminta guru untuk mengisi angket yang terdiri dari 29 pernyataan. Setalah itu, peneliti melakukan observasi dengan menggunakan field note dan observation checklist sebagai alat selama observasi. Dalam menganalisa data yang diperoleh dari angket, peneliti menggunakan formula yang diusulkan oleh Riduwan. Sementara dalam menganalisa data hasil observasi, peneliti menggunakan tahap analisa data deskriftif yang diusulkan oleh Gay dan Airasian. Setelah menganalisa data angket, peneliti menemukan persentase untuk setiap partisipan, diantaranya; partisipan satu 93, 1 %, partisipan dua 87,5 %, partisipan tiga 78, 7 %, dan partisipan empat 72, 4 %. Sementara untuk hasil analisis data observasi, peneliti menemukan bahwasannya keempat partisipan telah mengimplementasikan setiap teknik mengontrol kelas selama pembelajaran speaking. Berdasarkan hasil penelitian dapat disimpulkan bahwa guru Bahasa Inggris di SMK Negeri 3 Padang sudah mengimplementasikan teknik mengontrol kelas dalam pengajaran speaking sesuai dengan yang dijelaskan para ahli. *) Penulis **) Pembimbing 1

INTRODUCTION In teaching learning process, classroom management is a crucial part of it because a good classroom management describes a good classroom atmosphere. Classroom management has to be understood by students and teacher well, particularly for the teacher because the main actor or actress in classroom management is the teacher. It has been understood that classroom management is a teacher s skill in creating and controlling learning condition optimally and if there is a problem during the learning process the teacher must be able to handle it directly. In other words, classroom management refers to sequence of activities for creating and protecting the optimal condition of teaching and learning process. Therefore, a teacher needs to understand the basic concept of classroom management because all of its roles have to be done well by the teacher in order to create an effective teaching learning process. To be a good classroom manager, a teacher must understand about the purpose of classroom management itself because by understanding the purpose of classroom management she or he knows what must be done in classroom. It is clear stated that classroom management has a purpose to provide the facility for all of students learning activities in the classroom. That facility is defined as an ideal classroom condition which serves the students effective and interesting learning activities. By considering the purpose of the classroom management, it has been clear that the roles of the teacher are considered as the biggest part of classroom management itself. Specifically, control technique is one of classroom management elements that must be considered and understood well by teachers. Control technique is defined as classroom technique that used in controlling the process of teaching and learning process. Classroom control techniques consist of four parts; setting limit, getting started, criticism, and rewards (Moore, 2001:239). All of those parts must be well by teachers in controlling teaching and learning process because those parts provide the sequence activities of controlling process of teaching and learning activities. REVIEW OF RELATED LITERATURE Definition of Speaking In a communication process, speaking skill is a crucial skill that should be considered by everyone because by having a 2

good speaking comprehension a communication will run effectively. It is supported by Richard and Willy (2002:210), they state that speaking is one of the central element in a communication. Referring to this theory, a good communication comes from a good speaking skill, for that everyone needs to consider speaking skill in order to build a good communication process. Speaking skill is an activity where the speakers produce some words and some sentences orally or they produce a systematic verbal utterance to convey meaning. It is agreed by Nunan (2003:48), he states that speaking is a productive skill aural and oral skill. Based on this theory, speaking is a skill which comes from sounds and utterances production. In delivering what are on speakers mind, they need to produce it verbally in order to start a communication process. Moreover, productive skill means that the speakers need to develop their ability to produce some appropriate utterances in doing a good speaking interaction and to improve their speaking ability. As a result, the speakers will be able to increase their speaking skill in a communication. Definition of Classroom Management Classroom management is a process of preparing the class condition that includes everything needed in the class. It is also explained by Reynolds and Elaine (2007:465). They say that classroom management refers to the orderly organization of materials and activities and the development of acceptable students behavior within the school learning environment. This theory shows that classroom management involves teacher s job in doing all of the organized teaching activities, adopting and adapting teaching materials, and process of controlling the students misbehavior in the classroom. Definition of Classroom Control Techniques In running classroom management process, a teacher must eventually develop his or her own approach to classroom management and discipline. The teacher must be able to do all of skills in classroom management that cause the stages of it can run orderly and effectively. At this point, those skills are defined as classroom management control techniques. Control techniques refer to some techniques of 3

controlling the classroom that should be done by teacher in order to get the optimal result of classroom management (Moore 2001:239). Next, Beltran (2002:83) states that control technique refers to management technique of clasroom management that depends on how well classroom activities are controlled and managed. This theory implies that management technique in classroom management describes about the condition of classroom which belongs to controlled and managed classroom. Parts of Classroom Control Techniques According to Moore (2001:239-241), control techniques of classroom management are: 1. Setting limits Setting limits refers to the rules organization in the clssroom. Students need to know what is expected of them and why. Clarity and consitency are vital in the establishment of rules. It means that the teacher must explain the rules of teaching learning clearly and run it consistenly without any changes in the middle time of the rules are run. Before starting the further teaching process, it is better to have a few general rules that cover many specifics. In demonstrating the rules, the teacher should always discuss it with the students in order to find one decision. 2. Getting started Getting started means the teacher starts all of her or his roles in the classroom after designing the rules that are going to be in the classroom. In getting started, a teacher should develop and establish an efficient organizational system and supporting classroom procedures such as arrange the material, establish positive classroom environment, establish rules and consequences, plan well and make your content meaningfull to the students. Getting started activity is also supported by preparing teaching material, media, and teaching style in good arrangement. 3. Criticism Any kind of criticism that belongs to the suggestion can be used in classroom in order to inform the students about what they have done, what their mistake is, and what will be done next. It is important to motivate the students to be more conscious about things that should be done in the classroom. 4

4. Rewards All of behavior must have some kind of payoff. The reward can be anything that causes the behavior increases in frequency. It is clear that teacher needs to give any reward in classroom in order to increase the students desire to learn because they feel that they are appreciated by their teacher. RESEARCH METHOD The design of this research was descriptive qualitative study. According to Gay and Airasian (2000:275), a descriptive study determines and describes the way things are. Descriptive study was chosen because the researcher wanted to describe the fact about control techniques of classroom management by English teachers in SMKN 3 Padang. In this research, for answering the research questions the researcher described kinds of control techniques by English teachers who were as the participants of this research; and to get the related data, the researcher did observation and distributed the questionnaire by using Likert Scale as the instruments. In this research, there were some English teachers of SMKN 3 Padang as the participants. Dick (2000:20) states that participants are group of people that participates in research project. In this research, the researcher took 4 teachers who teach English in SMKN 3 Padang as participants. Moreover, the researcher collected the data through questionnaires and observation (field note and observation checklist). RESEARCH FINDINGS The result of two instruments; questionnaires and observation shows that the English teachers of SMKN 3 Padang classroom control techniques effectively in teaching speaking even though some of them tended to use Indonesian in teaching activity. However, the purpose of this research was to see the implementation of classroom control techniques by English teachers in teaching speaking in SMKN 3 Padang and the result is the participants have classroom control techniques effectively in teaching. Furthermore, it is shown by the percentage of questionnaires and result of observation that the implementation of control techniques by English teachers in teaching speaking is well. It is supported by some experts who explained about classroom 5

control technique; Moore (2001), Pigford (2001), and Marzano (2003). 1 st Questionnaires Observation Always participant participant, 93, 1 % 2 nd Always 1 st 2 nd participant participant, 87, 5 % 3 rd Often participant participant, 78, 7 % 4 th Often 3 rd 4 th the categories of the questionnaires are always and often. Next, the observation checklist and field note show that the four participants almost all classroom control techniques although there were a few activities were not but these activities did not affect the process of teaching and learning speaking significantly. In short, because the teachers classroom control techniques effectively, it reduced students misbehavior and they participated actively during speaking class. Therefore, the process of teaching and learning process run well. participant 72, 4 % participant, REFERENCES CONCLUSION Based on the research finding, the researcher formulated the conclusion into; the result of both questionnaire and observation shows that the implementation of classroom control techniques by teachers in teaching speaking in SMKN 3 Padang was good. It shows by the percentage of the questionnaires between 70 % - 90 %, and Beltran, Linda Barroso. 2002. A Guide Book for the Supervision of Student Teacher. Quezon City: Rex Printing Company, Inc. Gay, L.R and Peter, Airasian. 2000. Educational Research Competence for Analysis and Application. New Jersey: Prentice-Hall Company. Marzono, Robert J. 2003. What Works in School. America: ASCD. Moore, Kenneth D. 2001. Classroom Management Skill. New York: McGraw-Hill Company, Inc. Nunan, David. 1998. Language Teaching Methodology: A Textbook for 6

Teachers. Sydney: Macquairie University. Nunan, David. 2003. Practical English Language Teaching. New York: The McGraw-Hill Companies, Inc. Pigford, Thedrick. Improving Teacher- Student Relationships: What s Up with That? Clearing House; A Journal of Educational Strategies. v74, n6, July Aug 2001 Reynolds, Cecil R and Elaine Fletcher- Janzen. 2007. Encyclopedia of Special Education. Canada: John Wiley & Sons, Inc. Richard, Jack C and Willy A. Renandya. 2002. Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press. 7