By: ANESSA AGNES HIDRIYA NIM
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- Vera Pranata
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Transkripsi
1 CLASSROOM MANAGEMENT USED BY THE LECTURERS OF INTENSIVE COURSE (IC) AT ENGLISH EDUCATION DEPARTMENT OF TEACHING TRAINING AND EDUCATION FACULTY OF MURIA KUDUS UNIVERSITY IN THE ACADEMIC YEAR 2010/2011 By: ANESSA AGNES HIDRIYA NIM DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
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3 CLASSROOM MANAGEMENT USED BY THE LECTURERS OF INTENSIVE COURSE (IC) AT ENGLISH EDUCATION DEPARTMENT OF TEACHING TRAINING AND EDUCATION FACULTY OF MURIA KUDUS UNIVERSITY IN THE ACADEMIC YEAR 2010/2011 SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Program in The English Education By: ANESSA AGNES HIDRIYA NIM DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012 iii
4 MOTTO AND DEDICATION Motto: When we do everything with love, so that everything will become lovely Everything will be okay in the end, if it is not okay it is not the end Do not be afraid of changes, embrace the changes because the world changes all the time No days without smile Dedication: This skripsi is dedicated to: Her beloved family who always gives support and huge love Her beloved husband who always gives the eternal love and affection, pray and support to encourage her in finishing this skripsi Her colleagues in PNPM Mandiri Perkotaan Kudus who always gives her motivation, support and care everything of her Her dearest best friends Skynet Everyone who knows and cares her iv
5 ADVISORS APPROVAL This is to certify that the Sarjana Skripsi of Anessa Agnes Hidriya has been approved by the advisors for further approval by the Examining Committee. Kudus, March 2012 Advisor I Fitri Budi Suryani, S.S, M.Pd NIS Advisor II Rismiyanto S.S, M. Pd NIS Acknowledged by The Faculty of Teacher Training and Education Dean, Drs. Susilo Rahardjo, M.Pd. NIP v
6 EXAMINERS APPROVAL This is to certify that the skripsi of Anessa Agnes Hidriya (NIM ) has been approved by the Examining Committee as a requirement for the Sarjana Degree in English Education Department. Kudus, March 2012 Examining Committee: Fitri Budi Suryani, S.S, M.Pd NIS Chairman Rismiyanto S.S, M. Pd NIS Member Mutohhar, S.Pd, M.Pd NIS Member Dr. Slamet Utomo, M.Pd NIP Member Acknowledged by The Faculty of Teacher Training and Education Dean, Drs. Susilo Rahardjo, M.Pd. NIP vi
7 ACKNOWLEDGEMENT Alhamdulillah, glory to Allah SWT the Almighty, the Lord of Universe that blesses her with health and tremendous power in accomplishing the skripsi entitled Classroom Management Used by the Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in the Academic Year 2010/2011. This skripsi is not merely her own work because of having been greatly improved by some great people who suggested and guided her by giving some comment and notes to make it better. Therefore, the writer would like to express her deep gratitude to: 1. Drs. Susilo Raharjo, M.Pd, the Dean of Teacher Training and Education Faculty. 2. Fitri Budi Suryani, SS, M.Pd, the Head of English Education Department of Teacher Training and Education Faculty. 3. Fitri Budi Suryani, SS, M.Pd, as her first advisor who had been willing to spend lot of time to guide and advise her in giving corrections and suggestion in composing research. 4. Rismiyanto, SS, M. Pd, as the second advisor for all the time, advice, patience and attention to the writer in completing this research. 5. The lecturers of Intensive Course class G of English Education Department of Teacher Training and Education Faculty of Muria Kudus University who are observed by her. vii
8 6. Allah SWT the Almighty. 7. Her beloved husband and big family for their eternal love and affection, pray and support to encourage her in finishing this skripsi. 8. Her beloved colleagues in PNPM Mandiri Perkotaan Kudus who always support and motivate her. 9. All dearest best friends; Aziz, Falah, Munir, Fuad, Dian, and Emi for their support and help in finishing this skripsi 10. All her friends and lecturers in Teacher Training and Education Faculty UMK. 11. All her supporter, beautiful men and women who cares and gives inspiration whom could not be mentioned here. There is no the greatest obstacle in writing this research than avoiding the temptation of being perfect. Therefore, suggestion from the reader will be fully appreciated and always awaited. The writer expects that this research will be useful for those, especially who are in the field of education. Kudus, March 2012 Anessa Agnes Hidriya viii
9 ABSTRACT Hidriya, Anessa Agnes Classroom Management Used by the Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in the Academic Year 2010/2011. Skripsi, English Education Department Teacher Training and Education Faculty Muria Kudus University. Advisors: (1) Fitri Budi Suryani, S.S, M.Pd, (2) Rismiyanto, SS, M. Pd Key words : Classroom Management, Classroom Management Problems, The Lecturers of Intensive Course The effectiveness of learning process is influenced by many factors. One of them is classroom management used by the lecturers when teach in the class. Based on the researcher s personal experience in learning, most of the lecturers know how to manage their class theoretically. Practically, the learning process still does not proceed effectively. So, the writer feels curious to know how is the classroom management used by the lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in the academic year 2010/2011 is and what the most common classroom management problems experience by Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in the academic year 2010/2011 are. The objective of this research is to describe the classroom management used by the lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in the academic year 2010/2011, and To find out the classroom management problems experience by the Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in the academic year 2010/2011. The descriptive qualitative is used in this research. Whereas, the data used in this research are the classroom management of the lecturer and students of Intensive Course classes of English Education Department at Muria Kudus University in the academic year 2010/2011, and the data source of this research is the utterances and gestures of video recording of teaching practice, and the questionnaire of the lecturers who teach in Intensive Course. From analyzing the data of this research, the researcher can conclude that the using classroom management by the four lecturers in teaching Intensive Course (IC) is only 63,75%. So, it means that it is not optimal yet. For the reason is the lecturers in teaching IC do not use it. Using no classroom management here is because the context situational and also probably they do not know the classroom management itself. Moreover, the highest score in classroom management problems is students are coming to class unprepared 81%. Therefore, the writer suggests that it is better for the lecturers of EED UMK when they teach Intensive Course classes they apply the classroom management ix
10 rather than just follow the materials and instructions in IC handbook. It will give so many benefits in teaching and learning process for both lecturer and students. As a model, the classroom management used by the lecturers will be implanted by the students. So, they must be effective, and appropriate. The students should recognize properly toward the classroom management used by the lecturers in teaching. It is because as teacher candidates, they should apply classroom management when they teach their students later on. And they should study the materials first which are going to teach by the lecturers, so they can come to class prepared. For further researches, other analysis of classroom management will be more innovative than this one. So it can be as the reference for the next research which related to classroom management. x
11 ABSTRAKSI Hidriya, Anessa Agnes Manajemen Kelas Yang Digunakan oleh Dosen- Dosen Intensive Course (IC) di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Skripsi, Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (1) Fitri Budi Suryani, S.S, M.Pd, (2) Rismiyanto, SS, M. Pd Kata kunci : Manajemen Kelas, Permasalahan Manajemen Kelas, Para Dosen di Intensif Course Keefektivan proses pembelajaran dipengaruhi oleh banyak faktor. Salah satunya adalah pengelolaan kelas yang digunakan oleh dosen ketika mengajar di kelas. Berdasarkan pengalaman pribadi peneliti dalam pengajaran, sebagian besar dosen tahu bagaimana mengelola kelas secara teoritis. Praktiknya, proses pembelajaran masih tidak berjalan efektif. Jadi, penulis merasa ingin tahu untuk mengetahui bagaimana pengelolaan kelas yang digunakan oleh dosen Intensive Course (IC) di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus tahun akademik 2010/2011 dan permasalahan-permasalahan dalam manajemen kelas yang dihadapai oleh dosendosen Intensive Course (IC) di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus tahun akademik 2010/2011. Tujuan dari penelitian ini adalah untuk mendeskripsikan pengelolaan kelas yang digunakan oleh dosen Kursus Intensif (IC) di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus tahun akademik 2010/2011, dan untuk mengetahui permasalahan-permasalahan dalam manajemen kelas yang dihadapai oleh dosen-dosen Intensive Course (IC) di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus tahun akademik 2010/2011. Untuk memperoleh tujuan dari penelitian, deskriptif kualitatif digunakan sebagai desain penelitian. Sedangkan, data yang digunakan dalam penelitian ini adalah pengelolaan kelas dari dosen dan mahasiswa dari kelas Intensive Course di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus tahun akademik 2010/2011, dan sumber data penelitian ini adalah ucapan-ucapan dan gerak tubuh, video pengajaran, dan kuesioner dari para dosen yang mengajar di Intensive Course. Dari analisa data penelitian ini, penulis dapat menyimpulkan bahwa penggunaan manajemen kelas oleh empat dosen yang mengajar Intensive Course (IC) hanya 63,75%. Ini berarti bahwa penggunaanya belum optimal. Alasannya karena dosen yang mengajar IC tidak menggunakannya. Tidak menggunakan manajemen kelas di sini adalah karena konteks situasional dan juga mungkin xi
12 mereka tidak tahu manajemen kelas itu sendiri. Selain itu, nilai tertinggi dalam permasalahan manajemen kelas adalah 81% siswa tidak siap saat memasuki kelas. Oleh karena itu, peneliti menyarankan bahwa ketika dosen Pendidikan Bahasa Inggris FKIP UMK mengajar kelas IntensiveCourse, lebih baik mereka menerapkan manajemen kelas bukan hanya mengikuti materi dan petunjuk di buku paket IC. Ini akan memberi begitu banyak manfaat dalam proses belajar mengajar baik bagi dosen dan mahasiswa. Sebagai model, manajemen kelas yang digunakan oleh dosen akan ditanamkan oleh para siswa. Jadi, penerapannya harus efektif, dan tepat. Para siswa harus menyadari benar tentang pengelolaan kelas yang digunakan oleh dosen dalam mengajar. Hal ini karena sebagai calon guru, mereka harus menerapkan manajemen kelas ketika mereka mengajar siswa mereka di kemudian hari. Dan mereka harus mempelajari materi sebelumnya sebelum oleh dosen, sehingga mereka bisa siap masuk ke kelas.untuk peneliti selanjutnya bisa menjadi referensi untuk penelitian selanjutnya yang berhubungan dengan manajemen kelas. xii
13 TABLE OF CONTENTS Page COVER... i LOGO... ii TITLE... iii MOTTO AND DEDICATION... iv ADVISORS APPROVAL... v EXAMINERS APPROVAL... vi ACKNOWLEDGEMENT... vii ABSTRACT... ix ABSTRAKSI... xi TABLE OF CONTENTS... xiii LIST OF TABLES... xv LIST OF APPENDICES... xvi CHAPTER I INTRODUCTION 1.1 Background of the Research Statement of the Problems Objectives of the Research Significance of the Research Limitation of the Research Operational Definition... 7 CHAPTER II REVIEW TO RELATED LITERATURE 2.1. Teaching English at English Education Department of Teacher Training and Education Faculty of Muria Kudus University Teaching Intensive Course at English Education Department of Teacher Training and Education Faculty of Muria Kudus University Intensive Course Purpose of Teaching Intensive Course at English Education Department of Teacher Training and Education Faculty of Muria Kudus University Materials of Teaching Intensive Course at English Education Department of Teacher Training and Education Faculty of Muria xiii
14 Kudus University Learning Techniques in Teaching Intensive Course at English Education Department of Teacher Training and Education Faculty of Muria Kudus University Classroom Management Definition of Classroom Management Elements of Classroom Management Effective Classroom Management Classroom Management and Skill of Teaching Review and Previous Research CHAPTER III METHOD OF THE RESEARCH 3.1. Design of the Research Data and Data Source Data Collection Data Analysis CHAPTER IV FINDING OF THE RESEARCH 4.1. The Classroom Management Used by The Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by The Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ CHAPTER V DISCUSSION 5.1. The Classroom Management Used by The Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and xiv
15 Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by The Lecturers of Intensive Course (IC) at English Education Department of Teaching Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ CHAPTER VI CONCLUSION AND SUGGESTION 6.1. Conclusion Suggestion BIBLIOGRAPHY APPENDICES CURRICULUM VITAE xv
16 LIST OF TABLES Table 4.1.a 4.1.b 4.1.c 4.1.d 4.2.a 4.2.b 4.2.c 4.2.d Page The Classroom Management Used by the Lecturer A of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Used by the Lecturer B of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Used by the Lecturer C of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Used by the Lecturer D of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer A of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer B of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer C of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer A of Intensive Course (IC) at English Education xvi
17 Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ e The Percentages of Classroom Management Problems Experienced by the Lectures of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ xvii
18 LIST OF FIGURES Figure Page 2.1 Concept of Engagement xviii
19 LIST OF APPENDICES Appendix Page 1. Classroom Layout by Tony Wright The Questionnaire of Classroom Management Problems Experienced by the Lecturers of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer A of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer B of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer C of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Classroom Management Problems Experienced by the Lecturer D of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ The Transcription of Lecturers of Intensive Course (IC) at English Education Department of Teacher Training and Education Faculty of Muria Kudus University in The Academic Year 2010/ xix
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