CLASSROOM MANAGEMENT OF STUDENTS IN THEIR TEACHING

INTERNSHIP
(A Case study An English Students Practice Teaching of Tarbiyah Faculty of

IAIN Walisongo Semarang at the Eleventh Grade of SMA 8 Semarang)

Thesis Proposal
Submitted in partial fulfillment of the requirement for the degree of
bachelor of education in English language education

By:
Fauziyah nur
Student number: 103411010
TARBIYAH FACULTY AND TEACHER TRAINING
DEPARTEMENT OF
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES SEMARANG
2013

A. Background Of Study
As we see that English is very important language all over the world
because it was decided as international language. Everyone should be able to
speak English as minimal in order to be universal person. Therefore Indonesia
considers English as one of main subjects of the curriculum in the school.
Moreover, few years ago every school has competition to be international school
which set English be main language.
Realizing the importance of English, the education in our country hopes
the students to have a good skill to communicate with native speakers. It can be
done by easing them to get knowledge anytime and anywhere. One of ways is in
a classroom of formal education. The classroom is a room in a school where a
class is taught. Classrooms are environments where participants through
engagement and participation, use and produce resources social, intellectual, and
emotional.1 It means that the classrooms have themselves emerged from
cultural, social, economical life and their associated discourse through history in
particular context. The classrooms must be understood as ecology of language
processes and cultural patterns.
Teachers do not generally want to give control to their students. Teachers
are instructed that the marks of good teachers are that the teachers are in control
of the class. The height of control that teachers have in the class is often seen by
the administration as a measurement of lesson quality. Teachers are afraid of
losing control if students have increased autonomy. Control is an issue with
which many people in management have had to struggle with. Controls of
students by teachers tend to be regarded as the goal of classroom discipline. The
ability of organizing the class is very needed by teachers to success of teaching
and learning process.2 Teachers fear that students with more control will not want
to learn what the teachers want to teach. The roles of the teachers are to facilitate
the learning process and help remove those barriers. So it is important that the
teachers must have a good classroom management.
1 Wright, Tony, Classroom Management in Language Education, (Macmillan: New York Palgrave.
2005), p. 18.
2 Junaidi, The Use Of English Presentation In English Classroom Language To Maintaining Non
English Subject (Biology) In International Standard School, (Bandung: 57 TEFLIN international
conference revitalizing professionalism in ELT as a response to the globalized world: 2010).

Classroom management is part of school management. Classroom

managements are the central element of every teachers daily professional
experience.

Managing

classroom

means

managing

the

complexity,

simultaneously contributing to the moment-by-moment unfolding of

classroom life, and the longer story of formal education.3
The effectiveness of learning process is influenced by many factors.
One of them is classroom management used by the lessons when teach in the
class. Based on the researchers personal experience in learning, most of
teachers know how to manage their class theoretically. Practically, the learning
process still does not process effectively. They cannot manage the time well.
Teachers often come late to the class, and let their student wait for a long time.
Then, the teachers more than the determined time, of course it is disturbed the
next class, or that they end the class before the class time ended so the class is
not effective. Sometimes the teachers only come to their students who sit in
first row. It makes the classroom management problem in the class. The
consequence, many students do not pay attention to their teachers, feel bored,
and do other activity; such as chat each other, sleepy, and playing game.
In our country profession as teacher still becomes an interesting
profession at every university. It is shown from increasing number of students
in education faculty more and more every year. It is also caused by the good
guaranties of their life from the government is better from year to year. Several
years ago, teachers profession had not interested and many teachers are under
graduated. The government increases their salary to success this program. The
condition is inversely proportional from the quality of teachers to teach the
students. Many teachers are not professional in teaching learning, they just
transfers their knowledge to their students. It makes our education in Indonesia
is lower than other country. We should change the conventional teaching
learning to be modern and innovative. We can start from the under layer, that
are students of educational faculty. We should control the students in teaching
internship in order that to success them to be professional teachers. As the
basic of the learning the further study, the researcher wants to know how the
classroom management of the students in their teaching internship.
B. Definition of Key Terms
3 Wright, Tony, Classroom Management in Language Education, (Macmillan: New York Palgrave. 2005), p. 15

The researcher identifies this research in the terms. It is caused to make

this researcher clear enough. The terms are interconnected with the title of this
research. This term which identified by the researcher:
1. Management
Management is control and organization of a business.4
2. Classroom
Classroom is room in a school in which a class of students is taught.5
3. Classroom management
Classroom management is part of school management. Classroom
managements are the central element of every teachers daily professional
experience. Managing classroom means managing the complexity,
simultaneously contributing to the moment-by-moment unfolding of
classroom life, and the longer story of formal education.6
4. Students in their teaching internship
Students in their teaching internship are students who are studying
in education faculty of university who practice their ability in teaching
learning from their major in the school.
C. Research Question
1. What are the plans of classroom management of the students in their
teaching internship at the Eleventh Grade of SMA 8 Semarang?
2. How do the students in their teaching internship manage the class at the
Eleventh Grade of SMA 8 Semarang?
3. What are the classroom management problems of students in their teaching
internship at the Eleventh Grade of SMA 8 Semarang?
D. Objectives of Study
Based on the research questions above, the objective of the study are:
1. To know what kinds of planning that used in the class when teaching
learning.
2. To describe the way of students in their teaching internship manages the
class from beginning till the end of the class.
3. To find out the classroom management problems experience by the
students in their teaching internship.
E. Previous Research
4 Martin H. Manser, Oxford Learners Pocket Dictionary, (New York: Oxford University Press, 91),
p. 253.
5 Martin H. Manser, Oxford Learners Pocket Dictionary, (New York: Oxford University Press, 91),
p. 70.
6 Wright Tony, Classroom Management in Language Education, (Macmillan: New York Palgrave. 2005), p. 15

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,
Conducted by Anessa Agnes Hidriya (200732172). This study is
qualitative research. The researcher uses questionnaire method with
analysis of regression one predictor technique. The subject is some
lecturers of intensive course (IC) at English Education Department of
Teaching Training and Education Faculty of Muria Kudus. The
Classroom management of the lecturer of Intensive Course (IC).
The similarity with researcher is classroom management as the case of the
research. The different is the data source is questionnaire with analysis
regression one predicator technique but my research uses video recording
2.

of teaching practice and questionnaire of students.

The Influence of Classroom Management toward Students Motivation in
Learning English in the Case of The first Grade SMPN 20 Semarang in
the academic year 2012-2013 conducted by Syaroni (08420039)
department of English Education Faculty of Language and Arts Education
IKIP Semarang 2012. This study is qualitative research. The researcher
use questionnaire method with analysis of regression one predictor
technique. The subject is 64 respondents of first grade students of
language class SMP 20 Semarang. The object are motivation and
classroom management that used by the researcher.
The similarity with researcher is classroom management as the case of the
research. The difference is data source from questionnaire with analysis
of regression one predicator technique but my research use video

recording of teaching practice and questionnaire of students and tutor.

3. Classroom Management Used by the Student Teachers in Teaching
Practice of Tenth Grade Students of SMA Nu Al Maruf Kudus in
academic year 2012/2013. Conducted by Arummawarti Candra Restuning
(201032208), An English Education Department, Teachers Training and
Education Faculty, Muria Kudus University. This research uses a
descriptive qualitative study inferred from the results of analyzing the
classroom management used by the English teachers of the tenth grade
students of SMK N 1 Kudus. The data that used in this research is the
classroom management of the English teachers of tenth grade students of

SMK N 1 Kudus in academic year 2012/2013, and the data source of this
research are the utterances and gestures of video recording of teaching
practice, and the questionnaire of the English teacher whom teaches there.
The similarities are subject, object, and data analyzing. The difference is
my data source from video recording of teaching practice at SMA 8
Semarang from IAIN Walisongo Semarang.
F. Limitation of The Study
To limit the scope of the study, the writer will only discuss such as follow:

This study will be done with students in their teaching internship of

Tarbiyah Faculty IAIN Walisongo Semarang academic year 2010/2011.
The researcher chooses seventh semester of English education.

In this research, the researcher collects and analyzes classroom

management problems experience, and some data from teacher document:
syllabus, lesson plan, and teaching media. The next data gets from
classroom

management:

principally

managing

time,

space,

and

participation used by students in their teaching internship of seventh

semesters of English in Tarbiyah faculty of IAIN Walisongo Semarang.
G. Pedagogical of Study

The students in their teaching internship

After knowing the result of this researcher, hopefully the students in their
teaching internship can develop their classroom management in teaching
learning process and give solution in using effective classroom
management in order that the effective learning can be achieved.

The teachers
To help teacher getting alternative ways in their teaching process,
especially in managing the class.

The readers
By reading this thesis, the readers are expected to catch any information in
order to improve their knowledge.

The writers;

This thesis helps the writer to develop her knowledge and experience in
composing academic writing.
H. Literature Review
1. Management
Management basically is a process of using resource effectively to
get certain target or destiny.7 There steps of classroom management itself.
These steps are series of teaching learning process. There are planning,
processing and evaluating. The fields of education that become substance
of education management work as process or management function are:
planning, organizing, instructing, controlling and evaluating. 8 Management
of teaching learning is not far from the principle above but we make more
simple these are:
a. Planning
The potential success or relative failure of a lesson will
often be determined by amount of planning and preparation the
teachers. The teachers demand to devote the lesson, class or unit of
work and the extent to which the preparation of lesson and units of
work. Classroom management problems can often be traced to poor
or ineffective preparation for teaching.9 We are not suggesting that
good preparation is a sufficient condition for classroom
management and instruction but it is necessary one. In planning
there are three part of it such;
1) Syllabus
The goal of every course should be individual
student progress in writing proficiency. The goal of total
curriculum should be that student writers learn to become
informed and independent readers of their own text with

7 Muhaimin, et al, Manajemen Pendidikan; Aplikasi dalam Penyusunan Rencana Pengembangan

Sekolah/Madrasah, (Jakarata: Kencana, 2009), p. 4.
8 Husaini Usman, Manajemen; Teori, Praktik, Dan Riset Pendidikan, (Jakarta: Bumi Aksara, 2009),
p. 15.
9 David Nunan Clarice Lamb, The Self-Directed Teachers, (USA: Cambridge University Press,
1996), p. 43.

the ability to create, revise, and reshape paper.10 There is

information that should be used to design course syllabus
and classroom design task.
First, institution type is the same reason that we
should

not

make

pedagogical

decision

without

considering the diversity of learners of our classroom. It

means that the level of school is important like senior
high school, junior high school or university should be
different. Third is language proficiency and literacy. This
becomes indicators which determine about where
composition instruction should begin and should proceed.
Forth, immigration status is an additional background
factor that we have set apart as a distinct factor. The last is
traditional or nontraditional students. Traditional students
are sometimes described as such if they have experienced
few if any interruption in their progress from secondary
school. Nontraditional students on other hand may have
experienced one or more interruption along their
educational pathway.11

2) Lesson plan
Planning lesson is an essential part of teaching
which not only covers the material but is interesting to the
students and engages them in the learning process.12
Pre teaching planning is playing an important part in
creating the patterns and fibers that give texture to a
10 Dana R. Ferris and John S. Hedgcock, Teaching ESL Composition, (Purpose, Process and
Practice), (London: Laurence Erlbaum Associates, 2005), p. 73.
11 Dana R. Ferris and John S. Hedgcock, Teaching ESL Composition, (Purpose, Process and
Practice), (London: Laurence Erlbaum Associates, 2005), p. 74-83.
12 Sisilia S. Halimi, Becoming A Creative Teachers: A Manual For Teaching English To Indonesian
Elementary School, (Jakarta: RELO), p. 4.

course. We believe that planning for teaching includes at

least three elements:
a) A knowledge of the students and their needs
b) A set of goal and objectives
c) A personal view of the nature of language and learning.13
The components of lesson plan are subject, class,
semester, theme, skill, allocated time as the identity. For
the core of lesson there are core competence, basic
competence, indicator, learning aim, teaching material,
teaching method, learning activities, media, source of
material, and assessment.
3) Teaching media
Media is form of teacher aid while teaching. The
existence of teaching media is very important so it
becomes the part of teaching component. It used by
teachers in order to they will be competent and intelligent
in deliver the material to achieve the expectation learning.
Teaching media is form of teachers aid for helping the
students know faster, understand, and competent effort in
certain learning. The functions are teaching learning will
be more interesting, be attention, teaching material will be
clearer, the teaching method will be varieties, and
students do learning activities more. 14
Gagne and Briggs (1975) implicitly tell that
teaching media include tools physically used to convey
content of the teaching material. It consists of book, taperecorder, cassette, camera video, video recorder, film,
slide, photo, picture, graphic, television, and computer.15
b. Process

13 David Nunan Clarice Lamb, the Self-Directed Teachers, (USA: Cambridge University Press,
1996), p. 45.
14 Thoifuri, Menjadi Guru Inspirator, (Semarang: RaSAIL, 2008), p. 167.
15 Azhar Arsyad, Media Pembelajaran, (Jakarta: Raja Grafindo Persada, 2003), p. 4.

Process is an activity or practice that be done to get the

goal. The process of teaching learning consists of two parts that
cannot be left by teachers, these are:
1. Classroom management
The ability of teachers to organize classroom and manage the
behavior of their students is critical to achieve positive
education outcome. Although sound behavior management
does not guarantee effective instruction it established the
environmental context that makes good instruction possible.
Reciprocally highly effective instructions reduce, but does not
eliminate, classroom behavior problem.16
2. Classroom instruction
Giving instructions to the students is the part of good
classroom management. The instruction concerns what the
students are to do how they are expected to accomplish a task.
So giving clear instruction will save time and avoid confusion.
In the language learning classroom using English to give
students instruction and direction will get them used to real
communication. They will learn to respond accordingly.
If we want to be effective teachers, we can do quite a bit
as source to help our students be better receivers. Few of things
we can do to make our instructional communication more
effective.
a)
Be redundant. Students do not learn everything you
want them to know first time you say. Sometimes it
b)

is necessary to repeat it.

Use chunking. Breaking information into smaller or
manageable units that may take a bit longer, but the

c)

amount learned will increase so much.

Highlight important information.

Sometimes

students do not learn important information because

they do not know what is important. That is why
teachers sometimes get the aggregative question,
will this be on the test?
16 Regina M Oliver and Daniel J Reschly, Effective Classroom Management: Teachers Preparation and
Professional Development, p. 1 in www.tqsource.org/topics/effectiveClassroomManagement.pdf, accessed on
22nd March 2013.

d)

Organize the information. Teachers indicate their

organizational pattern by placing main points in an

e)

outline on the chalkboard or on a projection system.

Present information well. Teachers who present

f)

information well will draw attention to that material.

Focus on feedback. Feedback is major factor in
communication in the classroom.17

From process we will know the candidate of the teachers

skills and ability to manage the class. Here the researcher will
identify the role and class action from the beginning till the end of
the class.
c. Evaluation
Evaluation is making consideration according to set of
criteria that agreed and can be justified. There are three important
factors in the concept of evaluation; judgment, describing of
evaluation object, and defensible criteria.18 From evaluation we
will know the fact of condition of teaching learning especially here
is to students teaching practice. The problem that be crossed by
teachers and teachers is able to close or correct themselves.
The researcher will evaluate the planning and process of
teaching learning by students in their teaching internship. Start to
check all of item or document in the lesson preparation of teachers.
They should be appropriate from standard of teaching learning
process. See the problem or divergence in the process that
unpredictable so that disturbs the class teaching learning process
itself.
2. Classroom management
2.1 Definition of classroom management
The good class not only can cooperate indirectly with students
in decreasing diverge behavior and handle effectively when it behavior

17 James C. McCroskey. Et. all, An Introduction To Communication In The Classroom (The Role of
Communication in Teaching and Training),(USA: Pearson Education, 2006), p. 44-45.
18 Nanang Fattah, Landasan Manajemen Pendidikan (Bandung: Remaja Rosda Karya, 2004), p. 107.

happens, but also shore up useful academic activity.19 One of the keys
to effective classroom management is the development of a quality
relationship between the teachers and the students in the classroom.
Marzano, and Pickering (2003), in a meta-analysis of more than 100
studies, reported that teachers who had high-quality relationships with
students had 31% fewer discipline problems, rule violations, and other
related problems over a year's time than did teachers who did not. This
significant statistic justifies further investigation into developing
relationships.20 Vital for teachers to reflect on their every day teaching
experiences and to make meaning out of the various problems occur.
Ideally, teachers need to work through classroom problems with their
peers, with whom they can raise question and respond to issue.
Misbehavior in schools, despite our best efforts, is increasing.
Teacher drop-out rates in some education systems are increasing and,
to a large extent, teachers seem to be leaving because of negative
behavior experience they have had with specific students. Perhaps the
increases in student misbehavior reflect changes in society and
problem

associated

with

unemployment,

self-centered

versus

approaches to life problem, increased violence and antisocial behavior,

and the source of drugs in society. Positive action can and must be
undertaken to overcome concern about class management. Some
educators argue that management problems can be prevented by;
through lesson planning, establishing good relationship with students,
and conducting lesson effectively.21
2.2 Elements of classroom managements
a. Time management
Time is available in the schedule for each lesson. It is
necessary for the teachers to arrange time as effective as possible in
every semester. Through the time management, students are
19 Jorn Vern and Louise Jones, Manajemen Kelas Komprehensif, (Jakarta: Kencana, 2012), p. 16.
20 Mary Ellen Beaty-O'Ferrall, Alan Green, & Fred Hanna, Middle School Journal, vol. 41 no. 4, p.
4.
21 Colin Mash, Becoming A Teachers: Knowledge Skills and Issue, (Australia: Pearson Education
Australia, 2008), p. 178

expected to various learning activities to achieve the goal of

teaching.
Time management will be long time and a source of pressure for
the students if it is failed with boring activities that will make
students bored in learning process. Instead, it will be short if
teachers can manage with enjoyable and interesting activities.
b. Space management
Manage the physical environment for teaching learning is
the logical start for managing classroom because this is form a task
that discussed all of teachers before start the class.22 Remember that
classroom is the good learning environment for teachers and
students. Classroom is not a room that has large space for thirty
until thirty five students interact inside for about seventh hours.
Teachers should be able to manage classroom as efficient as
possible to get comfort and discipline teaching learning process.
Every rooms and learning may needs different design in order that
the students are not bored in the class.
c. Participants
Active learning could solve the problem maintaining
attention. By taking an active part in the process of learning, the
students stop being passive observer. The students should aware
that they are responsible for their own learning. Thus the students
must be willing partner in the learning process; the teachers do not
drug unwilling students through education or training.23
Students should actively study in the class. The relation between
students and teachers is needed to make good learning situation. If
the components have been existed students will be easy and
comfort following lesson in the room.
2.3 Effective classroom management
a. Motivation

22 Everson M Carolyn and Edmund T emmer, Menejemen Kelas Untuk Guru Sekolah Dasar
(Jakarta: Kencana,2011) p. 2
23 Julie Cotton, The Complete Guide To Learning and Assessment, Learning vol.2, (New Delhi:
Crest Publishing House, 2004), p. 110

Motivation is one of the factors that will succeed students in

teaching learning process. If someone spends many times to learn,
it is safe to assume that there is strong motivation involved.
b. Self-esteem
Self-esteem is proud of our selves. Students self-esteem
has influence of school achievement. Low self-esteem also related
to depression and any mentally problems, and increase self-esteem
by self is positive psychology result. Many commentators believe
that increase student self-esteem can give big benefit for society.
Low self-esteem reputed with factors like teenager delinquency.
The number of elements have discussed as element that increase
self-esteem in the school. The principal element is creating
supportive environment and full of affection with clear boundaries.
One of the primer factor in improve self-concept is by having high
expectation to all of the students.
c. Gender and culture
Another important element in the relationship established
between male and female and the male/female teachers and
relationship between different races within a classroom. Some
studies have shown that female students have lower self-esteem
and confidence than males.24 Female students display feelings of
inadequacy in school setting, as revealed by the tentative character
of their speech and body language. Teachers tend to remember the
names of male students better than female. Masculinity issues are
related to matters of race and culture. Males from immigrant
minority groups can have great difficulty establishing themselves
in classes where the dominant culture has very different customs
and mores.25
d. Development
Ongoing

professional

development

on

classroom

organization and behavior management should be provided to

24 Colin Mash, Becoming A Teachers: Knowledge Skills and Issue, (Australia: Pearson Education
Australia, 2008), p. 184
25 Colin Mash, Becoming A Teachers: Knowledge Skills and Issue, (Australia: Pearson education
Australia, 2008), p. 185

novice or struggling teachers. A one-day refresher or the trainand-hope model likely will not be adequate for accurate and
sustained implementation of classroom management practice.26
3. Students in their teaching internship
Students in their teaching internship are the students of university
who choose education faculty that are practicing for teach students in the
school. In this case they should do this to fulfill their academic task. These
students should teach the students in the school as one of their subject in
their study. Insides practice of teaching the ability and creativities are
needed. As a candidate of teachers, students in their teaching internship
must apply knowledge about teaching learning. Teaching not only transfers
the knowledge to the students but can manage of the class.
There is no evidence to support the assumption that new teachers
will just pick up classroom management skills given the experience and
time. Ongoing professional development in a classroom management is
essential for all teachers but especially new teachers. Effectively managing
the classroom is much more difficult for new teachers who may not have
received sufficient training and who may be assigned to classes with a
large percentage of at-risk students. Overwhelmed by the needs of often
unexpectedly disruptive behaviors of their students, these new teachers
often are more reactive and more likely to respond to students appropriate
behavior by removing the students from instruction.27
2. Research Approach
This research uses qualitative descriptive study. It is to explain the
condition of classroom management used by students in their teaching
internship, and the design is used by them also the problem in classroom
management. Descriptive research is not plane for test specific hypothesis, but
only describes the real situation about a variable, indication and condition.28
26 Oliver, Regina and Daniel J, Reschly, Effective Classroom Management: Teachers Preparation and
Professional Development, p. 3, in www.tqsource.org/topics/effectiveClassroomManagement.pdf, accessed on
22nd March 2013.

27 Oliver, Regina and Daniel J, Reschly, Effective Classroom Management: Teachers Preparation and
Professional Development, p. 3, in www.tqsource.org/topics/effectiveClassroomManagement.pdf, accessed on
22nd March 2013.

28 Suharsimi Arikunto, Manajemen Penelitian (Jakarta: Rineka Cipta, 2010), p. 234.

3. Data
First, the data we will get from the teachers documents such; syllabus,
lesson plan, and teaching media. Second, observe in the class. Third, evaluate
the activity of teaching learning process use questionnaire to the tutor and
students in their teaching internship.
4. Source of Data
This research will be held at the seventh semesters of students in their
teaching internship of English department of IAIN Walisongo Semarang.
There is only one school, which consists of 2 English students in their teaching
internship.
5. Subject and Object
Population is all of the research of subject. 29 The subject of this
research is some students in their teaching internship of Tarbiyah IAIN
Walisongo Semarang in English department. The object is classroom
management itself, which is chosen to be the case of the research. The
researcher uses purposive sample as the sampling technique. This is the
technique which is done by taking the subject not based on the strata, random,
or area but based on the availability of time, fund and energy in order to reach
a certain purpose.30
The researcher observed not at all of students English department in their
teaching internship but only some of them in a school. The research is
conducted to observe students in their teaching internship who are in SMA 8
Semarang eleventh grade in the second semester. They are as the case to find
out their classroom management in English teaching learning process.
6. Data Collection Technique
a. Questionnaire
Questionnaires can be useful for collecting data. They have the
advantage of being easier and quicker to administer and the responses of
far more inform can be gathered. Data is more amenable to analysis and
quantification, because the information is controlled by the questions.31

29 Suharsimi, Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT. Asdi
Mahasatya, 2006), p. 130
30 Suharsimi, Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT. Asdi
Mahasatya, 2006), p. 140

The writer uses questionnaire which consists of ten questions and to

answer each question, the respondent only gives check mark that they feel
suitable with the practice. Each answer will have different score such as;
strongly agree 3, disagree 2, strongly disagree 1. This questionnaire is
given to know the students response about activity and strategy that used
by students in their teaching internship of classroom management in
teaching learning process. It is also used to find tends in learning process.
b. Observation
Observation in this research will be used to monitor the classroom
management of students in their teaching internship during the teaching
learning process of English study at SMA 8 Semarang.
7. Technique of data Analysis
In this research, the researcher uses descriptive qualitative to analyze the data.
All of the data such as questionnaire, video recording of teaching process, and
document of teaching learning process will be described as written report.
a. Identifying the planning of classroom management used by students in
their teaching internship.
b. Identifying the process of classroom management by students in their
teaching internship.
c. Identifying the problem of classroom management by students in their
teaching internship through evaluation and be strengthened by data
processing of questionnaire.
8. Procedure and Time Line
N
o
1.
2.
3.
4.

Procedure
Preliminary visit of the
place of research
Contact the headmaster
Contact the English
teachers
and
participants
Observation

Time line
(1 week)
First
day
Second day
Second day
Thirdseventh day

31 Ken Hyland, Teaching and Researching Writing, (Britain: Pearson Education Limited, 2002), p.
166.

9. Organization of the Research

Organization of this thesis under title Classroom Management of
Students in Their Teaching Internship.
Chapter 1 presents the Introduction which contains background of the study,
objective of the study, significance of the study, definition of keys term, and
organization of the research.
Chapter II presents REVIEW OF RELATED LITERATURE; this chapter
explains the previous research, definition of materials, definition of classroom
management, definition of students in their teaching internship, and effective
classroom management.
Chapter III presents RESEARCH METHOD; it contains , research design,
object of the study, role of researcher, type of data, procedure of collecting
reference, and procedure of analyzing data.
Chapter IV presents dealing with the discussion and the RESULT of
ANALYSIS.
Chapter V is the last chapter, presents CONCLUSION AND SUGGESTION.

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