Hasil pencarian

An Analysis Classroom Management Strategies Applied by English Teachers at MTsN 10 Tanah Datar

ABSTRAK MUHAMMAD REZA Reg. No. 13 104 052 Judul Skripsi “AN ANALYSIS CLASSROOM MANAGEMENT STRATEGIES APPLIED BY ENGLISH TEACHERS AT MTsN 10 TANAH DATAR”, Jurusan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Batusangkar. Permasalahan penelitian ini adalah belum terungkapnya strategi manajemen kelas yang digunakan guru Bahasa Inggris dalam menciptakan kondisi kelas yang kondusif di MTsN 10 Tanah Datar. Penelitian ini bertujuan untuk mendeskripsikan strategi manajemen kelas yang digunakan guru bahasa Inggris untuk menciptakan lingkungan yang kondusif. Jenis penelitian ini adalah kualitatif. Informan penelitian ini berjumlah dua orang guru bahasa Inggris di MTsN 10 Tanah Datar. Informan dipilih dengan menggunakan dengan teknik purposive sampling. Intrumen kunci penelitian ini adalah peneliti sendiri. Pengumpulan data dilakukan dengan observasi dan wawancara semi struktur dengan menggunakan panduan wawancara. Untuk menguji kebenaran data, peneliti melakukan triangulasi dengan cara membandingkan hasil observasi dengan hasil wawancara. Selanjutnya untuk menganalisis data, peneliti mengacu pada teori Miles dan Huberman (1994), dengan langkah reduksi data, menggambarkan data dan verifikasi data. Hasil penelitian menunjukkan bahwa ada beberapa strategi manajemen kelas yang digunakan guru bahasa Inggris untuk menciptakan lingkungan belajar yang kondusif. Pertama, guru membuat ruang kelas yang bersih dengan mengarahkan siswa membersihkan ruang lokal secara bersama. Kedua, guru aktif di dalam kelas. Ketiga, guru antusias dalam menyampaikan materi. Keempat, guru menerapkan disiplin kepada siswa. Kelima, guru memberikan motivasi kepada siswa. Keenam, guru memberikan hadiah kepada siswa. Secara umum diantara guru menerapkan enam strategi di dalam kelas untuk menciptakan kondisi kelas yang kondusif. Kata Kunci : Classroom Management Strategies

Students' Strategies in Overcoming Their Classroom Difficulties in Micro Teaching

ABSTRACT MUHAMMAD ARIF, Student ID 1930104038, Thesis Title: “STUDENTS’ STRATEGIES IN OVERCOMING THEIR CLASSROOM MANAGEMENT DIFFICULTIES IN MICRO TEACHING.” English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. Classroom management is one of the essential competencies that student teachers should develop during the Micro Teaching course. However, students may experience various difficulties in managing the classroom during teaching practice. Therefore, this study aimed to identify and describe the strategies used by students to overcome classroom management difficulties during Micro Teaching. This study employed qualitative research and was conducted in the English Teaching Department, Faculty of Tarbiyah and Teacher Training, UIN Mahmud Yunus Batusangkar. The participants were seven sixth-semester students who had completed the Micro Teaching course and were selected using purposive sampling. The data were collected through an open-ended Google Form and follow-up telephone interviews. The collected data were analyzed using the interactive model proposed by Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. The findings revealed that the participants experienced several classroom management difficulties during the Micro Teaching course, including nervous, lack of preparation, time management, and classroom control. To overcome these difficulties, the participants employed various strategies that were categorized into three main groups: preparation strategies, classroom engagement strategies, and classroom control strategies. Preparation strategies included preparing lesson plans, mastering teaching materials, and practicing before teaching. Classroom engagement strategies involved using question-and-answer sessions, ice-breaking activities, educational games, and asking for students’ feedback. Meanwhile, classroom control strategies included maintaining eye contact, moving around the classroom, giving clear instructions, and monitoring students’ participation during the lesson. In conclusion, the findings indicate that effective classroom management during the Micro Teaching course can be achieved through careful preparation, active student engagement, effective classroom control, and continuous teaching practice. The combination of these strategies helped the participants improve their confidence, maintain students’ attention, and create a more organized and conducive learning environment. The findings also demonstrate that continuous teaching practice contributes to the development of student teachers’ classroom management competence. Keywords: classroom management, classroom management difficulties, classroom management strategies, micro teaching, qualitative research.

Students' Strategies in Classroom Management During Microteaching Practice

Dinda Guswari, NIM 2030104014, thesis title "Students' Strategies in Classroom Management During Microteaching Practice" Department of Tadris Language, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The problem of this study is that the level and percentage of classroom management strategies used by students during micro teaching practice have not been revealed. This study aims to reveal the level and percentage of classroom management strategies used by students during micro teaching practice. This study used a descriptive quantitative method with a survey design, data were collected through a questionnaire consisting of 52 closed-ended statements distributed through Google Form. The study population included 65 students of micro teaching classes at UIN Mahmud Yunus Batusangkar, with a sample size of 40 participants. The findings of this study indicate that microteaching students of the English Education Department of UIN Mahmud Yunus Batusangkar have a high level of using classroom management strategies. It can be seen that 96% of the statements of classroom management strategies tested by researchers to students get a high level, or in the sense that these strategies are often used. And there is one strategy that is rarely used by students, namely changing students' seats. Furthermore, the percentage of the use of classroom management strategies, based on the results that have been presented, it can be seen that the strategy that has the highest percentage used by students is designing learning activities that are appropriate and allow students to present themselves.

AN ANALYSIS CLASSROOM MANAGEMENT STRATEGIES APPLIED BY ENGLISH TEACHERS AT MTsN 10 TANAH DATAR

MUHAMMAD REZA Reg. No. 13 104 052 Judul Skripsi “AN ANALYSIS CLASSROOM MANAGEMENT STRATEGIES APPLIED BY ENGLISHTEACHERS AT MTsN 10 TANAH DATAR”, Jurusan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Batusangkar. Permasalahan penelitian ini adalah belum terungkapnya strategi manajemen kelas yang digunakan guru Bahasa Inggris dalam menciptakan kondisi kelas yang kondusif di MTsN 10 Tanah Datar. Penelitian ini bertujuan untuk mendeskripsikan strategi manajemen kelas yang digunakan guru bahasa Inggris untuk menciptakan lingkungan yang kondusif. Jenis penelitian ini adalah kualitatif. Informan penelitian ini berjumlah dua orang guru bahasa Inggris di MTsN 10 Tanah Datar. Informan dipilih dengan menggunakan teknik purposive sampling. Intrumen kunci penelitian ini adalah peneliti sendiri.Pengumpulan data dilakukan dengan observasi dan wawancarasemi struktur dengan menggunakan panduan wawancara. Untuk menguji kebenaran data, peneliti melakukan triangulasidengan cara membandingkan hasil observasi dengan hasil wawancara. Selanjutnya untuk menganalisis data, peneliti mengacu pada teori Miles dan Huberman (1994), dengan langkah reduksi data, menggambarkan data dan verifikasi data. Hasil penelitian menunjukkan bahwa terdapat beberapa strategi manajemen kelas yang digunakan guru bahasa Inggris untuk menciptakan lingkungan belajar yang kondusif. Pertama, guru membuat ruang kelas yang bersih dengan mengarahkan siswa membersihkan ruang lokal secara bersama.Kedua,guru aktif di dalam kelas.Ketiga,guru antusias dalam menyampaikan materi. Keempat, guru menerapkan disiplin kepada siswa. Kelima,guru memberikan motivasi kepada siswa.Keenam, guru memberikan hadiahkepada siswa. Secara umum diantara guru menerapkan enam strategi di dalam kelas untuk menciptakan kondisi kelas yang kondusif.

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