CLASSROOM MANAGEMENT CONDUCTED BY ENGLISH TEACHER AT THE SEVENTH GRADE STUDENTS OF MTSN II SURAKARTA IN ACADEMIC YEAR 2019/2020

Introduction

Classroom management plays a crucial role in creating an effective learning environment, especially in language education contexts. This paper examines the classroom management strategies employed by English teachers for seventh-grade students at Madrasah Tsanawiyah Negeri (MTsN) II Surakarta during the academic year 2019/2020. The study explores how these management approaches contributed to student engagement, language acquisition, and overall classroom effectiveness.

Effective classroom management encompasses various aspects including establishing routines, managing behavior, organizing physical space, facilitating communication, and implementing appropriate teaching methods. For English language educators working with seventh-grade students in the Indonesian educational context, these elements take on particular importance given the challenges of teaching a foreign language to adolescent learners with diverse backgrounds and abilities.

Research Context

MTsN II Surakarta is an Islamic Junior High School located in Central Java, Indonesia. The seventh grade typically consists of students aged 12-13 who are transitioning from primary to secondary education. During the 2019/2020 academic year, the English classroom comprised approximately 30-35 students with varying levels of English proficiency and exposure to the language outside school.

Most students had limited opportunities to practice English outside formal classroom instruction, making the classroom setting crucial for language development. The academic year included both traditional classroom learning and a significant period of remote learning due to the COVID-19 pandemic, requiring adaptation of management strategies throughout the year.

Theoretical Framework

The classroom management approaches observed drew upon several educational theories and principles. Behavior management was influenced by positive behavior support systems, emphasizing clear expectations, consistent routines, and reinforcement of appropriate behaviors rather than solely punitive measures.

Constructivist learning theories informed instructional approaches that prioritized student-centered learning, collaborative activities, and scaffolding techniques. The concept of the affective filter hypothesis was particularly relevant, as teachers sought to lower anxiety and create psychologically safe environments that facilitate language acquisition.

Physical Environment Management

The physical arrangement of the classroom was carefully considered to support language learning activities. The English teacher utilized flexible seating arrangements that could be easily adjusted for different instructional purposes individual work, pair activities, small group collaboration, and whole-class instruction.

Visual displays played an important role in the classroom environment. These included vocabulary walls, grammar reminders, examples of student work, and cultural artifacts from English-speaking countries. These resources served as both instructional tools and means of creating an immersive language environment.

Materials were organized in a manner that promoted student access and independence. Classroom libraries with books at various reading levels, labeled storage bins for activity materials, and clearly accessible reference resources encouraged students to take ownership of their learning.

Establishing Classroom Routines and Procedures

At the beginning of the academic year, the English teacher devoted significant time to establishing clear routines and procedures. These included expectations for:

• Entering and leaving the classroom
• Transitioning between activities
• Distributing and collecting materials
• Participating in whole-class discussions
• Working in pairs or small groups
• Seeking help from peers or the teacher
• Managing homework and assignments

These routines were explicitly taught, modeled, and practiced until they became automatic. The predictability of established routines reduced confusion and anxiety while maximizing instructional time and creating a sense of security for students.

Behavior Management Approaches

The English teacher implemented a positive approach to behavior management focused on prevention rather than reaction. Classroom rules were developed collaboratively at the beginning of the year, allowing student input and ownership. These rules were clearly displayed and consistently reinforced through:

• Positive reinforcement of appropriate behaviors
• Non-verbal signals for redirection
• Proximity control and teacher positioning
• Clear communication of expectations
• Logical consequences rather than punitive measures

For students experiencing behavioral challenges, the teacher employed individualized approaches including behavior contracts, preferential seating, and structured self-monitoring systems. The focus remained on teaching appropriate replacement behaviors rather than merely punishing undesirable ones.

Instructional Management

Lesson Planning and Delivery

Lessons were carefully structured with clear learning objectives, explicit instruction, guided practice, and independent application. The English teacher employed the "I do, We do, You do" gradual release model to scaffold student learning. Lesson plans included appropriate timing for each component and built-in transitions between activities.

Differentiated Instruction

Recognizing the diverse abilities within the classroom, the teacher implemented differentiated instruction through:

• Varied materials at different reading levels
• Multiple means of content presentation
• Flexible grouping strategies
• Adjusted expectations for student output
• Choice in assignments and activities when appropriate

Engagement Strategies

Student engagement was maintained through a variety of approaches including:

• Active learning techniques requiring student participation
• Incorporation of games and movement activities
• Connections to students' interests and experiences
• Technology integration where resources allowed
• Real-world applications of language skills

Communication Management

Teacher-Student Communication

The teacher fostered positive relationships through consistent, respectful communication. This included using appropriate language complexity for students' English levels, employing wait time during questioning, and providing specific, constructive feedback on student work. The teacher also used Indonesian strategically to ensure comprehension of complex concepts while gradually increasing English language exposure.

Student-Student Communication

Structured interaction opportunities were built into lessons through pair work, small group activities, and collaborative projects. The teacher explicitly taught communication skills and provided sentence frames to support student-to-student English interaction. These activities were carefully structured to ensure accountability, interdependence, and equitable participation.

Assessment and Feedback Systems

Assessment practices at MTsN II Surakarta included both formative and summative approaches. Formative assessments such as exit tickets, observations during activities, quick quizzes, and self-assessments provided ongoing feedback to inform instruction. Summative assessments evaluated student learning at the end of units through standardized tests, projects, and presentations.

Feedback was characterized by specificity, timeliness, and a balance of affirmation and constructive guidance. Students received feedback not only on the accuracy of their English but also on their learning behaviors, engagement, and collaboration skills.

Adaptation to Remote Learning

The COVID-19 pandemic necessitated significant adaptations to classroom management during the 2019/2020 academic year. When schools transitioned to remote learning, the English teacher implemented:

• Virtual classroom platforms with clear participation expectations
• Online behavior management systems
• Digital routines and procedures
• Modified materials suitable for home learning
• Regular communication with students and parents
• Flexible assessment approaches appropriate for remote contexts

These adaptations required significant professional learning and rapid response, but ultimately maintained continuity of English instruction despite unprecedented challenges.

Challenges and Solutions

Results and Effectiveness

By the end of the academic year, the classroom management approaches employed had resulted in measurable improvements across several dimensions:

Academic Outcomes

Students demonstrated progress in English language skills including vocabulary acquisition, reading comprehension, speaking confidence, and writing ability. The structured learning environment provided by consistent classroom management practices allowed more time for meaningful language instruction and practice.

Student Engagement

Observations indicated increased student participation, both in traditional and remote learning contexts. Students showed greater willingness to take risks with language production and actively engaged in collaborative activities.

Classroom Climate

The classroom developed a positive, supportive atmosphere characterized by mutual respect between teachers and students. Peer relationships strengthened through collaborative learning opportunities, and behavioral issues decreased as routines became established.

Student Self-Management

Over time, students developed greater independence and self-regulation skills. They became more capable of managing materials, monitoring their progress, and supporting peers through established classroom systems and routines.