The Students of SMK Putra Indonesia Perceptions' Towards Their EFL Classroom Management
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Pemberdayaan Teknologi Pembelajaran dalam Tatanan Multidisipliner di Era 4.0
The Students of SMK Putra Indonesia Perceptions’ Towards Their
EFL Classroom Management
Muhamad Fahmi Hariadi1, Dedi Kuswandi2, Agus Wedi3
1, 2, 3 Teknologi Pembelajaran, Universitas Negeri Malang
Email: 1 mechanicalpress@gmail.com; 2 desilestiadwisalmarini@gmail.com;
3 ika.friscila.925@gmail.com
ABSTRACT
Classroom management is an essential component of EFL learning. This research aims to discover the
students’ perceptions in their EFL teacher classroom management in SMK Putra Indonesia, Malang.
The research used a quantitative method with survey design. The research participants were SMK
Putra Indonesia Malang students as the population, and the study sample is the tenth, eleventh, and
twelve-grade students. The instrument used is a questionnaire that included five components:
motivation, physical environment, teacher-student interaction, rules and regulation, feedback for
students. The questionnaire had 35 statements. The survey was distributed using Google forms. The
data were analyzed in the statistical descriptive way by calculating the means and using T-tests and
ANOVA to find differences. The results show students perceived classroom management problems
related to classroom resources such as dictionaries, posters, lists of expressions, media, seating
arrangement, teacher’s lack of appreciation, teacher’s reluctance to giving individual assistance, lack
of feedback for the students. Also, male and female students have similar perceptions, but different
grades stated different opinions of EFL classroom management components
Keywords: Student Perceptions, Classroom Management, Vocational Students
INTRODUCTION
Evertson and Weinstein (2006) define classroom management as "the
actions teachers take to create an environment that supports and facilitates both
academic and social-emotional learning" (pp. 4-5). In Indonesia, professional
English teachers must have classroom management skill as it is regulated by the
Minister of Education Regulation National Republic of Indonesia Number 65 as one
of the pedagogical competences that is to master the learning theories and
principles of effective learning.
According to the Decree Education No. 65 (Kementerian Pendidikan, 2013),
the Classroom management steps to be implemented include: teachers must adjust
the volume and tone of their voices, teachers must speak politely, clearly and be
easy to understand by their students, teachers must dress modestly, be clean, and
tidy, they must organize the seating, they must encourage and reward students to
Prosiding Seminar Nasional Teknologi Pembelajaran
Universitas Negeri Malang Tahun 2021The Students of SMK Putra Indonesia …
ask and argue, create order, discipline, convenience, and safety for the teaching-
learning processes, they must provide reinforcement and feedback in response to
students questions and return students’ assignments and give out results whilst
the learning process takes place, they must adjust the speed of the subject matter
to the ability of their students to learn. At the beginning of each semester, teachers
must explain to their students, the syllabus for each of their subjects and they must
begin and end the teaching-learning processes according to the term schedule.
In reality, classroom management is an educational aspect which is
frequently become a major concern by the prospective teachers, fresh teachers,
even the experienced teachers (Gordon as cited in Okutan, 2005). It indicates that
managing a classroom can be a critical challenge, especially for beginner teachers,
but even for experienced ones. Many studies have focused on the classroom
management, problems experienced by teachers, for example Cook, Fiat and
Larson (2018).
According to Cook, Fiat and Larson (2018) an important aspect of classroom
management is to know how to make meaningful connections with students,
because it is one of the most effective ways to prevent disruptions in the class.
Cook, Fiat and Larson also claimed that in classrooms where teachers used a series
of techniques centered around establishing, maintaining, and restoring
relationships, academic engagement increased by 33 percent and disruptive
behavior decreased by 75 percent—making the time students spent in the
classroom more worthwhile and productive. Cook, Fiat and Larson (2018) claimed
that strong teacher-student relationships have long been considered a
foundational aspect of a positive school experience. When those relationships are
damaged, student well-being may be affected, leading to academic and behavioral
problems.
In Indonesian context there are several studies which focus on classroom
management issues. First, Habibi, Mukminin, Shofyan and Sulistyo (2017)
investigated classroom management conducted by English teachers in Senior High
School in Jambi, they found some problems that emerged in the introductory, core,
and closing activities were: 1) the teachers were not keeping up-to-date with the
latest technology, 2) their schools lacked up-to-date equipment, 3) there were too
many students in each class, 4) space: the rooms were too small for the large
number of students, 5) less opportunity for the students to practice (because the
classes were too big), and 6) situational problems, i.e. crowding in some classes.
Second, Nur Nasution (2017) investigated classroom management in MTs in
Medan. The findings indicated that the classroom management implemented was
not effective due to these factors which included the teachers’ interests, attitudes,
intelligence, emotional intelligence, salaries or incentives, infrastructure, work
environment, and leadership.
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 325The Students of SMK Putra Indonesia …
The third study was conducted by Rido, Nambiar, Ibrahim (2016)
investigated the classroom management of English teachers in vocational high
school. The results demonstrated that in terms of classroom management
strategies, they facilitated group work, organised seating arrangement in a
traditional way, and emphasised classroom discipline. However, the fixed seating
arrangement did not allow the students much mobility in the classroom. Therefore,
this study suggests that fixed classroom seating arrangements should be reviewed
as it is rigid and static. By providing removable furniture, SL/FL classrooms will be
more fluid, dynamic, and interactive. Next, teachers should be careful while
implementing pair/group work/discussion strategies especially in a large
classroom because there is a concern that some students will talk in ‘their own’
language and not contribute or even disturb others. Therefore, teachers are
advised to approach students by frequently moving around the classrooms,
checking their work, and talking about their problems. These strategies will help
teachers control the classrooms and create a better learning atmosphere.
Similarly, there were many classroom management problems occured in
English classes in Vovational High School in Malang. Based on observations in the
SMK Putra Indonesia in Malang City during the teaching practicum, it was found
that the status of English teachers was various; some teachers have non-
permanent status (GTT) and have not yet been certicatied, some teachers already
have the status of Civil Servants Civil (PNS) and already have got teacher
certification. Because of the differences, classroom management activities
observed by the researchers varied. The researcher found problems related to
seating arrangement, rules and regulation, the use of ICT, large class and lack
appreciation given to students. Differences in the quality of classroom
management have an impact on the quality of the learning process. In other words,
from the initial observation it can be concluded that until now there are classroom
management implementation that are not in accordance with the expectations of
government and society.
Student perceptions is a psychological factor from within students who can
influence student motivation in school. According Harbaugh (2010) students
perceptions are the responses given by students to the object being observed
which will affect the mindset of these students. Students' perception of an object of
concern in the learning process at school will provide different information and
responses to the object the same, because one's perception is influenced by several
factors depending on their individual values and needs. Student perceptions is
very important in understanding human behavior because every person perceives
the world and approaches life problems differently.
Students’ perception on their classroom management is important because
the students are the key participants in the teaching learning process, they should
feel comfortable and the class atmosphere should be perceived conducive by the
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 326The Students of SMK Putra Indonesia …
students. A study on students’ perception toward the classroom management
conducted by Fowler (Fowler & Şarapli, 2010) revealed the students expected the
teacher should allow them to freely express their opinions and that the teacher is
friendly and respectful toward students and that the enthusiasm of the teacher for
the subject motivated them to learn more. In addition, the students expect the
teachers to explain behavioral expectations at the beginning of the semester. This
indicates that students truly want to know what is expected of them and they
prefer a teacher who strictly controls classroom.
Another study conducted by Egeberd and McConney (Egeberg & McConney,
2018) revealed that students suggested that a key strategy teachers use to create
and maintain safe and supportive learning environments was to build positive
relationships by showing genuine care and listening to students. The students also
appreciated teachers’ ability to exercise authority without being rigid, threatening
or punitive. Students also used words such as kind, effective, humour, relationship,
understanding, interesting, respect and control to describe teachers that create
and maintain safe and supportive learning environments.
Based on this background the researcher was interested in conducting
research to find out the implementation of the classroom management by the
English teachers in SMK Putra Indonesia. This research is different from the
previous research, because this research focused on the students’ perceptions in
vocational context in Malang, Indonesia whereas the previous research was
investigated from the point of view of the teachers.
RESEARCH METHOD
The aim of this study is to find out the students’ preception in their EFL
teacher classroom management in SMK Putra Indonesia Malang, so the research
used quantitative method with survey design. Creswell (2014) argued that the
quantitative method is a process of collecting, analyzing, interpreting, and writing
the result. Also, Moore (2016) argued that quantitative research uses
mathematical models and statistics for analysis, providing numerical results.
Quantitative research is identical with variables. These variables can be measured
and analyzed by using statistical procedures.
The researcher prepared the instrument of the study which the
questionnaire as the instrument. The questionnaire was adapted from a
questionnaire constructed by Saifi et.al (2018). It consisted of 35 close ended. Five
domains included in the questionnaire were motivation in classroom (7 items),
conducive physical aspects (7 items), teacher student interaction (9 items), rules
and proceduresons (6 items) and feedback on students work (6 items). The
questionnaire was developed using Likert scale format in four options from
strongly disagree to strongly agree. There are three adaptions that the researcher
made to the questionnaire. The first was done related to the sentences of each
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 327The Students of SMK Putra Indonesia …
items in which the researcher add the phrases “in my English class” to make the
participants clear about the classroom management practice that the participants
should refer to. The second was the translation of the questionnaire from English
into Bahasa Indonesia. The third was the options which was reduced to four
options, the option neutral was deleted.
FINDINGS AND DISCUSSION
Student Perceptions toward EFL Classroom Management.
The finding shows the perceptions towards EFL classroom management of
SMK Putra Indonesia Malang. The total number of 10th, 11th and 12th grade
students who responded to the questionnaire was 278 students. There are 5
components in the questionnaire: Motivation, Physical Environment, Teacher-
Student Interaction, Rules and Procedures and Feedback for Students. The
presentation is presented by components.
Table 4.1 displays the result of all students’ perceptions towards Motivation.
The table shows that the respondents mostly agree to the statements on the
motivation statements, as the means of the items are more than 3. The
respondents provided the highest agreement to the statement that “In English
Classes, students are guided by teachers to be disciplined and organized in class so
that they can positively improve learning English”.
However, the respondents disagree to the statement that “In my English
Classes, the class is equipped with dictionaries, posters that are pasted, examples
of expressions in English, etc.) so as to motivate students to learn English”.
Table 1. Motivation Domain (N=278)
No Statement Mean SD
Q1. In my English Class, classes are made comfortable for
1 3,392 0,637
all students to be able to learn English productively.
Q2. In my English class, students are given motivation to
2 3,388 0,664
learn English.
Q3. In my English Class, all students both male and female
3 are given the same opportunity to participate in learning 3,622 0,574
activities.
Q4. In my English Classes, students are guided by teachers
4 to be disciplined and organized in class so that they can 3,669 0,501
positively improve learning English.
Q5. In my English Class, the class is equipped with
dictionaries, posters that are pasted, examples of
5 2,029 0,874
expressions in English, etc.) so as to motivate students to
learn English
Q6. In my English Class, students are not discriminated
6 3,500 0,699
against so students are positive about English lessons.
Q7. In my English Class, I was given
exercises/assignments/activities that were well organized,
7 3,493 0,605
interesting and challenging so that my motivation for
learning English did not decrease.
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 328The Students of SMK Putra Indonesia …
The mean scores related to the Physical Environment is presented in Table 2.
The results show that the respondents provided agreement to items no 8, 9, 10, 11
and 12, but disagree that to items no 13 and 14. The respondents stated that they
disagree that in English classes, various media (for example
Powerpoint/Video/Audio) are used in class to facilitate students learning various
English skills, namely listening, speaking and reading and writing and also disagree
that student seats are reorganized changed for students to work in groups.
Table 2. Physical Environment Domain (N=278)
No Statement Mean SD
Q8. In English Class, the physical environment of the class is
8 3,191 0,772
arranged comfortably so that it supports learning English.
Q9. In English Class, the physical appearance of the class is
9 3,047 0,756
effective, that is, easily arranged according to need.
Q10. In the English class, the students' seats are arranged
10 3,345 0,762
well so that they are comfortable to study.
Q11. In English Class, the blackboard/LCD screen can be
11 3,248 0,849
clearly seen by all students in the class.
Q12. In English Classes, the lighting is ensured sufficient
12 3,439 0,712
and in accordance with class needs.
Q13. In English classes, various media (for example
PowerPoint/Video/Audio) are used in class to facilitate
13 2,982 0,921
students learning various English skills, namely listening,
speaking and reading and writing
Q14. In English Classes, student seats are
14 2,705 0,887
reorganized/changed for students to work in groups.
The mean scores related to the teacher-students incteraction is presented in
Table 4.3. The results show that the respondents provided agreement to statement
no 15, 16. 17, 19, 20, 20, 21, 22 and 23, but disagree to the statement no 18. The
respondents stated that they disagree that In the English Class, students who
behave well in class are given rewards.
Table 3. Teacher-Student Interaction (N=278)
No Statement Mean SD
Q15. In the English Class, the English that the teacher uses
15 are clear and understandable thus increasing my English 3,381 0,679
mastery.
Q16. In English Classes, the teacher is friendly and easy to
16 3,615 0,550
communicate with so students can learn English well
Q17. In English Classes, the topics taught are related to real
17 3,367 0,649
life through the examples provided.
Q18. In the English Class, students who perform well in
18 2,122 0,883
class are given rewards.
Q19. In English Classes, all students are involved in active
19 3,241 0,661
discussion.
Q20. In English Classes, various teaching strategies are used
20 3,342 0,602
by teachers to encourage student interaction with students.
21 Q21. In English Classes, students are encouraged to ask 3,428 0,669
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 329The Students of SMK Putra Indonesia …
No Statement Mean SD
various questions in class.
Q22. In English Classes, students are closely monitored
22 while working on assignments in class, so if they don't do 3,252 0,722
or do anything else they will be reprimanded.
Q23. In English classes, questions raised by students
23 3,568 0,551
encourage positive interaction in the classroom
Table 4 displays the result of students’ perceptions towards Rules and
Regulation. The table shows that the respondents mostly agree to the statements
no 24, 26, 27, 28, and 29, but dissagree to the statement no 25. The respondents
stated that they disagree that In English Classes, undisciplined student behavior is
not tolerated.
Table 4. Rules and Procedures
No. Statement Mean SD
Q24. In English Classes, class rules and other agreements
24 are made by the teacher with students and are applied 3,439 0,681
clearly and effectively.
Q25. In English Classes, undisciplined student behavior is
25 2,730 0,989
not tolerated.
Q26. In English Classes, students who talk not on time or
26 pay attention to learning must be reprimanded by the 3,511 0,629
teacher.
Q27. In English Classes, students are directed back to the
27 topic of learning when they are not focused on the 3,471 0,599
task/learning activity.
Q28. In English Classes, student compliance with classroom
28 3,435 0,631
rules is strictly demanded by the teacher.
Q29. In English Classes, students are required to
29 3,583 0,562
consistently follow the rules set.
The mean scores related to the Feedback for Students is presented in Table
4.5. The results show that the respondents provided agreement to statement no
30, 34 and 35, but disagree that to statements no 31, 32, 33. The respondents
stated that they disagree that In English Class, students who perform well are
given praise/appreciation; In English Classes, individual students with problems
are given proper attention and feedback; and In English Classes, students are given
constructive feedback and criticism.
Table 4.5 Feedback for students (N=278)
No. Statement Mean SD
Q30. In English Classes, students' homework/assignments
30 3,295 0,679
are checked by the teacher in class in a timely manner.
Q31. In English Class, students who perform well are given
31 2,892 0,839
praise/appreciation.
Q32. In English Classes, individual students with problems
32 2,928 0,775
are given proper attention and feedback.
33 Q33. In English Classes, students are given constructive 2,971 0,715
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 330The Students of SMK Putra Indonesia …
No. Statement Mean SD
feedback and criticism.
Q34. In English Classes, the tests that are given encourage
34 3,313 0,641
the improvement of students' English language skills.
Q35. In English Classes, the teacher responds directly to the
35 3,572 0,564
answers given by students.
Students’ Perceptions Toward EFL Classroom Management Based on
Students’ Gender.
There are several steps taken by the researcher. First, the researcher
calculated the mean of each domain and then the means were compared using
Independent T-test was applied using the SPSS Program. The result is presented in
Table 5.
Table 5. Comparison between male and female students’ responses.
Domain Gender N M SD t P Sig/Not Sig
Male 122 3.315 0.365
Motivation 0.683 0.495 Not Sig
Female 156 3.286 0.343
Male 122 3.125 0.499
Physical environment -0.343 0.732 Not Sig
Female 156 3.145 0.483
Male 122 3.256 0.375
Teacher-student Interaction -0.057 0.955 Not Sig
Female 156 3.259 0.388
Male 122 3.396 0.420
Rules and regulation 1.192 0.234 Not Sig
Female 156 3.334 0.433
Male 122 3.182 0.465
Feedback for student 0.628 0.531 Not Sig
Female 156 3.146 0.463
The results indicated that there was no significant differences of perceptions
based on gender in the aspect of motivation (t = 0,683, p = .045), physical
environment (t = -0,343, p = .0732), Teacher-student interaction (t = -0.057, p =
.0.955), rules and regulation (t = 1.192 p = . 0.234), and Feedback for students (t =
0.628, p = .0.531) at the p < .05 level. It means that the perceptions of male and
female students on five classroom management components – motivation, Physical
environement, Teacher-student interaction, Rules and Regulation, and Feedback
for Students are similar.
Students’ Perceptions Toward EFL Classroom Management Based On
Students’ Grades
There are several steps taken by the researcher. First, the researcher
calculated the mean of each domain of each grade and then Analysis of Variance
(ANOVA) was applied in the SPSS Program. The result is presented in Table 4.6.
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 331The Students of SMK Putra Indonesia …
Table 6. Comparison Between The Mean of Classroom Management Components
Based of Grades
No Domain Grade N M SD F P Sig/No Sig
Grade X 101 3.341 0.330
1 Motivation Grade XI 60 3.309 0.382 1.549 0.214 No Sig
Grade XII 117 3.258 0.354
Grade X 101 3.060 0.465
2 Physical Environment Grade XI 60 3.362 0.420 8.644 0.000 Sig
Grade XII 117 3.086 0.512
Grade X 101 3.352 0.328
3 Teacher-student Interaction Grade XI 60 3.215 0.389 5.050 0.007 Sig
Grade XII 117 3.198 0.407
Grade X 101 3.408 0.398
4 Rules and regulation Grade XI 60 3.303 0.484 1.188 0.306 No Sig
Grade XII 117 3.352 0.421
Grade X 101 3.229 0.433
5 Feedback for student Grade XI 60 3.108 0.511 1.747 0.176 No Sig
Grade XII 117 3.131 0.461
The calculations indicated that there were two results. First, the result
showed that there was no significant differences of perceptions based on grades in
the aspect of motivation (F = 1.549, p = 0.214), rules and regulation (F = 1.188 p =
0.306), and Feedback for students (F = 1.747, p = 0.176) at the p < .05 level.
Second, there were significant differences of perceptions based on grades in the
aspect of physical Environment (F = 8.644 p = 0.000), and Teacher Student
Interaction (F = 5.050 p = . 0.007) at the p < .05 level.
It means that the perceptions of the tenth graders, eleventh graders, and
twelfth graders are not different in terms of three classroom management
components – motivation, Rules and Regulation, and Feedback for Students,
however, there are differences in 2 components: Physical Environment and
Teacher Student Interaction.
Discussion
The aim of the study to identify the SMK Putra Indonesia students’
perception towards their EFL classroom management. The finding of the research
has shown that the students agree on 27 statements in the 5 components of EFL
classroom management, but they disagree on the 8 statements:
Table 7. Eight statements in wich students disagree
No Statement
In my English Classes, the class is equipped with dictionaries, posters that are pasted,
1
examples of expressions in English, etc.) so as to motivate students to learn English”.
In English classes, various media (for example Powerpoint/Video/Audio) are used in
2 class to facilitate students learning various English skills, namely listening, speaking
and reading and writing
3 Student seats are reorganized changed for students to work in groups.
4 In the English Class, students who perform the tasks well in class are given rewards.
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 332The Students of SMK Putra Indonesia …
No Statement
5 In English Classes, undisciplined student behavior is not tolerated.
6 In English Class, students who behave well are given praise/appreciation;
7 In English Classes, individual students with problems are given proper attention and
feedback
8 In English Classes, students are given constructive feedback and criticism
The findings suggested that English classes have not made the dictionaries,
posters, classroom expressions availabe. Students may have learned from reading
the posters and list of classroom expression. This environment is important as
stated by Evertson and Weinstain (2006), and Oliver and Reschly (2006), teachers
should create environment that is supportive and provide for both academic and
social emotion learning. Perhaps, big printed dictionaries are replaced with
technology for example mobile phones or internet.
Media are one of the problems occurred in this research it shows that
students still lack in using technology to enhace English learning procces. Teaching
media that allows and provides students to use technology will enhance their
language skill to be better, skill that required to use technology such as listening
skill will be easy to understand if students are equipped with the right technology
in the classroom. This finding support Habibi, Mukminin, Shofyan and Sulistyo
(2017) who found lack of ICT and other tool to support student learning. These
problems are contradicted to the theory of ICT in language learning. According to
Herington and Oliver (2010) ICT has several advantages ranging from facilitating
exposure to authentic language to providing access to wider sources of
informational varieties of language. It also creates opportunities for students to
communicate in class and outside the classes and allows for a learner-centred
approach.
Seats arrangement is the third problems occurred in classroom management.
A large number of respondents find their seats cannot be reorginized for group
work. This actually happens because the class is big, normally the class has 35-40
students. This is not an ideal situation as stated by Evertson and Winston (2006),
who explains that there are four keys for a good classroom setting, and one of the
four keys is, free from congestion. Areas where many learners come together and
areas that are always used for routine purposes; group work areas, pencil
sharpening, certain bookshelves and storage areas, computers, students’ desks and
teachers' desks should be made available. This will help teachers to run their
English class smoothly.
The next problem related to the Teachers is student’s interaction domain, the
result suggests that students are not provided with sufficient rewards when they
do well completing the tasks in the English class. Providing rewards is important
so that students feel the experience of success which help to improve the students’
motivation. According to Yacoob et al. (2018), Praising students can motivate them
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 333The Students of SMK Putra Indonesia …
to be better at their learning process, with the effective prasie can provide students
with positive reinforcement that builds on success.
The next problems related to the Rules and procedures. The respondents
argue that undisciplined student behavior is tolerated and students who follow the
rules are not appreciated. This finding indicates the English teachers’ relauctance
to establish and apply rules and procedures. According to Marzano (2007)
research suggests that effective teachers spend more time establishing rules and
procedures at the beginning of a new class (Marzano, 2007) and then frequently
reinforce those rules until they become automatic for the students, it will
eventually lead to more time for effective learning.
The last problem is related to the Feedback for Student Domain. The findings
shows that in English Classes, individual students with problems are not given
proper attention and feedback; and students are given not given suffient
constructive feedback and criticism Feedback is important for students so that
they can try to be better and better , this process of giving feedback affect the
performance of students’ English performance. The most powerful single influence
on students’ achievement is feedback and teacher should increase the frequency of
giving feedback becuase students benefit from teachers’ feedback (Hattie 2009).
The research findings also prove that male and female respondents did not
have any differences in their perception towards the five components of EFL
classroom management. This indicates that male and female students are given
equal oppurtunities in the English classes.
The last finding indicate that the perceptions of the tenth graders, eleventh
graders, and twelfth graders are not different in terms of three classroom
management components – motivation, Rules and Regulation, and Feedback for
Students, however, there are differences in 2 components: Physical Environment
and Teacher Student Interaction. The findings suggest that the tenth graders seem
to have stronger agreement in Physical Environment and Teacher Student
Interaction than the eleventh and twelth graders. This is understandable because
tenth graders have less experience in learning English within this school
environment than the eleventh and twelfth graders.
CONCLUSION
The aim of these study was to find out students of SMK Putra Indonesia
perception towards their EFL classroom management. This research shows that
from students’ perception occurred some problems in managing EFL classes. The
result of this study showed that the problem faced by EFL teachers in managing
classroom are related to class classroom resources such dictionaries, posters, list
of expressions, media, seating arrangement, teacher’s lack of appreciation, teacher’
reluctance to giving individual assistance, and lack of feedback. Male and female
students have no significant differences on their perception towards the five
Muhamad Fahmi Hariadi, Dedi Kuswandi, Agus Wedi 334The Students of SMK Putra Indonesia …
domains: motivation, Rules and Regulation, and Feedback for Students. However,
tenth graders have stronger agreement on 2 domains: Physical Environment and
Teacher Student Interaction than the eleventh and twelfth graders. Therefore, it
can be concluded that EFL teachers EFL teachers in the setting should modify their
classroom management practice to include media/ICT for teaching, include flexible
seating arrangement, increase students’ appreciation, provide more individual
assistance, and increase the number of feedback.
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