CHAPTER I

INTRODUCTION

A. Background of the Problem

Teaching learning process is the act to achieve the goal of learning.

The goal of learning is to make the students mastering the lesson and get a

good achievement. In this process, teacher is a pilot that hold the keys of

successful the learning process. For this reason, teacher should have a teaching

style on manage classroom. Teacher style can be seen by good classroom

management that they have. It is the important thing in teaching. Classroom

management is one of the most essential parts to become an effective

classroom teacher. Managing class means to create conducive learning

environment. Good managing class is key factor contributing to a good

classroom environment.

Moreover, classroom management is a term used by teachers to create

and maintain an optimal learning conditions and a pleasent atmosphere to

achieve the learning objectives. Classroom is a place for teacher and students

in doing teaching and leaning process where teacher delivers the lesson to

students. In classroom, teacher is one of the important element because in

teaching learning process they are point of view and center of knowledge to

students. Managing the classroom in learning process, the teachers have their

ways to manage classroom. One way of the teacher to manage classroom that

must be had by the teachers style is managing classroom itself.

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 Every teacher has different style in teaching English process, although

they have a same purpose, it is called teachers’ teaching style. teaching style is

developed through knowledge of education, belief, and experiences that are

coupled with a teacher’s own personality. Then teachers have important role in

education. The first role is the teachers as facilitator; they will facilitate

education in learning for students. Next, the teacher are also as guiding force in

a students’ life. They are responsible in preparing students’ personality and

their mental orientation.

The main fuction of the teachers is as professional educators. The

professional educators just can be done by good teachers. The good teachers

have several personalities and qualities that make them stand out as excellent

teachers. The good teachers will improve students to be active in teaching

learning process. The students are active in teaching learning process, it will

create a good relation between them, so the teaching learning process will have

a good result.

Based on researcher’s experience when having teaching practice

program in SMP N 2 Rao Pasaman, the researcher found the teaching style

from the teacher is important for teaching English. It have a big deal on the

effectiveness of teaching English process. Because teachers’ teaching style on

managing classroom in teaching learning process is an important foundation

for students to conduct well. If teacher do not have a great style to the object to

be studied, it is difficult for students to persevere and get good result. It means

teachers’ teaching style can affect in teaching, because teachers’ teaching style

2
 is the main factors that determine how high the level of involvement of the

students.

B. Identification of the Problem

Referring to background above, in teaching learning process, the teacher

have style to teach. It can be start from how the way the teacher teach the

students. If the student still enjoy, they will be understand about the lesson. The

teacher also take an active role in guiding the students. For example, the

students find difficulties in learning the material, the teacher should help the

students like review to explain the material. In teaching learning activity,

students as central point and should have a high motivation more active.

Students’ responses while learning process at SMPN 2 Rao Pasaman.

C. Limitation of the Problem

In this research, researcher focuses on teachers’ teaching style on

managing classroom in teaching learning process, because if the teacher have

good teaching style in teaching learning process, students will understand

about the lesson and the aim of teaching learning process will achieve. This

research will be done at SMPMN 2 Rao Pasaman.

D. Formulation of the Problem

In accordance with the limitaion above, the problem of the research

formulate as follow: “What are the teachers’ teaching styles on managing

classroom in teaching learning process at SMPN 2 Rao Pasaman?”

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E. Research Questions

In order to make the formulation of the problem more specific, it is

developed into the following questions:

1. What kinds of styles do the teachers have in managing classroom in

teaching English?

2. How do the teachers implement each style on managing classroom in

teaching English

F. Purpose of the Research

The purpose of the research are:

a. To describe the kinds of teachers’ styles managing classroom in teaching

English

b. To find out the implement of teachers’ style on managing classroom in

teaching English

G. Significances of the Research

The result of study is intended to give contribution to English

teachers’ and teachers’ candidate. For the teachers, they can adjust their styles

to the students’ condition. If their style are approciate with the students, the

students will be active. The learning process will get a good result. For

teachers’ candidate, the teachers’ candidates still do not have much experience

in teaching. They just learn about teaching theory, may be they will get

difficulties to practice it in the field. This research can be used as guidance to

teach later.

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H. Defenition of Key Term

To avoid misunderstanding, it is necessary for the researcher to define

some key terms as follow:

1. Teacher’s styles are the ways that are use by English teachers in explaining

material in teaching english at SMPN 2 Rao Pasaman

2. Managing classroom means to create conducive learning environment

especially for teacher at SMPN 2 Rao Pasaman

3. Teaching learning process is the process where Englis subject is taught by

the teacher to the students at SMPN 2 Rao Pasaman

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Classroom Management

Classroom management is one of the most essential parts to become an

effective classroom teacher. Classroom management is teacher ways to manage

and handle the class. By managing the class, teacher will be easy to do teaching

learning process. Then, the class atmosphere will run well. However, if teacher

does not manage the class, teacher cannot see the teaching involment and the

goal. Then, others activity itself cannot be achieved.

In additional, Classroom management is teacher responsibility to create

the class running smoothly. It can be shown from how teacher care, respect and

give good responsibility for the work so that it supports classroom environment

effectively. Groves (2009:1) explains that classroom management is a teacher

action in creating class environtment through facilitating of academic and

social activity. It means that all activities in class environment that teacher uses

to create a successful learning process. Thus, classroom management the

teacher facilitating academic because it supports the achieve curriculum

development, developing best teaching practices, and putting them into action.

Classroom management is a teacher role in keeping the classroom running

smoothly.

Moreover, Savege and Marsya (2010:6) define that classroom

management as the prevention dimension. Prevention dimension means that a

priciple of classroom management which is able to help the teacher prevents

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 the problems during teaching learning process. When teacher asks about the

discipline problem in classroom and responds about students do in classroom

so, it indicates that teacher has applied good classroom management.

In other hand, Scievener (2012:1) states that classroom management is a

way to manage students’ learning by organizing and controlling everything

which is happended in classroom. It explains that teacher needs classroom

management to solve the problem to follow the class activity interestingly.

Then, classroom management can help teacher in engaging useful learning

environment. Also, it can create a pleasent classroom atmosphere and an

effective classroom environment.

Related to those theories above, it can be concluded that classroom

management is teacher ways in controlling, organizing and engaging all of

activities that happened in classroom. It aims to make the class activity become

run well. Then, it helps teacher to create a good atmosphere, solve many

problems and emphasized educational role. As the result, it can promote

students involvement in teaching learning process. The, activity in classroom

run well.

B. Teaching Learning Process

Teaching learning process is the act to achieve the goal of learning. The

goal of learning is to make the students mastering the lesson and get a good

achievement. In teaching learning process teacher needs the teaching style. It

can make the teaching learning process to run well.

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 According to Eisner (2002:7), teaching is a caring exercise is very

much part of the effective learning process. Learning is an emotional exercise.

Students will engage in something that appeals to them emotionally. It means

that teaching and learning are needed to make the class efffective in teaching

learning process. Thus, the teaching and learning is supporting of good in

teaching learning process.

Then, Smith in Anton-Lee (2003:2) explain that learning ‘is a

consequence of experience’. In the other words, learning is impact of

experienced. Learning is support in teaching learning process. Thus, learning

is very important in teaching learning process.

Furthermore, Yeats (2007:1) states that if it was possible to encapsulate

the qualities of a good teacher and good teaching in a good learning

environment so that one could hold these qualities up as a benchmark for all

teachers to see and to aspire towards achieving some kind of excellent

standard. It means that a good teacher and teaching students can see the

qualities of the teacher in learning environment. For example, students can see

the teacher aspire towards achieving some kind of excellent standard in

teaching learning process.

Based on preview definition teaching learning process, the writer

concludes that teaching learning process is to achieve the goal of learning.

Besides that, teaching learning process is caring and emotional exercise and

consequence of experienced. It is as act process to achieve the goal of teaching

learning process.

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C. Teacher’s Teaching Style

Every teacher has different styles in teaching English. The way that they

use will be signed whether the teaching learning process will run well or not.

While, any kinds of style can be applied by the techer to cath the studens

motivation in order to make the teaching English can be successful and reach

the target of the process itself.

1. Defenition of Teachers’ Teaching Style

Teachers’ teaching style are some manners that the teacher uses in

teaching English. Every teacher has different style in explanation the

material. Then, the teacher should pay attention towards to students’ need

when they follow their learning to study English subject. It is important,

because to increase students’ motivation and increase the quality of education

teacher should has a good style in teaching. Many experts who explain about

the defenition of teachers’ teaching style. Susan and Roger (2006:36) explain

that teaching styles can be described as your personal belief regarding how

pupil learn. It means that teaching style is the teacher way explain the

material and how teacher interaction with their students in teaching learning

process. Teaching style is the characteristic of manner in which a teacher

conducts his/her interaction with his pupils.

Petrina (2007:112) states that teachers’ teaching style refers to the

manner in which a teacher manages instruction and the classroom

environment. On other hands, teachers’ teaching style can be a procedure that

the teacher applies in teaching English.

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 In addition, Janice and Myrna (2010:173) explain that teaching style

is developed through knowledge of education, belief, and past experiences

that are coupled with a teachers’ own personality. In other words teaching

style is a composite of personality and philosophy, evidenced by behavior and

attitude, what the character emphasizes, how he or she reacts to different

situation.

Dealing with the expert explanation above, the researcher summarizes

that all of expert elaborate that teaching style is true strategy and efisien in

teaching learning process in the class. The teacher who has good teaching

style should pay attention not only about the process of teaching but also the

aspect that support the teaching itself. In here teaching style is the

characteristic that can be seen from perfom in interaction with his students.

Thus, researcher concludes teachers’ teaching style are the way that are used

in share information to the students in the classroomm. It may be though

behavior or characteristic.

2. Types of Teachers’ Teaching Style

There are many types of teachers’ teaching style that can be seen from

teachers. Every teacher may have different style in teaching English.

According to Gayle and Danielle (2003:59), there are two types of teachers’

teaching style are teacher-centered and student-centered. The first, Teacher-

centered teaching styles the teacher is the central focus and source of

learning. Second, Student-centered teaching styles, the student initiates and

takes responsibility for his learning while the teacher act as a mentor in

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learning process. In other word, types of teachers’ teaching style there are

teacher-centered and student-centered. Teacher-centered for example, in

teaching learning process all explanation or material is given by teacher itself.

Students-centered for example, when teaching learning process the teacher

just as mentor, in here the students must participate.

Furthermore, according to Petrina (2007:112) there are three types of

teachers’ teaching style. The first, permissive teachers establish few rules and

tend to be inconsistant in enforcing rules or applying consequences for

misbehavior. Second, Authoritarian teachers establish the classroom rules,

learning is teacher centered, the students roles is to comply with the rules and

complete all work satisfactorily. The last, democratic teacher establish a

classroom environtment that includes input on nearly all issues of

management, voting preveleges for students, and generally positve reaction to

student desires and needs. In other word, the types of teachers’ teaching style

there are permissive teachers, authoritarian teachers, and democratic teachers.

Permissive teachers such as some rule make by teacher not consistant if the

students make mistake. Authoritarian teachers such as all rules in teaching

learning process manage by teachers it self. Democratic teachers such as all

issues or rules the result from voting by teachers and students.

In addtion, Janice and Myrna (2010:173) state that there are three types of

teachers’ teaching style such as teacher-centered, content or subject-centered,

and student-centered. The first, teacher-centered style involves the teacher

transmitting information top down to students. It means that, teacher gives

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information to students based on feedback from students. The characteristic

of teacher-centered is all intruction, content, assessment, and so forth are

decided and controlled by the teacher in autocratic manner. Second, content

or subject-centered style is somewhat similar, but this style of teaching is

ruled by the content. In other word, teacher explains based on material in

teaching learning process and all activities in teaching learning process is

control by content itself . The teacher is often seen as respected experts in

their fields, and method of instruction often include lectures and text-driven

readings accompanied with assigment. The last, student-centered is the

teaching style that Texas would prefer to have its teachers use. Therefore, the

teachers give explaination the material what students need in teaching

learning process. Thus, the students must creative in teaching learning

process. The characteristic of student-centered is teachers employ facilitating

manner, constantly focusing on the needs of the learner.

From the explanation above, the researcher concluded that there are three

types of teaching style such as permissive, authoritarian, democratic. First,

permissive is a types which the teacher give a freedom to students to do what

they want to do. Second, authoritarian is a type which the teacher uses

punishment and sharp voice to achieve compliance through the use of forceful

external controls. Last, democratic is a type which the teacher manage

classroom to be good condition and the students enjoyable with the situation

in the classroom. Each of style has different effect towards students

motivation.

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a. Permissive

In teaching English, the teacher should think about their teaching style

because it can give impact towards the students’ ability in understanding a

material especially in applying permissive type. In this case, the teacher

always completely commenting about the students work in the class.

Because the teacher gives a freedom to the students to do what they wish it

will make several mistakes in doing the task. According to Susan and

Roger (2006:36) there is indicator of permissive teacher. Establishes few

rules and is inconsistent in enforcing the rules that they have. It means

that, the teacher in teaching learning process does not apply the rules too

strict.

Moreover, Petrina (2007:112) suggests that there are four indicators

for permissive. The first, teacher is establish few rules and tend to be

inconsistent and enforcing rules or applying consequences for

misbehavior. It means that the teacher only knows to make the rule, but

not apply the rule, as it should be done. The second, permissive indicator

is the teacher generally hands-off. In here, the teacher mostly gives an

exercise to the students and let the students make their own work. The

third, permissive indicator is encouraging their students to develop

independence. In other word, the teacher teaches the students to be

independence and not depend to other person. Finally is individual

responsibility. Thus, the students more individual because the teacher does

13
 not care the students need and the teacher only teach the material in

classroom.

Furthermore, Paris (2010:74) states that there are some types of

permissive of the teacher. First, little direction or guidance from the

teacher. Second, less learning occurs as the students lack boundaries. Last,

the students become confused, unmotivated and frustrate. It means that the

teacher can make clever students feel bored in classroom. Moreover, the

teacher’s emotion is not stable facing the situation at classroom and easy

to get angry toward the students. All this can influence student’s

motivation in classroom.

From explanation experts above, the researcher concludes that the

teacher with permissive style is the teacher remains completely passive

and allows other students total freedom in their decision. Moreover, the

teacher cannot know manage the classroom in good situation. Beside that

the teacher can make the clever students feel bored in English learning.

Moreover the teacher’s emotion is not stable facing the situation at the

classroom and easy to get angry toward students. All this can influence

student’s in teaching English.

b. Authoritarian

In the class, the teachers should make the teaching English run well

so it can give toward the students’ motivation to follow their learning

process. According to Hankins (2000:58) there are five indicators of

authoritarian in teaching. The first indicator is harsh. It means that the

14
teacher cannot friendly to students. The second indicator is punitive. It

means that the teacher teach a material in the classroom based on the rules

punishment or punitive. The third indicator is abusive ways. It means that

the teacher cannot communicative with the students in politeness, even

thought the teacher and the students have gap to follow the teaching and

learning process but the ways in communication must be polite each other.

Moreover, the teacher often unfair with the students and they make

interrupt in classroom or not, still get punishment from the teacher and

make the students innocent feel irritating toward their teacher. Settle their

work satisfactorily and they no choice and cannot argue they work

Moreover, Susan and Roger (2006:36) state that there is an

indicator of authoritarian in teaching English. Authoritarian establish strict

rules and expects total obedience. It means that teacher gives strict rules to

the students.

Based on explanation above, the researcher concludes that the

teacher can think about authoritarian style mostly a teacher centered.

Besides that, the teacher also strict in make rules in the classroom.

Furthermore, the students feel afraid and lack self-discipline because the

teacher is formal and prescriptive manner. Moreover, the teacher often

unfair with the students and they make interrupt in the classroom or not,

still get punishment from the teacher and make the students innocent feel

irritating toward their teacher.

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c. Democratic

In teaching English, the teacher should apply democratic style

because the students are very interesting to follow their study if their

teacher does the democratic style. Besides, the teacher can guide the

students in understanding the material. According to Hankins (2000:58)

there are four indicators of democratic style in teaching English. First, the

teacher can guide the students in encouraging them participate in

establishing the rules for their classroom. Thus, the teacher motivates the

students to take participation in the classroom. Second, the teacher can

develop about fair and appropriate consequences for infraction of those

rules. It means that the teacher always tries being fair in every situation in

the classroom. Then, the teacher can make the students in encouraging

them to ask questions. In other word, the teacher encourages the students

to give feedback and response in the classroom. Last, the teacher can make

the students challenging them to think, reason and be creative in the

classroom. It means that the teacher will use different strategies in

teaching to purpose the students can interest and take participation in the

classroom.

Moreover, Petrina (2007:112) explains that there are three

indicators of democratic style in the classroom. First, the teacher can

establish the classroom environment. Second, the teacher makes voting

privileges to the students. Last, the teacher can get positive reaction to

students’ desire and need generally. Furthermore, the teacher brings

16
 comfortable environment in the classroom. Besides that, the teacher also

promotes to the students to involve in every activity in the classroom. In

other word, all activity based on the students need and the result for

activity based on the students and the teacher discussion.

Furthermore, Susan and Roger (2006:36) argue that there is

indicator of democratic style in teaching process. Democratic has rule but

involves the pupils in deciding what the rules should be. It means that

between teacher and the students must do demonstrate before continue

teaching learning process. In addition, the teacher will consider the

students’ ability and intelligent quality in planning activity in the

classroom.

From the explanation above, the researcher concludes that

democratic style can develop the students’ motivation in teaching learning

process. It also helps the teacher to manage the classroom to be good

condition because the students can apply collaborative learning in their

study. Moreover, the teacher can considerate the students ability with the

different intelligent quality each students for every teaching session. Then,

the teacher also promotes the students to involve in every activity in the

classroom. In addition, explain the material to the students interest to

follow their study.

D. Review of Related Findings

In this research the researcher also enclose several research that have

conducted by some another researcher relates to the teachers’ teaching style

17
on managing classroom in teaching learning process. Firstly, Michael j.

Provitera (2008) from University Virginia, “Learning and Teaching Styles

and Management Education: Identifiying, Analyzing, and Facilitating”. He

choosing betwen the roles facilitator or lecturer, migh find that in general the

former appears to be a better technique. However, this also might be

determined by student’s prior knowledge of the subject. The more knowledge

the students has the less the need for broad-based classroom lecturers. In this

research that educators must take the first step as creating awareness of

teaching and learning style, and that this awareness, on their part and on the

part of their students, will improve management education. As one progresses

from pedagogy to andragogy, from teacher-centered to learner-centered, and

from rote learning to achieve leaarning, it becomes clear that a the use of a

variety of teaching techniques will provide the most success in appealing to

the broadest rang of studenta learning style.

Secondly, Khaled (2013) from Al Ain University of Science and

Technology College of Education has conducted a research with the title

“Teacher-Centered Versus Learner –Centered Teaching Style”. The result of

the research showed that identifying education instructors’ teaching styles

will make them aware of the type of teaching style they employ in their

classrooms. This awareness can make them to modify or improve on their

practice. This will in turn help heir students learn better and become active

participants in the teaching learning exchange. In addition, they can provide

their students with a model of good practice. Findings of this study

18
correspond with a growing body of research which emphasizes the fact that

learner-centered style is replacing the traditional teacher-centered teaching

style. These findings can help education instructors provide a proper teaching

model, a learner-centered model which can improve teacher education

preparation practices.

Thirdly, Lihua Yang (2013) from Dongying Vocational College

,Dongying, China was conducted the research entitled “Research on the

Coupling Relationship between Teaching Style and Classroom Management

Based on Grey Correlation Analysis and Multivariate Linear Regression

Method”. The study shows that the styles of teaching match with the

materials, content and performance of the learning, then learners will find that

the learning task is relatively easy, but the case of false matches, through the

development of the learning of materials that do not match with learners’

cognitive style, the efficiency of learning and interest of the learner will

greatly reduce. This paper shows that the teacher's teaching style and teaching

and learning process of classroom management have the interaction and

mutual influence. This interaction and impact in the English teaching

activities has more complex and more levels. because of the working content

of the English teachers not only simply passes the teaching content to the

students, but also needs to think about how to put their own teaching style

and charismatic personality into classroom management to make students

master the application ability of the language in practice.

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 Referring with the relevant research above, this research has similarity

with the previous research they deal with teachers’ teaching style. In this

research the researcher wants to see an analysis the teachers’ teaching style

on managing classroom in teaching learning process. In the previous research

only do the research in three teacher and the research see of teacher’s

teaching style on managing classroom in teaching learning process.

Meanwhile, in this research the researcher will investigate the teachers’

teaching style on managing classroom in teaching learning process at SMP 2

Rao Pasaman by observation cheklist, field note and recording as collecting

the data.

E. Conceptual Framework
In this research, the researcher will find types of teachers’ teaching

style on managing classroom in teaching learning process at SMP 2 Rao

Pasaman. For this case, the researcher formulates the conceptual

framework as follow:

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 Managing Classroom

Teaching Learning Process

Teacher’s Teaching Style

Authoritarian Permissive Democratic

Analysis

Figure 1: Conceptual Framework

21
 Based on the conceptual framework above, it can be understood that in this

research the researcher will analyze the teachers’ teaching style on managing

classroom in teaching learning process. It can be explained that in the learning

process there is any types of teaching style. The teacher will teach the students

and students will get the knowledge from the teacher. It purposes to achieve the

goal of learning. The goal of learning is to make the students understand about the

lesson and get a good achievement.

Furthermore, In the learning process the teacher should have good teaching

style. The teacher’s teaching style is the ways that are used by the teacher to

appear the students in teaching. Every teacher has unique style teaching

preferences of their own. The researcher concluded that there are three types of

teaching style such as authoritarian, permissive and democratic. The teachers have

to opptimum perfomance in the classroom and use them in preperation teaching

and managing students. The good teaching style is important because how the

teachers present themselves to class can have a huge impact on their success as

teacher and qonsequenly, on the success of the students. Therefore, researcher

wants to see an analysis of the teachers’ teaching style on managing classroom in

teaching learning process at SMP 2 Rao Pasaman.

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 CHAPTER III
RESEARCH METHOD

A. Research Design

In this research the researcher uses the descriptive research because the

researcher wants to analyze the teachers’ teaching style on managing

classroom in teaching learning process. Creswell (2009:4) states that

qualitative research means for exploring and understanding the meaning

individuals or groups describe to a social or human problem. Moreover, Gay

and Airasian (2000:11), descriptive research involves collecting the data in

order to concern the status of the study. It means that descriptive research is a

research to analyze problem of the study that happens in teaching learning,

and all of the data are usually collect through video recording, observation

cheklist, and field note.

As statement, the researcher chooses the descriptive research because the

researcher wanted to describe teachers’ teaching style on managing classroom

in teaching learning process at SMP N 2 Rao Pasaman. In addition,

descriptive research has been becoming useful research design in

investigating many traits of teachers’ teaching style on managing classroom

in teaching learning process. Therefore, by adapting this descriptive research,

the researcher describes deeply the fact about teachers’ teaching style on

managing in teaching learning process.

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 B. Participant

In order getting the data for this research, the researcher needs a

contribution from participants. According to Gay and Arasian (2000:20)

participant are group of people who participate in research project. The

researcher conducted the research in SMP N 2 Rao Pasaman. There are

two English teachers at SMP N 2 Rao Pasaman, and all of them are

sample. According to Gay and Peter (2000:125) sample is representative

of population from which it selected. In this research, researcher will use

total sampling. The researcher will use total sampling because researcher

wants to know what type teachers’ teaching style in teaching English.

According to Pietney and Parker (2009:43), total sampling is sampling

includes everyone associated with a small group as participants in a study.

C. Instrument

Some instruments need to facilitate the researcher in data collection. Gay

and Airasian (2000:265) explain that instrument is a tool or something that is

used to collect the data. In this research, researcher will use three instruments

to the find the data during research process in the field.

1. Video Recorder

The first instruments that are used video recording is a tool to

record of storing images or event. According to Haw and Hadfield

(2011:27) video is normally used to provide data about the specific

social interactions capture, participants’ understanding of interactions.

The interpretations of those involved in creating the video and

24
 frameworks through which individuals view the video. In this research,

researcher will use video recording proposed to video the activities in

class during teaching English process.

2. Observation checklist

The second instruments that will be used by researcher is

observation. Koul (2009:257) states that observation is process in

which one or more persons observe what occurring in some real-life

situation, and classify and record pertinent happen according to some

plane scheme. The researcher will observe at SMP N 2 Rao Pasaman

Table 1: indicator of observation checklist

Category Indicator
Authoritarian a. Teacher teach the material based on
punitive
b. Teacher teach abusive ways
c. Teacher failing
d. Teacher teach aggressively

Permissive a. The more chaotic in the classroom

b. The teacher and serious students
feeling frustrated
c. Helps and angry over the loss of
control
Democratic a. The teacher can guide the students in
encouraging them to participate in
establishing the rules for their
classroom
b. The teacher can develop about fair and
appreciate consequences for infraction
of those rules
c. The teacher encourage the students to
give feedback and response in the
classroom

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 3. Field Notes

The third instrument, the researcher will use field notes to write

down or record the teachers’ teaching style in teaching English. On the

other hand, the researcher also will write all important things that

useful for this research. Gay and Ariasian (2000:213) defines that field

notes is the record of the observer about she/he has seen, heard,

experience and thought during the observation.

Table 2: field note

Notes:

D. Technique of Data Collections

In collect the data for this research, the researcher use observation. The

researcher uses observation because the instrument of this the research is

observation checklist, video recorder and field notes. It means that, the

participants free to answer the question on observation checklist. It will

distribute the observation checklist to all of participant. After that, the

researcher collects the observation checklist and analyze them. Finally, the

26
researcher is going to analysis which is proposed by Gay and Arasian. Those

results will help the researcher to analyze English teachers’ teaching style at

SMP N 2 Rao Pasaman.

E. Technique of Data Analysis

The data is the important thing in the research. The researcher analyzes the

data after collecting the data. According to Gay and Airasian (2000:239),

there are four stages of analyzing the data; reading/memoing, describing,

classifying and interpreting. They will be explained more detail as follow

explanation.

1. Reading /memoing

The first step in analyzing data is reading/memoing reading filed

note, transcript, memos, and observer to get a sense of the data. In this

step, the researcher will read the data from video recording, observation

checklist, and field note. It is propose will make researcher becomes

familiar with identify the main theme.

2. Describing.

In this step, the researcher will examines the data in depth to

provide detail description of setting, participants, and activities. In this

part, the researcher will describes the teachers’ teaching style on

managing classroom in teaching learning process after reading of video

recording, observation checklist and field notes.

27
3. Classifying

It is categorizing and coding the data into smaller units or grouping

them into themes. In this part, the researcher will classify the data from

the video recording, observation checklist, and field notes. It intention is

to make researcher easier interpreting the finding of the research.

4. Interpreting

This step is interpreting and synthesizing the organize data into

general understanding. In this part, the researcher will interpret about the

teachers’ teaching style on managing classroom in teaching learning

process.

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 CHAPTER IV

RESEARCH FINDINGS

A. Data Description

The aims of this research was to find out what types of style does

the teachers’ use in teaching English and to find out implement teachers’

teaching style on managing classroom in teaching learning process at SMP

N 2 Rao Pasaman. The researcher wanted to know what are type of

teachers’ teaching styles at SMP N 2 Rao Pasaman. Based on the experts,

there are three types of teaching styles. Those types were developed by the

researcher from the indicators of problem based on the types in teachers’

teaching styles. The observation process was done until the researcher got

the data that needed. The researcher did observation checklist two times

for cache participants. After the researcher got the homogeneity of the

data, the researcher stopped the data observation process.

The first research, the researcher came into class IX C to research

teacher I. It was begun at 08.50-09.50 WIB. After the teacher came into

the classroom the teacher to check attendance list, the teacher reviewed the

last material and then the teacher gave brainstorming. After that, the

teacher explained the material and gave example in whiteboard for the

students. At the time the material was about short message. After that, the

teacher asked the students discussion and gave a task. In doing a task, the

teacher walked from one student to another student. She asked students

29
difficulty in answering the task. The teacher motivates the students to take

participation in doing the task.

The second research, the researcher came into class VIII D to

research teacher I again. It was began at 10.50-11.50 WIB. After the

teacher came into the classroom, the teacher checked their attendance list

and than gave greeting. After that, the teacher review last material and

explain material about adverb, accepting and refusing invitation and the

teacher gave a module for the students about material today. In this, the

teacher makes the students feel bored in following the study and the

classroom be chaotic. The teacher tries motivated the students to follow

their study and the teacher can make the students in challenging to think in

learning.

The third research, the researcher came into the class VII B to

research teacher II. It was begun at 10.50-11.50 WIB. After that, the

teacher came into classroom, the teacher checked their attendance list and

gave greeting. After that, the teacher reviewed the last material. The

teacher writes the material in whiteboard about number. The teacher

explained the material in front of the class and discussed with the students.

The teacher can made the students in challenging to think reason and be

creative in learning English. After that, the teachers asked the students

asked write spelling the number in whiteboard. The teacher give point to

students as reward.

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 The fourth research, the researcher came into the class VIII B to

research teacher II again. It was began at 08.00-09.30 WIB. After the

teacher came into the classroom, the teacher checked their attendance list

and gave greeting. The teacher write and explain the material about asking,

offering and refusing help. The teacher asked the students practice dialog

about asking, offering and refusing help in front the class. The teacher can

made the students in challenging to think reason and be creative in

learning English. The teacher try motivate the students to follow their

study.

B. Data Analysis

In collecting the data about what are types of teachers’ teaching

style in teaching English and how is teachers’ teaching style in teaching

English at SMP N 2 Rao Pasaman the researcher used observation

checklist, field notes and also video recorder as instruments. It can be seen

from the description below:

Types of teachers’ teaching styles in teaching English at SMP N 2 Rao

Pasaman

1. Permissive style

Permissive style is a style that the teacher contributed to the

escalation of the students’ obnoxious, hurtful and irresponsible. On

this types there were four sub indicators about teachers’ teaching style.

There were teacher make the students feel bored in following their

study, teacher encourage students to develop independent, teacher

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establish few rules and tend to be inconsistent in enforcing rules or

applying consequences for misbehavior and teacher are generally hand

off. In this type the teacher only found out two sub indicators from

four sub indicators. They were:

a. The teacher make the students feel bored in following study

At the first indicator, based on the research, it was found

that teachers I at 10.50-11.50 WIB in class VIII D make students

feel bored in following study. Sometimes, the teachers did not

attention the students to follow their study. For example, when the

teacher tell about material, there are some students at the back

playing and talking each other. The teacher did not angry if the

students talking each other.

b. Teacher generally hand-off

At the second indicator, based on the research, it was found

that teacher I at 08.00 and 09.00 in class IX C did not control the

students in the classroom. The teacher give freedom for students in

the class. The teacher let the students do it without controlling. The

teacher only stand up and read the book in front the class and the

teacher generally hands-off for students. The teacher did not care

or angry if the student at the back playing, walking, and talking

each other. These activities sometimes did not describe teaching

learning process run well.

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2. Authoritarian Style

Authoritarian is a style which the teachers often provoke disruptive

behavior in their students by relating to them in harsh, punitive,

and abusive ways by falling to show them the respect that they

deserve. On this types there were eight sub indicators about

teachers’ teaching style. There were the teacher teach a material in

the classroom based on the rules punishment , the teacher cannot

communicative with the students in politeness, the teacher can

show the attention to them and the respect that they deserve, the

teacher can make acting out in hurtful and finally obnoxious,

learning is teacher centered, teacher establish the classroom rules is

to comply with the rules. In this type the teacher only found out

one sub indicators from four sub indicators. They were:

1. The teacher can show the attention to them and the respect

that they deserve

At the first indicator, based on the research, it was

found that teacher I and II at 10.50-11.50 and 8.50-10.10

WIB in class VIII D and VIII B. The teacher can show

attention to students. As an example, teacher asked to

students write note book neatly and more diligent study at

home.

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3. Democratic Style

Democratic is a styles, which the teacher provides students with a

constructive model. On this types there were six sub indicators

about teachers’ teaching style. There were the teachers motivate

the students to take participation in the classroom, the teacher

always tries being fair in every situation in the classroom, the

teacher can make the students in challenging them to think, reason

and be creative in their learning, teacher voting privilegis for

students, teacher establish a classroom environment, teacher

generally positive reactions to student desire and needs. In this type

the researcher only found out three sub indicators from six sub

indicators. They were:

a. The teacher motivate the students to take participation in the

classroom

At the first indicator, based on the research, it was found

that all of teachers motivate the students to take participation,

the teachers give encouragement so that students wanted to

study English in teaching English. As an example, there was a

student who asked by the teacher to read of dialog on the white

board about material ”asking, offering and refusing help”

b. The teacher can make the students in challenging them to think,

reason and creative in their learning

34
 At second sub indicator, based on the research, it was found that

all of teacher can make the students in challenging them to think,

reason and be creative feedback to the students and response in the

classroom.

c. Teacher generally reacts positively to students desire and needs

At the third sub indicators, based on the research, it was found that

teacher II at 08.50-10.50 and 08.00-09.10 in class VII B and VIII

B, the teachers helped students to face their difficulty in doing

English exercise. Teacher generally positive reactions to students

desire and needs. For example, before giving exercise, the teacher

said that if the students had and found difficulty or they did not

understand, they could ask the teacher directly without asking with

their friends. Sometimes, the teachers also walked to the back to

make sure whether the students needed to be helped. This teaching

style through that way was efficient. Democratic style was the

mostly dominant style applied by English teachers in teaching

English

C. Findings

After explaining the data specifically, researcher found that there

are three teaching styles that used by English teacher in teaching English.

The teachers’ teaching style are permissive, authoritarian and democratic

styles. Based on the indicators on the chapter II, there are many activities

that implemented by the English teachers related to each of their teaching

35
style. Furthermore, the teacher I used permissive style , the teacher II used

democratic style and permissive style.

In addition, from all of the teachers’ teaching styles, researcher

found that the mostly dominant style that applied by English teachers in

teaching English was democratic style. The teachers sometimes used their

permissive styles in teaching English. Furthermore, to implement each of

style, English teacher did several activities that related to indicators on the

chapter II. In applying permissive style, researcher found that the teachers

did not control the students in the classroom, make the student feel bored

in following study, and hand-off for students. Generally, permissive style

that used by English teachers are not good enough to be implemented in

teaching English.

Besides, in using democratic style, researcher found that the teacher

give encouragement do that students wanted to study English in teaching

English, helped students to face their difficulty in doing English give

encouragement so that students wanted to study English in teaching

English, helped students to face their difficulty in doing English exercise.

Therefore, in implementing their teaching styles, the English

teachers had different activities. Sometimes, the activities are not

appropriate with the situation of teaching English in the classroom because

of some aspects. Those aspects can be like students’ grade level,

classroom atmosphere, teaching learning schedule, and students

characteristic.

36
 Firstly, when the English teachers teach in the third grade, the

teachers tend to be democratic styles. The teachers mostly communicate

democratically and also strict in teaching English in the classroom. In

contrast, when they are teaching in the first grade, the teachers did not

giving motivation, inspiring, even freedom for them in teaching English.

Secondly, classroom climate also influence teachers’ teaching styles in the

classroom. The facilitated of the classroom sometimes give effects toward

teachers’ style. The last, students’ characteristic also influence teachers’

teaching style. As an example, in the first rate class, the teachers tend to be

permissive style.

However, although the English teachers have different teaching

styles because of those condition, generally, the English teachers had

applied their teaching styles effectively and efficiently in teaching English.

Each of their teaching styles give various impacts for their students.

37
38
39
40
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 CHAPTER V

CONCLUSION AND SUGGESTION

After through chapter I until chapter IV, there are many steps have been

done by the researcher. Starting from doing pre-obesrvation, conducting a

research, and getting the data. In this last chapter, researcher concludes

and give suggestion toward this research.

A. Conclusion

This research is about teachers’ teaching styles on managing

classroom in teaching learning process. The purpose of the research is to

describe the kinds of teachers’ teaching styles in teaching English and to

find out the implementation of teachers’ teaching style on managing

classroom in teaching English at SMP N 2 Rao Pasaman. To describe all

of them, researcher used indicators of teaching styles which porposed by

expert in chapter II. The research was conducted at SMP N 2 Rao

Pasaman.

Moreover, the research used observation checklist , field notes and

video recorder to collect the data this research. Observation checklist

were used by the researcher to know what are types of teachers’ teaching

style on managing classroom in teaching learning process at SMP N 2

Rao Pasaman. From the result could be explained that the style mostly

42
 dominant used by English teachers in teaching English was democratic

style.

After observation, researcher get the data that related to teachers’

teaching style in teaching English. Based on the second purposes of this

research, the researcher found the data implement of teachers’ teaching

style on managing classroom in teaching English. The result described

that were many activities that were done by English teacher in using their

teaching style when the researcher used observation checklist and there

were ways how teacher did those activities while the researcher wrote on

field notes sheet. In addition the result found every teacher had different

activities and implementing their teaching styles, but sometimes they also

had same activities and ways in using their teaching styles. Those

teaching styles that used by English give different impact in teaching

English.

B. Suggestion

After getting the research finding, researcher suggests that the

teachers should consider in using their teaching styles. At least, the

teachers control students by walking to the back and talking each other.

Some of these activities should also be considered when and for what they

should use their teaching styles based on existing classroom situation and

condition. The teaching style would give the teacher knowledge and will

help them to improve their skill in teaching. In using the teaching style the

teacher also suggested to know what the students need to make the

43
teaching English process run well. Besides, researcher also suggested for

readers to continue this research.

44
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46
APPENDIX A: Research Schedule

Schedule of The Research

Month/Date/Year activities
July, 27 2016 The advisor give ACC to research
July, 31 2016 Go to SMP N 2 Rao Pasaman to give
the letter, asking permission to
conduct a research and observing for
first English teacher.
11August, 3 2016 Observing for first English teacher.
To class IX C
August, 8 2016 Observing for first English teacher.
To class VIII D
August, 8 2016 Observing for second English
teacher. To class VII B
August, 9 2016 Observing for second English
teacher. To class VIII B

47