Transcript
Page 1: THE “CREATING FRIENDLY CLASSROOMS” PROGRAM AND

THE “CREATING FRIENDLY CLASSROOMS” PROGRAM

AND CLASSROOM MANAGEMENT

Amitya Kumara1 Birlanti Novita Sari2 Dinni Asih Febriyanti2 Husna Ika Putri Sari2

ABSTRACT

This is is a joint research that aims at viewing influences of trainings on the “Creating Friendly Classrooms” Program toward increased capability on classroom management and teachers’ competencies in building a secure and comfortable classroom, decreased aggresiveness and raised pro social behaviour toward kindergarten students. Implementing the “Creating Friendly Classroomes” Program is one of the efforts to prevent any bullying acts. The subjects of the research are teachers and students in two kindergartens in Sleman.

The research uses untreated control group design with pre-test and post-test quasi experiment design. Seven activities are carried out in seven days. Every day, teachers will apply one action that takes around 30 minutes. Before the program starts, teachers of the experiment group will receive trainings on backgrounds, basis ideas, and program implementation procedures. Variables of the research will be measured before and after the program implementation. Trainings and program modules are based onThe Anti Bullying and Teasing Program for Preschool Classroom manual.

The result of the research reveals that teachers’ trainings on the “Creating Friendly Classrooms” Program can improve teachers’ abilities in classroom management and their competencies in setting up a secure and convenient classroom. In addition, program application is able to lower students aggresiveness and raise their pro social behaviors in kindergartens.

Keywords: classroom management, teachers’ competencies,

aggressiveness, pro social, kindergartens, the Creating Friendly Classroomes Program

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INTRODUCTION

a. Background

Data from the fields show aggressive behaviors are often found in

kindergartens. A survey discloses that most of the total 123 teachers in 20

kindergartens report on the kind of behavior. As many as 48.78% from the total

figures say certain students often become victims of aggressive behaviours from their

mates (Kumara, and friends, 2010). The occurance of specific pupils as victims of

aggressiveness indicates bullying behaviors. Bullying is a sub part of aggressive

behaviour that can be characterized by two additional points, which are (1) an

imbalance power that shows aggressive behaviors from a stronger party to weaker

one, and (2) behaviour repetitions (Olweus, 1993; Perren, 2000).

Thus far, teachers overcome problems emerging in classrooms by changing

students’behaviors through reward and punishment method application. However,

there is an approach, called social constructive, that is more effective to alter pupils

behaviors and is able to reach about 85% of the whole students in one environment.

A treatment approach regards teaching as abehavior construction that recognizes

affirmation influences on behaviour and students learning while social construction

approach views teaching as a meaning making stimulation where social processes

coming out in joint activities during classes have impacts on children learning

activities (Kumara, and friends, 2010b).

There are four factors that pose as the background of the social constructive approach

toward behaviour approach (Palincasr, 1998): Factor 1) cognitive working

distribution, 2) reciprocal teaching, 3) thinking alouds or voicing what is on minds,

and 4) language production.

One of the programs that can make the goals of the social constructive

approach a reality is The Anti-Bullying And Teasing Program for Preschool

Classroom by Sprung, and friends (2005). Creating a mutual caring environment is

believed to be able to reduce children’s needs to say what they want through negative

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actions, like bullying and teasing. This program modifies classroom environment

microsystem, from class activities, teachers’ roles in classes, to students’ interaction

patterns. The system recommends classroom activities application that aim at

stimulating pro social behaviors, such as helping each other, complying regulations,

accepting, sharing, and cooperating with others. Teachers’ roles in bullying acts

handling during studying in classes are strenghtened with six recommended strategies

that make it easier for teachers to overcome conflicts among pupils, help emotional

students, pass values on, put playing ground in a good order, and trigger discussions.

Finally, the system suggests teachers’ behaviors in paying attention and helping each

other as role models for students.

From bio ecology theory perspective, environmental factos may influence

human behaviours (Brofenbrenner & Evans, 2000). Increased bullying acts can be

discovered in children who often watch television, lack of supports from teachers,

former bullying victims, have bad school environment, receive emotional support

from their peers, and have low expectations from teachers and parents on their

achievements at schools (Barboza, Schiamberg, Oehmke, Korzeniewski, Post, &

Heraux, 2009). Limiting watching duration, increasing students capabilities to have

strong family supports, and repairing school climate, have potencies to hamper

bullying behaviors from happening.

Many school-based programs have been developed to help schools in

preventing the occurances of bullying acts, violance, and aggressive actions. In a

systematic review, at least 65 researches have been recorded to test the programs

effectiveness (Hahn, and friends, 2007). Part of the programs focus on information

availability about violence problems and its avoidance approaches, other part uses

behavior approaches to change self concept, and the remaining part applies social

learning approach, like modeling, to develop children competencies in empathy,

social problems solving, and impulse controls.

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Although there have been many bullying prevention programs at schools,

most of them are suitable for school students and teenagers, who have different

characters with those studying at kindergartens. Only six out of 65 program

researches target kindergarten pupils, far smallers than 34 reviews for students at

elementary schools. In other reviews that evaluate 42 programs similar with meta-

analysis method, there is no program for students at kindergartens (Ferguson, Miguel,

Kilburn, & Sancez, 2007). In Indonesia, there has not been any researches that tested

the effectiveness of the anti-bullying programs in kindergartens despite the fact that

bullying should have been handled seriously in kindergartens (Perren, 2000) as this

brings significant implications for children.

Most experienced teachers share similar opinions that teachers’ poor skills in

classroom management will cause to fruitless program implementations no matter

how great the programs are (Moore, 2003). This should be taken into account given

how influential media in students’ lives is. Throughout a week, students may have

lack of concentration and less attention on their learning should they always stick on

the use of handphones, televisions, and films. Therefore, a class may turn into a

chaos, such as violance in classrooms either among students or between teachers and

students, should teachers fail to manage the place. It may be possible that pupils

regard classes as boring and monotone teathers that do not motivate them to study.

They may even think classes as empty lives.

The most essential aspect for a successful class is teachers’ abilities in

classroom management that refers to their skills in handling various kinds of

students’ behaviors and their needs, and motivating students through the

implementation of The Anti Bullying and Teasing Program for Preschool

Classroom(Sprung, Froschl, & Hinitz, 2005), to result in an effective classroom.

In a book called The Anti-Bullying and Teasing Program for Preschool

Classroom, there are four major themes, --- community, feeling, friendship, teasing,

and bullying. The research will use community theme that aims at improving students

behaviors quality and creating a friendly classroom environment. Therefore, the title

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of the program is adjusted to the theme purpose which is “Creating Friendly

Classrooms”.

The research is conducted to test the effectiveness of the “Creating Friendly

Classrooms” program to improve teachers’ skills in classroom management at

kindergartens. The tested program is “Creating Friendly Classrooms”. This is chosen

based on three considerations, which are (1) having preventive characters applicable

in large extend, (2) possesing a focus on classroom activities that can stimulate

positive climate in classrooms as an important factor that can influence bullying

(Barboza, Schiamberg, Oehmke, Korzeniewski, Post, & Heraux, 2009), and (3) are

applicable in kindergartens classrooms to prevent early bullying acts.

Several references show strong evidence that classroom management play big

roles in students discipline and motivation. Discipline is different with punishment.

Punishment is a teachers reactions toward disobeyance, while discipline is a

preventive step to avoid any violations (Moore, 2003). Experienced teachers must be

capable of managing classes by doing preventive and curative acts to students with

destructive behaviors as an instance of bullying behaviors (Kumara, and friends,

2010b).

The emergence of aggressive problems in early child reach in about 10 % and can

reach to 25% on poor children both socially and economically (Stratton & Reid,

2004). A survey by Ratna Juwita from University of Indonesia (UI) reveals

Yogyakarta scores highest score in bullying cases compared to Jakarta and Surabaya.

About 70.65% of bullying cases occur in junior and senior high schools across

Yogyakarta (http://seminar.uii.ac.id). A preliminary study supports the result of the

research. The result of the preliminary study discloses that most of the 123 teachers in

20 kindergartens conclude on the occurance of aggressive behaviors. Aggressive

behaviors cover verbal aggressiveness, such as by laughing friends (88.62%); saying

wicked things to peers (34.92%), and silencing friends (16.26%). Other form of

aggressive behaviors is aggressivess in relation to goods, like snatching friends’

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goods (45.53%); destroying friends’ things (17.89%); and hiding friends’ goods

(50.41%). Physical aggressiveness also becomes another form of aggressive behavior

that includes pulling friends’ hairs (34.15%), beating friends (73.17%), biting friends

(19.51%), and kicking friends (63.41%). Physical aggressiveness also emerges as

aggressive behavior that sees 64.23% students do not allow their peers to join or sit

next to them. The data of the survey further reveals 48.78% of 123 teachers in

kindergartens in a district in Yogyakarta report on certain pupils who often become

bullying victims. This indicates bullying behaviors (Kumara, and friends, 2010a).

Students do not only have high motivation and discipline as their forms of love but

also can act aggressively and do bullying actions (Moore, 2003). Teachers’s first and

most prioritized tasks should they find chaotic classes are improving their skills in

classroom management by considering students’ behaviors, needs, motivations, and

classrooms climates as learning tone indicators (Kumara, and friends, 2010b).

Teachers’ skills in classroom management have impacts on teaching and learning

processes and students’ learning abilities. A balance between disciplined classrooms,

students enthusiasms, motivated students, and controlled freedom will serves as main

characters in teachers’ skills in classroom management. The aforementioned findings

indicate that teachers’ skills in classroom management are very essential.

The “Creating Friendly Classrooms” Program provides skills for teachers to form a

positive environment in classrooms by turning students in classrooms to trust, respect,

care, and receive each other. Improved teachers’ competencies in a pro social teaching is

expected to banish bullying and teasing acts in classrooms thus encourage students to

trust, respect, care, and receive each other. This will encourage students to have longer

time to study. The creation of conducive classroom environment hints teachers good

competencies in classroom management.

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b. Basis of Theory

Classroom management

Managing classroom is defined as an effort that allows teachers to create a healthy

and productive learning environment shown by having positive social interaction,

like caring and trusting others (Eggen&Kauchak, 2010), actively involving students

in learning process, and encouraging students internal motivations (Burden

2003;Woolfolk, 2004), stimulating learning responsibility, and ensuring time and

chances for studying (Eggen&Kauchak, 2010). According to Burden (2003), there

are seven resposibility areas that must be owned by teachers as an effective

classroom managers. The seven areas are selecting a philosophical model in

classroom management and discipline, regulating physical environment,

arranging students’ behaviors, creating supportive and respectful learning

environment, regulating and facilitating teaching instructions, making a safe and

convenient classroom environment, interacting with other teachers, parents, and

other parties to attain teaching goals.

Teachers’ Competencies to Build A Safe and Comfortable Classroom

Teachers, as educators at schools, have important roles in decision making on

strategies to be used in learning, interacting, and giving responses to students in

classes (Ormrod, 2006). Teachers’ competencies will be used as a measure on the

quality of the school education. Teachers’ competencies are defined as a series of

knowledge and skills (Cubduku, 2010) owned by teachers in their professionalism

duties (UU, 2005). The definition mentions that knowledge and skills are few points

should be owned by a teacher. Medly (in Woolfolk, 2004) also shares similar

opinion in a way that knowledge, order and clarity, warmth and enthusiasm, are

ideal characters of a teacher.

In relation to teachers’ competencies in teaching planning and implementation,

teachers should create a safe and comfortable classroom situation for studying. A

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a safe and comfortable classroom is classified as a condition that makes students

feel comfortable before they concentrate on lessons and classroom tasks (Burden,

2003). Therefore, teachers’ competencies in creating a safe and comfortable

classroom are defined as a range of teachers’ abilities and skills in conducting

teaching-learning duties in class shown by competent behaviors to make

classrooms’ conditions that encourage students to be secure to follow lessons in

classes. The making of a safe and comfortable classroom situation can be carried

out by regulating students’ behaviors, creating a supportive classroom situation

toward learning, and giving instructions in class for a safe and comfortable

condition.

Aggressive Behaviors

Aggressive behaviors refer to any behaviours that are intentionally harmful for others

and cause them to get sick or hurt (Keenan&Evans, 2009). This kind of behavior

is characterized by repeated intensity from stronger party to weaker one known as

bullying behaviors (Olweus, 1993).

Generally, aggressive behaviors can be distinguished in two types. The first is

instrumental agression that refers to aggressive behaviors to get desired objects or

places. The second one is hostile agression that means on aggressive behaviors

that can hurt other people (Keenan&Evans, 2009). Aggressive behaviors are

divided into overt agression or direct aggressive behaviors and relational

agression or indirect aggressive behaviors. Overt Aggression is aggressive

behaviors directed to victims or targeted people, while relational aggression is

aggressive behaviors via another person to hurt victims or targeted people

(Papalia, and friends, 2004).

Aggressive behaviors take form of physical aggressive behaviors, like beating and

kicking, that may lead to injures. The other form is verbal aggressive behaviors,

such as snapping, mocking, giving bad titles, that may hurt others’ feelings. Also,

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the last form is any behaviours that may destruct someone’s social life, like by

spreading rumors, ignoring, and not allowing someone to join friendship (Papalia,

and friends, 2004;Keenan&Evans, 2009).

Pro Social Behaviors

Social skills can be defined as someone’s skills to recognize and regulate emotions,

build attention and concern to other people, improve positive relationship, make

responsible decisions, and overcome certain situation based on prevailing norms

(Zins, Weissbert, Wang, & Walberg, 2004; in Steedly, Schwartz, Levin, & Luke,

2008). Several skills aim at giving more benefits to other people than for

perpretrators themselves, like pro social behaviors (Ormrod, 2006).

Pro social behaviors are those that provide advantages for others (Berns, 2007). They are

differentiated into four kinds; altruistic pro social behaviors that refer to voluntarily

assistance due to empathy and principles; compliance pro social behaviors that

mean helping others as verbal or non verbal responses; emotional pro social

behaviors that refer to giving aid to others because of emotional situations as in the

case of helping injured people; and public pro social behaviors that refer to pro

social acts in front of public (Carlo & Randall, 2002). Teaching children to apply

pro social behaviors can increase social competency and reduce possibilities to

choose violence leading to bullying behaviors.

Bullying

Bullying is defined as physical and emotional violence shown by three main

characters; perpretators’ intentions, repeated actions, and imbalance power

between perpretators and victims (Storey and Slaby, 2008). The forms of

bullying behaviors are similar with aggressive ones, comprising of physical

behaviours, like beating and kicking leading to body injury; and pyschological

violence in social interaction, like spreading bad news on other people and

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isolating someone from social life (Ormrod, 2006). According to Rigby (in

Perren, 2000), bullying consists of two forms, direct bullying and indirect

bullying.

The “Creating Friendly Classrooms” Program

The “Creating Friendly Classrooms” Program is a project that bases its

adaptation on the book called The Anti Bullying and Teasing Program for

Preschool Classroom. The program aims at universally preventing the occurance of

bullying behaviors hence are applicable not only to certain children but also at

schools through classroom activities that create positive and mutual respect

classroom climate (Sprung, Froschl, & Hinitz, 2005). The key to students’ altered

behaviors lie on teachers’ role models since this program regards that behaviors,

languages, and students interactions, are the reflections of teachers’ behaviours,

languages, and interactions. The program activities can help teachers in improving

their classroom management skills. Teachers’ good classroom management can

lead to productive, effective, and efficient classrooms.

Generally, The Anti Bullying and Teasing Program for Preschool Classroom is

divided into four themes; (1) community, (2) feeling, (3) friendship, (4) teasing

and bullying. This research will adapt community as the first theme in The Anti

Bullying and Teasing Program for Preschool Classroom. Community is the first

theme out of the four theme that aim at preventing the occurance of aggressive

behaviors by leading students to be friendly, care, and respect each other through

some classroom activitives. The activities are (1) introducing “family” concept to

stimulate students’ understanding on the importance of classroom as a family apart

from those at homes; (2) developing students’ behaviors on accepting differences

that will make them as family members who can accept and understand differences

on their school communities, (3) helping children to explore “similarity and

difference” concepts through stories and discussions on humans’ physical

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characters, family structures, and favorite foods, thus children have understandings

on similarities and respect differences among human beings.

Ten activities in community programs will assist kids to help, accept, share, and

cooperate each other and comply with regulations. A friendly, full acceptance,

and mutual support environment will encourage students to no longer express

themselves through negative actions. In the “Creating Friendly Classrooms”

program, some activities under one theme are united in one application thus 10

activities are solidified to seven activities. This is adjustable with school

curiculum and time availability from schools as the places where this research

takes place.

c. Hypothesis

The hypothesis of this research is the “Creating Friendly Classrooms” program

influence teachers’ skills in classroom management.

METHOD

Subject of Research

The research involves experiment and control groups. Both groups come from two

different kindergartens. The experiment group is teachers’ group that will receive

trainings on the “Creating Friendly Classrooms” Program then implement them in

classrooms. The control group receives no treatment at all.

Design of Research

The research uses untreated control group design with pre-test and post-test quasi

experiment research design. Before the program kicks off, classes’ teachers will join

short trainings to better understand the program. Modules on the trainings and programs

are based on the manual of The Anti Bullying and Teasing Program for Preschool

Classroom (Sprung, and friends, 2005).

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Measurement

This research uses some measurement devices to calculate each variable in the

research. Classroom Management Scale and Classroom Management Observation

Guidelines are used to measure teachers’ skills in classroom management. Teachers’

performances observation guidelines, knowledge scale and teachers understanding,

and checklist adherence, are utilized to measure teachers’ competencies, program

daily recording to evaluate program implementations. Aggressive behaviors

observation guidelines are used to measure students’ aggressive behaviors, while pro

social behaviors observation guidelines are utilized to calculate students’ pro social

behaviours.

Data Analysis Method

The data of this research will be processed by using t-test with the help of SPSS data

analysis method. Data analysis method that will be used is by t-test.

Research Procedures

Research Preparations

Below are some activities before starting the research:

a. Asking for permits from researchers to resume a research on the “Creating

Friendly Classrooms” Program adapted from “The-Anti-Bullying and Teasing for

Preschool Classroom Community Theme” then apply previous recommendations

from earlier researchers.

b. Researchers submit research permit letters to officially ask for permissions

to schools where which the research will take place.

c. Asking for teachers and parents’ consent to get involved in the research by

signing informed consent from the researchers.

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d. Composing moduls on trainings and programs based on The Anti-Bullying

and Teasing Program for Preschool Classroom manuals by modifying its contents

in accordance with school contexts. The trainings moduls will be completed with

practices, such as playing roles, so as teachers can conduct preliminary trials on

materials they gather then evaluate briefly on teachers’ understandings and

abilities in implementing the program. Besides, designed letters to parents and

their handouts procedures will be composed as well.

e. Moduls try-outs

This activity was carried out in kindergartens in Sleman which is equal with

kindergartens where which the reseach was done on June 28, 2011. The modul try-

out was conducted about four hours and drew eight teachers as participants. Prior

to the try-out, teachers received knowledge scale and comprehension. After the

trainings were over, they submitted the knowledge scale to find out knowledge

improvement after joining the trainings.

f. Providing coaching to observers candidates. Coaching observers were done in

four meetings on 23 June, 6, and 8 July, 2011. During coaching processes, the

observers were given material trainings on classroom management theory,

teachers’ competencies, aggressive behaviors, and pro social behaviours. The

observers also received explanations on how to use observation guidelines, which

item that required attention, and how to note them down in guideline sheets. The

observers used the guideline to monitor teachers’ and kindergarten students’

behaviors being recorded in a video that needed to be observed twice. First, the

observers would monitor their behaviors and record them in the guidelines, then

the researchers and the observers would discuss again the result of the research

before later examined the same video again. Furthermore, the observers joined a

written examination on their understandings toward explanations of each item

being observed in the observation guidelines.

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Research Execution

The following are some activities which wereconducted as the researchhad been

started:

a. Before this research executed, pre-test data collection was done by asking

teachers willingness to fill in informed consent to get involved in the research.

After teachers stated their agreement, the teachers involved in this research were

asked to fill in teacher competency scale and classroom management scale given

on 11 August 2011. In July 12 to 20, 2011,researchers did an observation to obtain

data on teachers’ behaviors associated with ability to manage classroom and

teachers competencies while teaching in classroom. Teacher observation was

conducted in four classes :A1, A2, B1, and B2,either in kindergarten group of

experiment or kindergarten group of control with total number of teachers in each

schoolswere eight teachers. Beside teachers, researchers also conducted

observation to students in class A1 and A2 in kindergarten group of experiment

and control to obtain data on students’ aggressive behaviors and students’

prosocial behaviors.The observations were conducted by observers that had been

previously given a training. After obtaining pre-test data through measurement

series, in July 22, 2011, researchers carried out “Creating Friendly Classroom”

training program, given to kindergarten teachers that had agreed to participate in

the training by stated their agreement on theinformed consent.

b. At the beginning, training of The”Creating Friendly Classroom” was planned to

be carried out within two days @ ±3 hours. Based on the time permission given by

the schools and some module adjustments by researchers, training was given in

one day, for 3 hours. The Training of Creating Friendly Classroom Program was

held in July 23, 2011. In the training, teachers were actively asked and gave input

to the program execution which will be implemented in classes.Actvity of role

play at first would be carried out by using conditioning method, that is two

teachers acting as a tutor and the other acting as student, but based on teachers

input and time adjustment, role play activity caried out by teachers trying to give

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insruction and use equipment based on the program implementation guidelines.

c. After training had been given, teachers were asked to fill in again teachers

knowledge and understanding scale to see the changing of teachers knowledge and

understanding on Creating Friendly Classroom Program as posttest data.

d. After teachers joined the Creating Friendly Classroom Program training, teachers

were asked to apply the program in the classroom.The program implementation

was carried out within seven days that is in July 25 to 29, 2011, and continued in

August 3 to 4, 2011.When the program was implemented, teacher in each class

was asked to apply the activity to create friendly classroom recomended by the

program.During implementation of the program in the class, researchers monitored

and observedteachers behaviors every day to see teachers competencies in creating

a safe and comfortable classroom as given in training material and program

implementation guidelines.After teaching and learning activities were

over,researchers interviewed teachers to evaluate the process of the

implementation of the program. Researchers used checklist adherence and daily

note on program implementation as tool to monitor and write down program

implementation evaluation every day. Explanation of program implementation in

classroom is presented in Table 1.

e. After teachers had finished applying all of the program activities in class,

researchers took post-test data on aggressive behavior and prosocial behavior.

Measurement of prosocial behavior and aggressive behavior was conducted with

observation method.Observation was conducted with time sampling approach and

frequent note method (tally).Observation was conducted in 30 minutes when

learning process wass taking place in the classroom. The guidelines used in the

observation was guidelines for prosocial and aggressive behavior observations.

Post-test data collection of aggressive and prosocial behavior of the student was

started in August 8, 2011 and ended in August 18, 2011.

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Data Analysis

Dataanalysis was conducted after researchers got all of the data, either pre-test or

post-test from experiment and control groups. Researchers found influence of

“Creating Friendly Classroom” program on teachers’ abilities in managing the

classroom by comparing the result of pre-test and post-test data with t-test in

experiment group. Beside comparing the result in experiment group, researchers also

compared the result of post-test between experiment group and control group to see

how far “Creating Friendly Classroom” program can affect teachers’ abilities to

manage the class in experiment group and see the change of teachers’ abilities in

manage the class in control group that had not been given program training.

RESULT

The change that happened after the training and implementation of “Creating

Friendly Classroom” program is teacher becomes understand and comprehend the

important meaning of creating friendly classroom by applying four teacher models,

six classroom strategies, and seven classroom activities. In addition, teachers become

skillfull to manage classroom and create a safe and comfortable classroom evidenced

by teachers giving more responseto students who finddifficulty by doing “check” as

program recommended, stopping conflicting students and helping them in “Table

Let’s Get it Done”, and inviting students who are sad or gloomy in “Self

Tranquilizing Corner”.

Changes that happens on student is students to show more calm behavior

during the study in class and able to respect each other. Seven activities aimed to

teach values of sharing and cooperation can apparently change some students who at

first seem to be individualist and egoist become more friendly to their friends by

showing their willningness to cooperate and share with their friends in the class. In

addition, when they are conflicting, they can negotiate to solve the problem and ask

apologize to each other with teachers as meadiator.

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Statistical Analysis

To test the hypothesis of the research, t-test statistical test was conducted with SPSS.

This research involved two groups, in which one of the groups became experiment

group that was given intervention and other group became control group that was not

given intervention. Thus, before statistical test conducted to examine the hypothesis,

statistical test was conducted first to compare pre-intervention condition between

experiment and control groups. This was aimed to ensure that pre intervention

conditions of the two groups were equal, so that at the end of post intervention data

collection, this could become one of the bases in drawing conclusion that the change

in experiment group indeed because of intervention given and not because of any

other factors. In the following will be presented the result of pre-intervention

statistical test and the result of research hypothesis statistical test of each variables in

this joint research.

Teachers’ Competencies in Managing Classroom

Based on statistical test (Table 1), figure of pre-intervention condition of knowledge

component of teachers’ competenciesin managing classroom in experiment group and

control group shows mean difference of 0,04026, standard deviation 0,2943. The

statistical test shows t = 1,008 with significancy = 0,32 (p<0.05). To conclude, pre-

intervention condition of teachers’ knowledge in managing classroom in experiment

group is equal with condition of teachers’ knowledge in managing classroom in

control group.

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Table 1.

The test result of condition difference on classroom management knowledge between

experiment group and control group before intervention

Paired Differences

95% Confidence

Interval of the

Difference

Mean

Std.

Deviati

on

Std.

Error

Mean

Lower Upper

t

df

Sig.

(2-

tailed)

Pair

1

preAGSAF -

preAGBM

.0402

6 .24943 .03994 -.04060 .12111 1.008 38 .320

An equal condition of difference also happens on classroom management skill that is

measured with observation (Table 3). Difference on mean of pre-intervention

classroom management skill between experiment group and control group is 1,625.

Standard deviation = 0.24943, t = 2,030 with significancy = 0,082 (p<0,05).

Table 2.

The test result of condition difference on classroom management skill between

experiment group and control group before intervention

Paired Differences

95%

Confidence

Interval of the

Difference

Mean

Std.

Deviation

Std.

Error

Mean

Lower Upper

t

df

Sig.

(2-

tailed)

Pair

1

preOMKSAF

preOMKBM

-1.625 2.264 .800 -3.518 .268 2.030 7 .082

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Based on statistical test on teachers’ knowledge and skill in managing

classroom before and after intervention found that difference of mean before and after

inervention is 38,125 with significancy = 0,0001 (p<0,05) (Table 4.), whereas

difference of skill in managing calssroom before and after intervention = 3,375 with

significancy = 0,002 (p<0,05) (Tabele 5.). Based on the result of statistical test, Ho

cannot be accepted so that it can be concluded that there is a score difference of

teachers’ knowledge and skill in managing classroom between before and after

intervention. The following is table of statistical test result to examine difference of

teachers’ knowledge and skill in managing classroom.

Table 3. The test result of condition difference on knowledge in managing classroom before and after intervention in experiment group

Paired Differences

Mean

Std. Deviati

on

Std. Error Mean

95% Confidence Interval of the

Difference Lower Upper

t

df

Sig. (2-tailed)

Pair 1

preSAF - postSAF -38.125 13.569 4.797 -49.469 -26.781 -7.947 7 .000

Table 5. The test result of difference condition on classroom management skill before and after intervention in experiment group

Paired Differences

Mean Std.

Deviation

Std. Error Mean

95% Confidence Interval of the

Difference Lower Upper

t

df

Sig. (2-

tailed)

Pair 1 preOMKSAF – postOMKSAF

-3.375 1.923 .680 -4.982 -1.768 -4.965 7 .002

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Teachers’ competencies in creating safe and comfortable classroom

Difference of scale mean on teachers’ knowledge and understanding in experiment

group and control group (Table 6.) is 0,875 with standard deviation is 4,357. The

value of t in the difference test calculation is 0,568 with significancy value (p>0,05).

The value shows that hypothesisHo is accepted or there is no difference of condition

between experiment group and control group before training given.

Beside examining data scale on teachers’ knowledge and understanding, teachers’

competencies in developing a safe and comfortable classroom was also measured

with observation method.Based on statistical test done on observation data of

teachers’ skill in developing a safe and comfortable classroom on teachers in

experiment group and control group, found a result that experiment group has an

equal condition with control group.

Result of t-test shows that difference of mean is 0,75 and value of deviation

standard= 1,035 between experiment group and control group. The t-test shows value

of 2,049 and significancy 0,08 (p>0,05). This value shows that condition of teachers’

skill in developing a safe and comfortable classroom in experiment group and control

group is equal. After training of “Creating Friendly Classroom” program has been

given to the kindergarten teachers in experiment group, once again data were

collected and calculated using the help of SPSS to test the difference.

The difference of mean between conditions is 36,625 with deviation standard value is

20,042. While the value oft is 5,169 with significancy 0,001 (p<0,05) (Table 8.). The

result shows that there is a difference of condition between before and after program

training given to the kindergarten teachers in experiment group. The probability value

of <0,05 shows that Ha is accepted or there is a difference between the condition

before and after program training given.

Beside examining scale data of teachers’ knowledge and understanding, teachers’

competencies in developing a safe and comfortable clasroom was also measured

using observation method to measure teachers’ skill. The difference of mean between

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before and after training given is 2,75 with deviation standard value is 0,707. The

value of t-test is 11,00 with significant value of 0,00 (p<0,05). The value shows that

there is a difference of condition between before and after program training of

“Creating Friendly Classroom” given on teachers’ skill in developing a safe and

comfortable classroom.

Student’s Aggressive Behavior

Improvement of teacher knowledge and skill in managing classroom and

improvement of teacher competency to create a safe and comfortable classroom are

also in line with the change of student’s behavior in class.

Test of difference on the condition of aggressive behavior before intervention in

control group and experiment group shows the value of t is 1.008 significancy of

difference is 0.32 (p>0.005), difference of mean is 0,04026 with sd 0.24943. It can

be concluded that pre-intervention condition between experiment group and control

group is equal.

The result of statistical test that compares data between before and after intervention

given shows that student’s aggressive behavior in experiment group classroom is

decreasing. The result of t-test shows that the aggressive behavior before and after

intervention given has difference of mean 0,15128, standard deviation 0,18753. The

value of t obtained is 5.038 with significancy 0,0001 (p<0,05). It can be concluded

that Ho is rejected, so that the hypothesis is there is a decline of kindergarten

student’s aggressive behavior after the program of “Creating Friendly Classroom” is

implemented by teacher.

Student’s Prosocial Behavior

The difference happened on kindergarten classroom where the program of “Creating

Friendly Classroom” was implemented is not only seen from the decrease of

aggressiveness. Statistical test also shows that student’s prosocial behavior is also

Page 22: THE “CREATING FRIENDLY CLASSROOMS” PROGRAM AND

increase after the program of “Creating Friendly Classroom” is implemented by the

teachers. Based on the result of statistical test,it is shown that difference of mean

between experiment group and control group before given intervention is 0,15179,

with significancy of 0,93 (p>0,05). Thus, it can be concluded that Ho is acceped or

condition of the two groups is equal when intervention had not been given yet.

The result of statistical test that compares the condition of experiment group

before and after intervention given shows difference of mean 0,26923 with

significancy of 0,000 (p<0,05) (Tabel 13.). The result shows that there is a difference

of prosocial behavior in experiment group, between before and after intervention

given.

DISCUSSION

The result of data processing supports the major hypothesis of the research

that the training of Creating Friendly Classroom Program can improve kindergarten

teachers’ ability in managing the classroom. The Program of Creating Friendly

Classroom is stated as intervention in this study. Based on t-test analysis, can be

drawn a conclusion that teachers’ knowledge on classroom management on the

kindergarten group of experiment and control is equal. A same conclusion also can be

drawn from t-test analysis on classroom management performance before

intervention between control and experiment group. This results indicate

thatthe initial conditions of the subjects in the control group and experiment group are

onthe same level. After measurement of pre-intervention condition is completed,

teachers aregiven training onCreating Friendly Classroom Program and then

implement the program in their classes.

After intervention measurement is done as the teachers implement Creating

Friendly Program in their classrooms. The result of after intervention data processig

shows a difference either on teachers’ knowledge or skill in classroom management

in which teachers’ knowledge and skill in classroom management after training is

higher than the condition before training. The statistical test shows a similar condition

Page 23: THE “CREATING FRIENDLY CLASSROOMS” PROGRAM AND

to the threeminorhypothesisof the training. Teachers’ knowledge and

competence improve afterthe training, students’ aggressive behaviors decrease after

the implementation of the program, while prosocial behavior increase after the

teachers have implemented the program in the class.

The seven activities in Creating Friendly ClassroomProgramareactivities that

aredesigned to be carry out together byteachers and all students in the classroom as

collective activities. The viewpoint of social constructivism theory sees learning

process and children’s behavior shaping as an interpretation toward stimulation that is

gained in joint activities in the classroom.The interpretation process through joint

activities in the classroom is affected by factors of cognitive working distribution,

reciprocal teaching, voicing of idea and expression of mind (Palincsar, 1998).

Teachers have central roles in creating a conducive classroom environment that

support joint learning process and the shaping of students’ behavior through

theclassroom collective activities. Teachers need a good classroom management

skills to be able to run the central roles.

Classroom management is teachers effort to create a healthy and productive

learning environment in which a positive social interaction emerges in the classroom,

students’ learning motivation is higher, responsibility to learn grows within students,

andtime and opportunity to learn can be maximized (Eggen&Kauchak, 2010, Burden

2003, Woolfolk, 2004). To be able to run a good classroom management,teachers

should pay attention to seven areas of classroom management (Burden, 2003), that

arethe importance ofhaving a philosophical basis in teaching,having a good physical

environment arrangement, able tomanage students’ behaviors, creating learning

environment that supportive and respectful, regulating and facilitating teaching

instructions, creatinga safe and comfortable environment in the classroom, and able to

interact with other teacher partners/parents/otherside to get the learning

purpose.Based on the seven domains, the concept of classroom management can

be interpreted as having two parts, that are teachers’behavior and belief in managing

the classroom and the teachers’ practical skills in realizingtheir behavior and belief.

Page 24: THE “CREATING FRIENDLY CLASSROOMS” PROGRAM AND

Classroom management is defined as the teachers’effortto create a healthy and

productive learning environment. A healthy and productive learning environment can

only be developed when the classroom situation is safe and comfortable for the

students. Therefore,this definition has the meaning that teachersshould achieve

several competencies to create a safe and comfortable classroom so that the efforts to

create a conducive learning environment in the classroom can be realized.Based on

statisticaltest score, there is an increase score on teachers’ knowledge and skill in

creating asafe and comfortable classroom.The increase is in line with the increase in

scale score and classroom management skill score. The result of this

study describes that when teachers’ competency increasing classroom management

increasing.

Teacher who is competent in creating acomfortable and safe classroom able

to teach studentstobehave positively as indicated by the absence of either physical or

verball bullying (Burden, 2003).Implementation of Creating

a Classroom FriendlyProgram has an impact on students’ behavior in the

classroom.Theresultof the research shows that there is a decrease in students’

aggressiveness after the program implemented.This decrease occurs in line with

the increase in teachers’ competency.Teachers’ competency in creating a comfortable

and safe classroomdo not onlyguarantee the decreasing or disappearance

of physical and verbal bullying in classroom. The increasing of teachers’ competency

in carrying out Creating Friendly Classroom Program which emerged inthe

implementation of four teacher exemplaries and sixclassroom strategies in conducting

seven activities are also reflected in the increase of students’prosocial behavior after

the program implemented by teachers in classroom. The description of situation

change in teachers and studentscan be understood through microsystem theory by

Bronfenbrenner(Berns, 2007). Teachers and parents are part of early child

developmental microsystem. Early child needs a consistent treatment fbetween

parents’ treatment at home and teachers’ treatment at school.To assist in obtaining the

consistency of treatment in program implementation,

Page 25: THE “CREATING FRIENDLY CLASSROOMS” PROGRAM AND

researchers use program implementation bridging book.During the implementation of

the seven program activities, parents actively fill in bridging bookas recommended in

the bridging book. In the bridging book, parents also give suggestions to modify

activities at home in accordance with children condition.

In this research, there are things that support the implementation of training and

program, as follows :

1. Cultural situation of school environment that is open and enthusiastic

towardprogram brought by researchers.The openness of school supports

the implementation of the program procedures to be conducted successfully in

accordance with stages in the modulegiven in the training.

2. Physical environment situation that flexible, and teachers’ expectation on

students’ behavior / achievement.

In addition, there are several things that become a limitation of this research, that are:

1. The limitation of time for training given by school so that

researchers haveto modify the rundown and distribute written materials in order

to deliver the material effectively.

2. Teachers’ difficulty in choosing time to implement severalactivities. The time

choosen, for example during the preparation of prayer for activity "Similarities

andDifferences".At first this time is chosen with cosideration that the time is more

relaxive, but it turns out that the choices make implementation of activities in one

of the running classis less enthusiastic because the students already feel sleepy.

3. The Limitation of researchers to measure parents involvement in

the implementation of Creating FriendlyClassroom

Program andparents’ treatment toward children at home. This

limitation occurs because the focus of programimplementation is on school

setting.Bridging book given by is not aimed to measure or control parents’

treatment at home. This contaions information of activitiesundertaken at school

and recommendation of activities that parents can do at home to support

implementation of the program in sschool.

Page 26: THE “CREATING FRIENDLY CLASSROOMS” PROGRAM AND

Conclusion and Recommendation

Conclusion

The research shows that training of Creating Friendly Classroom Program for

teachers can improve teachers capability to manage classroom and teachers’

competency in creating a safe and comfortable classroom. Further, implementation of

Creating Friendly Classroom Program by teachers in kindergarten classroom can

decrease students’ aggressive behavior and increase students’ prosocial behavior in

the classroom.

Recommendation

Some recommendations to be done in developing the program and further research

are:

1. Develop modul and program by adapting themes available in the book of The

Anti Bullying and Teasing Classroom after community theme, that are themes of

feeling, friendship, nd Teasing and Bullying, because the Program of Creating

Friendly Classroom only adapts Comunity theme, which is the first theme written

in the book.

2. Modification toward module or program should be conformed withschool’s

culture and environment based on the consent of The Anti Bullying and Teasing

for Preschool Classroomauthor.

3. If there will be a further research, should reconsidering external factors that can

influence research result, like doing control on socio-economic status and

education ofstudents’parentswho become the research subjects.

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28

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