THE PHYSICAL CLASSROOM ENVIRONMENT FOR
ENGLISH LANGUAGE TEACHING AND LEARNING
ACTIVITIES AT SMA NEGERI 02 BATU
UNDERGRADUATE THESIS
BY
RISDA YUNARTI
NIM 135110501111045
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
MALANG
2017
THE PHYSICAL CLASSROOM ENVIRONMENT FOR
ENGLISH LANGUAGE TEACHING AND LEARNING
ACTIVITIES AT SMA NEGERI 02 BATU
UNDERGRADUATE THESIS
Presented to
Universitas Brawijaya
in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
BY
RISDA YUNARTI
NIM 135110501111045
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
2017
v
ACKNOWLEDGEMENTS
Alhamdulillahirabbilalamin, the researcher wants to express the highest
gratitude to Allah SWT for blessing, love, health, and opportunity to complete this
undergraduate thesis. May peace be upon the prophet Muhammad SAW, his family,
companions, and followers. This undergraduate thesis is submitted as the final
requirement in accomplishing undergraduate degree at Faculty of Cultural Studies
Universitas Brawijaya.
The researcher wants to present a big gratitude and sincere appreciation to
Irene Nany Kusumawardani, M.Li as the supervisor, Dr. Drs. Sugeng Susilo Adi,
M.Hum as the examiner, and also Drs. Esti Junining, M.Pd as the Head of English
Education Program for their guidance, patience, and motivation to the researcher in
finishing this undergraduate thesis. The researcher also wants to deliver her
gratitude to all of the lectures who have given a lot of knowledge to the researcher.
There are a lot of people who have provided motivation, love, advice, and
also support in arranging this thesis. In this valuable opportunity, the researcher
wants to express her gratitude and appreciation to all of them. First of all, the
researcher wants to send her love and big gratitude to her mother Rumiyati, her
father Riandy, her sisters Nurhanisya Mayasari and Syahla Ayu Rosalina for the
support and big advice to the researcher.
The researcher gratefully thank to the researcher’s family in Malang which
it can be called as Keluarga Cemara (Amira, Fifi, Meilinda, Tiwik, Kiki, Ephi,
Fiqar, Rege, Irfan, Nissa, Naya, Waskito, Hender) and also for (Reny, Bembi, Elvy,
Jeanne, Haninah) the researcher wants to deliver her thanks to them for always
listening to the researcher’s problems in making this thesis, giving support, and
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advice to the researcher. The researcher greatest appreciation also delivered to the
researcher’s beloved sisters and brothers from another mother LMPR (Bony, Ihda,
Kiki, Yanti, Ambar, Bella, Ipeh, Aya, Ade, Balu, Mega, Yukka, Dina, Shela, Fina,
Sarah, Sentia) for always caring, understanding, giving support and motivation to
the researcher in making this thesis. The last gratitude goes to the researcher’s
friends in Malang who gave the researcher support and gifts when the researcher
done her proposal seminar.
Malang, 10 Juli 2017
The Researcher
vii
ABSTRACT
Yunarti, Risda. 2017. The Physical Classroom Environment for English
Language Teaching and Learning Activities at SMA 02 Batu. English Education
Study Program, Universitas Brawijaya. Supervisor: Irene Nany Kusumawardani,
M.Ling
Keywords: Classroom Management, Physical Classroom Environment.
Classroom management is one of the elements which is important to support
the teaching and learning activities in the classroom. In classroom management
there are many aspects but in this study the researcher only focused in one aspect
which is the physical classroom environment. The physical classroom environment
is a set up of a classroom included, properties, sound, sight, comfort, seating
arrangement, chalkboard used and equipments.
This research used Case Study method in investigating the physical
classroom environment in SMA 02 Batu, this research was conducted by using three
istruments; observation checklist, interview guide and student’s questionnaire was
adapted and adopted from Brown (2007) and Burden (1995) Teaff (2007) and also
was validated by the lecturer in clasroom management field. For the observation
checklist the researcher was adopted the statements from the expert and for the
interview guide and student’s questionnaire, the researcher prepares 23 questions
based on the expert’s statements. The subject of this study are XI IIS 1 is a
laboratory classroom, the English teacher of XI IIS 1 Miss Inna Nivanti and 11
students of XI IIS 1. The objective of this study is to describe the physical classroom
environment of XI IIS 1.
The final results of the analysis used the data triangulation from the three
instrument; observation checklist, interview guide and student’s questionnaire its
describe each sub-aspects of the physical classroom environment., they are
properties, sound, sight, comfort, seating arrangement chalkboard used and
equipment. The physical classroom environment of XI IIS 1 is not effective enough
for support teaching and learning activities.
viii
ABSTRAK
Yunarti, Risda. 2017. Lingkungan Fisik Ruang Kelas untuk Aktifitas Mengajar
dan Belajar di SMA Negeri 02 Batu. Program Pendidikan Bahasa Inggris,
Universitas Brawijaya. Pembimbing: Irene Nany Kusumawardani, M.Ling.
Kata Kunci : Manajemen Ruang Kelas, Lingkungan Fisik Ruang Kelas
Manajemen ruang kelas adalah salah satu elemen penting yang mendukung
aktifitas belajar dan mengajar di dalam ruang kelas. Di dalam manajemen ruang
kelas ada beberapa aspek tetapi di penelitian ini peneliti hanya fokus pada satu
aspek yaitu lingkungan fisik ruang kelas. Lingkungan fisik ruang kelas adalah suatu
susunan sebuah ruang kelas yang mana terdapat, properti, suara, penglihatan,
kenyamanan, susunan kursi, penggunaan papan tulis dan alat-alat.
Penelitian ini menggunakan metode studi kasus dalam menginvestigasi
lingkungan fisik ruang kelas di SMA Negeri 02 Batu, penelitian ini dilakukan
dengan menggunkan tiga instrumen; daftar observasi, wawancara, dan angket siswa
yang di adaptasi dan diambil dari Brown (2000) dan Burden (1995) Teaff (2007)
dan juga di validasi oleh dosen Classroom Management. Untuk daftar observasi
peneliti langsung mengambil dari pernyataan para ahli dan untuk wawancara dan
angket siswa, peneliti menyiapkan 23 pertanyaan berdasarkan pernyataan para ahli.
Subyek penelitian ini adalah XI IIS 1 yang mana adalah kelas laboratorium, Miss
Inna Nivanti selaku guru bahasa Inggris XI IIS 1, dan 11 orang siswa dari XI IIS 1.
Objek dari penelitian ini adalah untuk menggambarkan suana lingkungan fisik
ruang kelas dari XI IIS 1.
Hasil akhir dari investigasi menggunakan data triangulasi dari tiga
instrumen; daftar observasi, wawancara dan angket siwa menggambarkan setiap
sub-aspek dari lingkungan fisik ruang kelas seperti properti, suara, penglihatan,
keyamanan, susunan kursi, penggunaan papan tulis dan alat-alat. Lingkungan fisik
ruang kelas dari XI IIS 1 belum cukup efektif untuk mendukung aktifitas belajar
mengajar.
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................... i
DECLARATION OF AUTHORSHIP .................................................. ii
SUPERVISOR APPROVAL ................................................................. iii
BOARD OF EXAMINES CERTIFICATE OF APPROVAL ............ iv
ACKNOWLEDGEMET .......................................................................... v
ABSTRACT ............................................................................................. vi
ABSTRAK (INDONESIA) .................................................................... vii
TABLE OF CONTENT .......................................................................... ix
LIST OF TABLE(S) ................................................................................ xi
LIST OF APPENDICE(S) ..................................................................... xii
CHAPTER I. INTRODUCTION
1.1 Background of The Study .......................................................... 1
1.2 Problem of The Study ................................................................ 7
1.3 Objective of The Study .............................................................. 7
1.4 Significance of The Study ......................................................... 7
1.5 Scope and Limitation of The Study ........................................... 8
1.6 Definition of Key Terms ........................................................... 8
CHAPTER II. REVIEW OF RELATED LITERATURE
2.1 Teaching English in Indonesia at Senior High School ............ 10
2.2 Classroom Management .......................................................... 11
2.3 The Physical Environment of the Classroom .......................... 12
2.3.1 Properties ....................................................................... 13
2.3.2 Sound ............................................................................. 13
2.3.3 Sight ............................................................................... 14
2.3.4 Comfort ......................................................................... 15
2.3.5 Seating Arrangement ..................................................... 15
2.3.6 Chalkboard Used ........................................................... 16
2.3.7 Equipments .................................................................... 16
2.4 Previous Study .................................................................. 17
CHAPTER III. RESEARCH METHOD
3.1 Research Design ...................................................................... 21
3.2 Data and Source of Data .......................................................... 22
3.3 Research Procedure ................................................................. 22
3.4 Research Instrument ................................................................ 22
3.4.1 Observation Checklist ................................................... 23
3.4.2 Interview Guide.............................................................. 24
3.4.3 Student’s Questionnaire ................................................ 25
3.5 Data Collection ........................................................................ 25
3.6 Data Analysis ........................................................................... 26
3.6.1 Data Reduction .............................................................. 26
3.6.2 Data Display .................................................................. 26
3.6.3 Conclusion Drawing ...................................................... 27
3.7 Data Triangulation ................................................................... 27
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3.8 Validity of The Study .............................................................. 28
CHAPTER IV FINDINGS AND DISCUSSIONS
4.1 Findings ................................................................................... 29
4.1.1 The Properties Aspect of XI IIS 1 Classroom ............... 29
4.1.2 The Sound Aspect of XI IIS 1 Alassroom ..................... 31
4.1.3 The Sight Aspect of XI IIS 1 Classroom ....................... 32
4.1.4. The Comfort Aspect of XI IIS 1 Classroom ................. 33
4.1.5 The Seating Arrangement Aspect of XI IIS 1
Classroom ..................................................................... 36
4.1.6 The Chalkboard Used Aspect of XI IIS 1 Classroom ... 37
4.1.7 The Equipment Aspect of XI IIS 1 Classroom .............. 38
4.2 Discussions .............................................................................. 41
4.2.1 Properties Aspect Related to The Classroom
Management Theory ..................................................... 41
4.2.2 Sound Aspect Related to The Classroom
Management Theory ..................................................... 42
4.2.3 Sight Aspect Related to The Classroom
Management Theory ..................................................... 43
4.2.4 Comfort Aspect Related to The Classroom
Management Theory ..................................................... 43
4.2.5 Seating Arrangement Aspect Related to The Classroom
Management Theory ..................................................... 45
4.2.6 Chalkboard used Aspect Related to The Classroom
Management Theory ..................................................... 46
4.2.7 Equipments Aspect Related to The Classroom
Management Theory ..................................................... 47
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ............................................................................. 49
5.2 Suggestions .............................................................................. 51
REFERENCES ........................................................................................ 52
APPENDICES ......................................................................................... 54
xi
LIST OF TABLES
Table Page
Table 4.1 Table of Properties aspect .................................................................... 30
Table 4.2 Table of Sound aspect .......................................................................... 32
Table 4.3 Table of Sight aspect ............................................................................ 33
Table 4.4 Table of Comfort aspect ....................................................................... 35
Table 4.5 Table of Seating Arrangement aspect .................................................. 36
Table 4.6 Table of Chalkboard Used aspect ......................................................... 38
Table 4.7 Table of Equipment aspect ................................................................... 40
xii
LIST OF APPENDICES
Appendix 1 Observation Checklist ...................................................................... 55
Appendix 2 Interview Guide ................................................................................ 58
Appendix 3 Transcript Interview Guide ............................................................... 62
Appendix 4 Students’s Questionnaire .................................................................. 67
Appendix 5 Blueprint and Validation ................................................................ 101
Appendix 6 Images from the XI IIS 1 classroom ............................................... 124
Appendix 7 Berita Acara Bimbingan Skripsi ..................................................... 128
1
CHAPTER I
INTRODUCTION
This chapter presents background of the study, problem of the study,
objective of the study, significance of the study, scope and limitation of the study
and definition of the key terms of The Physical Classroom Environment for English
Language Teaching and Learning Activities at SMA Negeri 02 Batu. This part is
compiled as an introduction to the research.
1.1 Background of the study
School is a place which have many classrooms, where most of children in
the world spend their time studying in school’s classroom. In the classroom every
child is expected to be a succesful learner based on the need of developing their
future interest. In supporting the teaching and learning activity, a classroom should
have a good set up either physically or non-physically. Nowadays, management of
classroom is not effective enough from the instructional time, teacher roles,
physical environment of the classroom, for the example from the instructional time
the teacher must divide into several session such as time for the explanation,
discussion, presentation and production to maximize the time. For the teacher roles,
nowadays the teacher not longer as authorize of the classroom but now the teacher
as a facilitator, with the purpose to make students speak up and more active than
before when used teacher centre method. For the environment of the classroom,
classroom itself is a place for conduct the teaching and learning activities in the
school, therefore the environment of the classroom must be support teaching and
learning activities and comfortable for the students and also for the teacher. In this
2
study the researcher only focus on physical aspect of the classroom management.
Physical environment of the classroom is one of supporting element of classroom
management. Classroom Management itself is an interacttive process between
many aspect, such as from the school, the teacher, and the student. School and
classroom management aims at encouraging and establing student self-control
through a process of promoting positive student achievement and behaviour by
Froyen, L. A., & Iverson, A. M., (1999). Therefore, the purpose of managing the
class is to create an interactive activity during the teaching and learning process,
especially the need of getting much motivation from inside or outside the classroom
for those who learn English.
In classroom management there are many supporting aspects. According to
Brown (2000), there are seven elements in classroom management which are
describe as follow (1) the physical environment of the classroom; (2) your voice
and body language (teacher); (3) unplanned teaching : Midstream Lesson Changes;
(4) teaching under adverse circumstance; (5) teachers’ roles and styles; (6) creating
a positive classroom climate; (7) topics for discussion, action, and research. In live
with the discussion Burden (1995) and Teaff (2007) mention that five aspects of
effective classroom management: (1) physical arrangement; (2) instructional time;
(3) instructional strategies; (4) behavioral considerations, (5) is social climate.
Regarding in this study, the researcher only focuses on the element of physical
environment in the classroom. The purpose of choosing that element is to know
more detail and depeer about the physical classroom environment .
3
As we know physical environment is a set-up of classroom physically such
as the situation of classroom, the way the equipments are arranged, the seating
arrangement and so on. According to Savage and Savage (2010), the physical
environment of the classroom as “the arrangement of the space, including furniture
and bulletin boards, awhich should communicate to all who enter what will be
expected of them while they occupy the space” so, the physical classroom
environment is required to support the learners/students in the classroom. Evertson
& Weinstein (2006) cited in Oliver, Regina M. et al (2011) mentions that classroom
management has been defined broadly as any action a teacher takes to create an
environment that supports and facilitates both academic and social-emotional
learning. Regarding in this research the researcher is use Brown’s book entitled
Teaching by Principles An Interactive approach to language pedagogy, second
edition (2000). In his book he states there are 4 element in the physical environment
of the classroom, such as (1) Sight, Sound and Comfort (2) Seating Arrangement
(3) Chalkboard use and (4) Equipment.
Ideally a good classroom which has some supporting aspect as the
researcher mention above such as: firstly from the sight, sound and comfort aspect,
sight in this case is a vision or called eyesight. Eyesight here means when the
student in the classroom can see the teacher position, chalkborad, LCD and also the
windows position it can be affect the student’s focus, if the windows directly facing
the street or place people pass by, that could distract students’ focus. It also relates
to students’ comfort, the sun light from the window can affect the temperature and
the lighting. Therefore, if the sun light comes too much from the window, it makes
the class get the high temperature the condition makes the students uncomfortable,
4
it also distract students’ focus, and from the lighting apect the sun light also makes
the classroom get the nature light but if the sun light its too much, it can be dazzling
the chalkboard or LCD projector. In the other hand if the classroom less of natural
lighting (sun light) the classroom can use lamps. From the sound aspect, sound
could come from anywhere, according to Brown (2000) he stated that the sound can
come from inside and outside classroom for example sound from outside class are
from external noisy as machinery out-side, street noise, hallway voices and also
sound from another class its disturb or not and from the inside classroom sound
came from the teacher and the students itselfs. If the sound from outside classroom
its too disturbing it makes students difficult to get concentration to follow the
lesson, but it happen too inside the classroom if the sounds or voice’s teacher its
not louder enough it makes students sleepy and not excited with the lesson morover
students who sit in the back row and then some students make any sound or noice,
finally they didn’t paying attention to the lesson and also the teacher explaination.
Secondly from the seating arrangement aspect, classroom management also
can be seen from seating arrangement in the class, if the seating arrangement neatly
arranged make it easier for the teacher looked at the students but if the seating
arrangement like ambush it makes the situation in the classroom not conducive. In
this seating arrangement aspect have some type or concept of it. Thirdly is about
the use of chalkboard, the teacher use chalkboard to show the clear explaination or
show the picture or graphics. According to Brown (2000) he said that the
chalkboard it always there and it is recyclable, at the same time, try to be neat and
orderly in your chalkboard use, erasing as often as appropriate; a messy, confusing
chalkboard drives students crazy. Fourthly is about the equipment aspect,s the ideal
5
classroom must have the equipment to support teaching and learning activity either
electronical or non-electronical equipment, if the classroom lack of the equipment
the teacher must prepare the equipment for the teaching and learning needs. The
equipment here such as LCD projector for the visual media, speaker for the audio
media, boardmarker, chalkboard, ink of marker, eraser for the chalkboard and
ecetera.
The researcher conduct this research in SMA 2 Batu, because SMA 2 Batu
is one of the best senior high school in Batu and national standard school. SMA 2
Batu located in JL. Hasanudin, Junrejo subdistrict, Batu, East Java. The school was
founded and started operations in 1997 of the regional leadership
of DRS. Suratno as Minister While the head of the school. At that point the SMA
Negeri 02 Batu does not yet have its own building, still have to join the SMA
Negeri 01 Batu. The leadership of DRS. Suratno replaced by Dra. Mistin as
principal in 1998, since then the SMA Negeri 02 Batu began a new building located
on Jalan Hassanuddin 01, Junrejo village, Junrejo subdistrict Batu city. In 2002 with
the rising status of the city administration of Batu into Batu city, the head
of the SMA Negeri 02 Batu was replaced by Drs. Abu Sofyan. on further
development in 2003 the head of SMA Negeri 02 Batu was replaced by Drs.
Supriyatno, M.Pd. may 2012 and now led by Drs.Pamor Patriawan since June 2012.
In 2014/2016, SMA Negeri 02 Batu had 25 groups of study consist of class X: 9
groups of study, class XI: 8 groups of study, and class XII 8 groups of study. While
the number of the teachers/educators in SMA Negeri 02 Batu as much as 61 people
which is the status of 53 teacher is PNS CPNS and the status of 8 people were on
GTT.
6
In SMA Negeri 02 Batu there are 33 classroom consist of 5 IIS, 5 MIA, 1
IBBu in tenth graders, 5 IIS, 5 MIA, 1 IBBu in eleven graders, and 5 IIS, 5 MIA, 1
IBBu in twelve graders. The condition and situation of each classroom almost same
but some classes have a different size, facilities and insfratuctures. In general
classroom at SMA Negeri 02 Batu have a good condition they have two board;
chalkboard and whiteboard, supported by sofisticated technology such as
LCD,speaker,projector,CCTV, and so on. The classroom also have a good lighting
to supported the teaching and learning activities, and also have bulletin boards for
the teacher and students, also the seating arrangement neatly arranged. But in this
case the researcher found a classroom is different from the other class, then the
researcher curious and also interesting to conduct the research in that classroom.
On the preliminary study the researcher get one phenomenon about
classroom in this school. The phenomenon happened in class XI IIS 1, so that in
this research the researcher chooses XI IIS 1 as the subject. Another reason why the
researcher chooses XI IIS 1 is because in this case, the classroom of XI IIS 1 is
unique and different from the other class, if the other class have a regular class same
as physically with the other, but different with this class XI IIS 1. In XI IIS 1, they
are occupy the laboratory of sociology as their classroom.
On the previous research about classroom management entitled “The
Effectiveness of Classroom Management in English Language Teaching and
Learning for Tenth graders of SMA Panjura Malang. This study focus on 5 aspect
that being analyzed based on Burden (1995) and Teaff (2007) and then the
researchear conduct 3 times observation and the instruments used are, observation
form, interview guide and field note. And also the researcher find the journal/article
7
about the classroom management especialy focused on physical environment
aspect, entitled “The Impact of Physical Classroom Environment on Student
Satisfication and Student Evaluation of Teaching in the University Environment.
This study discussed about classroom management especially physical classroom
management in the university. The researchers find that the university do the
upgrading only on several classes on the same building and the researchers assume
that additions and upgrades to existing facilities can create large disparities in
classroom environments, often within the same building. These disparities may
provide an unfair advantage to students enrolled in sections that happen to be in the
classrooms, upgraded. The purpose of this research to analyze the impact of
classroom environment factors on individual student satisfaction measures and on
student evaluation of teaching in the university environment.
1.2 Problem of the study
Based on the background of the study, the researcher formulate the study
problem as the follow :
1. How is the physical classroom environment in XI IIS 1 of SMAN 2 Batu
based on Classroom Management theories ?
1.3 Purpose of the Study
Based on problem of the study, this research aims at as the follow :
1. To describe the physical classroom environment in XI IIS 1 of SMAN 2
Batu based on Classroom Management theories.
1.4 Significance of the Study
The result of this study can give useful information as the follows :
8
1. For English teacher of XI IIS 1 of SMAN 2 Batu. The researcher expected
the teacher can manage the class at least the teacher can create a positive
climate with using the facilitate in classroom as like chalkboard,
whiteboard, LCD projector, and etc or the teacher can change the setting
arrangement to less the students boredom.
2. For the institution of SMA 2 Batu. This research can give them reference on
how to manage a classroom especially from the physical environment.
3. For Further reseracher expected can conduct higher research and explore
more about classroom management or physical environment and also can
using this study as a reference in next project or research.
1.5 Scope and Limitation of the Study
In this field of study, the researcher make some scopes and limitation
staying on proper line. It refers to parameters that the research about the
classroom management and focus on the physical environment of the
classroom. The researcher wants to know about the physical classroom
environment on XI IIS 1 at SMAN 02 Batu.
1.6 Definition of Key Terms
This research defines key terms as the followings :
1. Classroom Management : The way teacher can manage the class and how
the teacher create the positif climate using the facilities in classrooom. In
classroom management the are many aspects either physically or non-
physically. Management of the classroom is important thing to support
teaching and learning activities.
9
2. Physical Environment : The physic of the classroom, such as the situation
and condition of the classroom. In physical environment of the classroom
there are some aspect such as from the sound, sight, and comfort of the
classroom, how about the seating arrangement of the classroom, how about
the chalkboard use supporting teaching and leraning activities, and how
about the equipments that the classroom needs.
3. SMAN 02 Batu is a senior high school national standard located in Jl.
Hasanudin, Junrejo subdistict, Batu, East Java.
4. XI IIS 1 is a classroom which different and unique from another classroom
at SMA 2 Batu, the differences can be seen from the physically aspect
because this class have two functions, the first function is for sociology
laboratory and the second function is for student’s classroom.
10
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents teaching English in Indonesia at senior high school
and components in teaching english, classroom management, physical environment
of the classroom and previous study. This part is compiled as a review related
literature to the research.
2.1 Teaching English in Indonesia at Senior High School
English becomes a foreign language in Indonesia, most of Indonesian
assume that English is difficult, because English is not our mothertongue. Actually,
Indonesian students have been learning English since Kindergarten. But, in
Curricullum 2013 eliminates English as the main subject in kindergarten and
elementary school, it because English is regarded as difficult subject . According to
Kasim (2012) as Deputy Minister of Education in Indonesia cited in koran
Sindo;Mata Pelajaran Bahasa Inggris SD dihapus “Primary school/elementary
school children better focus to learn Indonesian language. In addition, English
also burdened the elementary school students”. Hence, English only become main
subject at Junior high school and Senior high school. Although English only
become main subject in Junior and Senior High School, students still can learn
English out of the school. Indonesian student can learn at English course, private
class, English club, moreover we can learn independently from the internet. In
Senior high school English is more complexs than in junior high school. From the
materi, media and many more, the English teacher must have extra skill to attract
students motivation to learn English.
11
Moreover there are some aspects or components to support teaching and
learning process. According to Brown (2000), there are designing and
implementing classroom, such as techniques, textbooks and technology, how to
plan a lesson, interactive language teaching (1): initiating interaction, interactive
language teaching (2): sustaining interaction through group work, classroom
management and strategies-based instruction, as a teacher we must know how to
design and implement something in the classroom and how build the good
interaction with the students. In the teaching context not only in teaching English,
sthe teacher need some components, the components of teaching are the purpose of
teaching and learning process , the teacher itself, students, approach of teaching,
material, method, media, place, and evaluation according to Atun (2014) in
“Komponen-komponen dalam proses belajar mengajar”. Teaching and learning
process can not be conducted if the components are not complete. So, the teacher
should know the components of teaching and learning especially component in
teaching English before starting the class.
2.2 Classroom Management
Classroom management refers to all the things that a teacher does to
organize students, space, time, and materials properly. It comprises a plan a set of
procedures that structure the classroom so the students know what to do, how to do
it, and when to do it in a classroom. According to Adi (2016) the definition of
classroom management is some activities that the teacher do to creates the
conducive classroom situation in order to optimize and maximize the teaching and
learning activities. School and classroom management aims at encouraging and
establishing student self-control through a process of promoting positive student
12
achievement and behaviour. Research shows that when we provide a place for our
students that is safe, predictable, consistent, and nurturing, we will see increased
student achievement according to Wong, Harry et al (2012). According to Strother
(1985) stated that “Well-managed classrooms provide suit able environments for
learning. Students know what is expected of them and how to succeed. Disruptions
and confusion are minimal, and the classroom atmosphere is pleasant and relaxed”.
According to Brown (2000), in classrom management there are seven elements: (1)
Physical Environment of the Classroom; (2) Your Voice and Body Language
(teacher); (3) Unplanned Teaching : Midstream Lesson Changes; (4) Teaching
Under Adverse Circumstance; (5) Teachers’ Roles and Styles; (6) Creating a
Positive Classroom Climate; (7) Topics for Discussion, Action, and Research. But
in this study researcher just focused on one element, The Physical Environment of
the classroom.
2.3 The Physical Environment of The Classroom
The physical environment of the classroom is a set-up of classroom
physically. Actually the physical environment do not have the absolute definiton
but according to Tuan (1979), physical environment can mean a number of things,
such as a sense of place in time and space. According to Savage and Savage (2010)
describe the physical environment of the classroom as “the arrangement of the
space, including furniture and bulletin boards, awhich should communicate to all
who enter what will be expected of them while they occupy the space” so, the
physical classroom environment require to support the learners/students in the
classroom. In this research, the researcher agree with Brown’s theory (2000) there
are four aspects of physical environment such as (1) Sight, Sound and Comfort; (2)
13
Seating Arrangement; (3) Chalkboard use and (4) Equipment. The researcher also
using the Burden’s (1995) and Teaff’s (2007) cheklist in this research. And the
researcher combine into seven dimension about the physical environment of the
classroom such as properties, sound, sight, comfort, seating arrangements,
chalkboard use, and equipment.
2.3.1 Properties
Properties is a basic or essential attribute shared by all members of a class,
for the example in classroom properties are an object or thing support the teaching
and learning process such as, bulletin, wall space, or something like that. Usually
the teacher used the bulletin board or wallspace to stick the announcement, stick
the picture, or stick the student’s work. Besides the teacher, students also can used
the bulletin or wall space as like the teachers do. Properties in classroom is very
useful to attract students reading motivation it habbituate students to read in buletin
or wall space or just looked the picture. Its part of language teaching methodology,
disugestopedia method. According to Adi (2016) to maximize the classroom, the
poster or chart must be sticked in the wall space as a means to help the students get
the real picture of what they learn in the classroom.
2.3.2 Sound
Sound is a type of energy made by vibrations. When any object vibrates, it
causes movement in the air particles. These particles bump into the particles close
to them, which makes them vibrate too causing them to bump into more air
particles. This movement, called sound waves, keeps going until they run out of
energy. If your ear is within range of the vibrations, you hear the sound. In
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classroom sound can come from everywhere such as from the inside and outside
classroom. According to Brown (2000) he stated that the sound can come from
inside and outside classroom for example sound from outside class are from
external noisy as machinery out-side, street noise, hallway voices, etc, and also
sound from another class its disturb or not. From the inside classroom sound came
from the teacher and the students. The teacher must have the louder sound/voice,
not shout out but louder enough to attract student attention, if the sound of the
teacher is not louder, its made the sound or the murmur from the students. Of course
its disturb the teaching and learning process. While according to Burden (1985) he
stated about the sound from outside classroom as high traffic areas are free from
congestion.
2.3.3 Sight
In the physical classroom environment there are many aspects that
influenced teaching and learning activities and one of them is sight aspect, sight
also called eyesight or vision. In classroom students are expected to be focused in
front of the class because in front of there are any chalkboard, LCD, and also the
teacher as the facilitator, so that elements must be eye cathcing from the student
point of view. According to Brown (2000), everyone can see the auditory stimulus,
everyone here is students. Then, according to Burden’s (1985) and Teaff’s (2007)
checklist, all students can see presentation of instruction from the teacher or from
their friend in front of the class. According to Adi (2016) the stuff in the classroom
must be neatly arranged, in order not to obsturct the students vision and also the
teacher should be able to see all of the students. So, the sight aspect in the classroom
is very important, the teacher also should know which one of the students have wear
15
sunglasses in order to seat in the firts row or the second row to catch the instruction
easier and also the teacher are in the right position to see all of the students.
2.3.4 Comfort
Comfort is a sense of human, when the people feeling comfort they
atomatically feeling happy too. According to Adi (2016) here comfort can be related
to the temperature in the classroom, lighting, sound and density of the classroom.
In classroom, the teacher, students and the school must create the comfort situation
during teaching and learning process. To make the comfort situation many aspect
should be implementing. According to Brown (2000) The classroom is neat, clean,
and orderly in appearance, if the situation of the classroom are neat and clean
students and also the teacher feeling comfort, beside that Brown also stated about
the temperature. Talk about temperature, according to Burden (1985) the comfort
situation supporting by the good temperature and also the good lighting.
Temperature is important to keep the students focus in classroom if the temperature
is too warm or is to cold it disturb student’s focus. And also lighting if the lighting
is too dark or is too bright it disturb students vision.
2.3.5 Seating Arrangement
Seating arrangement is posisition of seat and table in classroom. According
to Haghighi, Mohammad Mosleme et al (2012) stated that “It is clear that seating
arrangement effects on the extent and nature of student interaction. Therefore,
creating an environment, through physical layout of the seating will support
achievement of learning objectives. Several literatures suggest that there are three
different classroom seating arrangements row, cluster, and horseshoe that are
16
influential to learning behavior of students within a classroom. Besides promoting
various targeted behaviors, seating arrangement may also enhance the instructors’
ability to perform teaching in order to achieve their learning objectives.” But in
Indonesia most of classroom using the traditional concept of classroom which is
one desk two chair for two student, usually the front row consist of three and four
for the back row. It is because the size of classroom is not suitable for the another
concept such as auditorium, U shape or etcetera, according to budi santosa (2012)
cited in blog guru, the article entitled ‘Mengelola Ruang Kelas’ by Gunawan, he
states that “the techniques in this paper to be weak when the number of students in
one class exceeds 32, because a narrow room into and it takes time to build up the
formation,classes that he teach have students the amount of 40, for
techniques he had to take it out of the class”. In fact many types of seating
arrangement can be applied but it depends on the situation of classroom.
2.3.6 Chalkboard use
Chalkboard or whiteboard is one of supporting media in classroom. The
teacher usually used the chalkboard to show or illustrate the word, picture, or chart,
according to Brown (2000). Besides the function, Brown (2000) also stated the
chalkboard or whiteboard must erased before class begin. Then, according to Adi
(2016) chalkboard is a teacher’s besfriend, and the interesting thing is that the
chalkboard is always available in the classroom and can use repeteadly after erased.
2.3.7 Equipments
Equipments are things in classroom such as marker, eraser, LCD projector,
speaker, case, table, desk etc. According to Brown (2000) “The classroom may be
17
construed to include any equipments you may be using. If u using electrical
equipment make sure that, the equipment fits comfortably in the room, te machine
actually work, knowing how to operate it and ecetera”. In this case the teacher must
aware with the all of equipment in order to prepare to replace or recharge the thing,
for example the teacher bring the ink of marker, so, if the ink of the marker is empty
the teacher can recharge the marker. Book and material also part of equipment so
the teacher must know what book or material will be teach in classroom and the
teacher can prepare well before class begin.
2.4 Previous Study
The first previous study about classroom management has been done by Astuti,
Agrit Dwi (2015) from Faculty of Culture Studies, Brawijaya University. Her
research entitled “The Effectiveness of Classroom Management in English
Language Teaching and Learning for Tenth graders of SMA Panjura Malang”. This
study focuses on 5 aspects that are being analyzed based on Burden, 1995 and Teaff,
2007 and then she conducts 3 times observation and the instrument she uses are,
observation form, interview guide and field note. The result of her thesis based on
observation and field note and also from interview the teacher. in the first
observation she observing the physical arrangement and instructional strategies
aspects, the second obsrvation she observing behavioral consideration and social
climates aspects and the third observation she observing the instructional strategies
aspect. And for the result of the interview the English teacher its about the English
teacher opinion how to create the effective classroom management.
The similarities between present study with her study are about classroom
management and the subject of research from the senior high school classroom.
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And the differences are from the dimension, from the instruments and from the
subject. She focused on 5 aspects such as physical arragement, instructional time,
instructional strategies, behavioral consideration, and social climates, and my
present study only focused on physical environment of the classroom but more
detail and deeper. From the instrument she used 3 instrument observation form,
interview guide, and field note. The researcher used 3 instrument too but my
instruments are, observation checklist for the observer, interview guide for the
teacher, and questionnaire for the students. The researcher have the same subject a
classroom in senior high school but diffrent grade she conduct in ten grader class
and the researcher will conduct in eleven grade class and another different is from
the class, she used reguler class but the researcher will use the regular class which
placed in sociology laboratory.
And the second previous study researcher used study by “The Impact of
Physical Classroom Environment on Student Satisfication and Student Evaluation
of Teaching in the University Environment by Hill, Mary C., et All. (2010),
Academy of Educational Leadership Journal. This journal discussed about
classroom management especially physical classroom management in the
university. The researchers find that the university do the upgrading only on several
classes on the same building and the researchers assume that additions and upgrades
to existing facilities can create large disparities in classroom environments, often
within the same building. These disparities may provide an unfair advantage to
students enrolled in sections that happen to be in the classrooms, upgraded. Finally,
physical characteristics of rooms may affect student evaluation of teaching (Hill,
Mary C., et All;2010). The methodology of this research is survey method and the
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researcher also used the survey instrument; students questionnaire. The purpose of
this research to analyze the impact of classroom environment factors on individual
student satisfaction measures and on student evaluation of teaching in the university
environment. The subject of this research are two classes; standard class and
updated class in Accounting major. The result of this research are student opinion,
the data is get from the survey instrument.
The similarities between the present study and this journal is about physical
environment of the classroom and the instrument’s question for the students about
physical environment. And the differences are about the object, he conduct this
research in the university classroom and the researcher conduct this research in the
senior high school classroom. He used one instrument include 4 types question: (1)
Students preception on physical classroom environtment; (2) Salient Classroom
Features; (3) Student overall satisfication and (4) Student opinions of teaching
effectiveness, the researcher used three instruments as the researcher mention above
in the first previous study. He used the survey method and the researcher use case
study.
This present study was conducted in SMAN 02 Batu in XI IIS 1 class entitled
“The Physical Classroom Environment for English Language Teaching and
Learning activities at SMAN 02 BATU. The researcher will conduct observations
and the researcher used 3 instrument such as observation checklist is for the
observer, interview guide is for the teacher and questionnaire is for the students. If
the researcher get the complete data from the first observation, the researcher just
conduct once observation. But if the data not complete yet the researcher conduct
20
the second observation or the third observation till the researcher get the complete
data or the researcher not found the newest data anymore.
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CHAPTER III
RESEARCH METHOD
This chapter presents research design, data and source of data, research
procedure, research instruments, data collection, data analysis and validity of the
study. This part is compiled as a research methods to the research.
3.1 Research Design
This research aims to investigate the physical environment of the
classroom. It will use case study as the method of the research. The researcher
decided to conduct the study only in one class which in XI IIS 1 of SMAN 2 Batu.
Case study as a research method to investigate contemporary real-life phenomenon
through detailed contextual analysis of a limited number of events or conditions,
and their relationship. Zainal (2007) states that case study method enables a
researcher to closely examine the data within a specific context. In most cases, a
case study method selects a small geographical area or a very limited number of
individuals as the subjects of study. Yin (1984:23) cited in “Case study as a research
method” journal by Zainal, zaidah (2007) defines the case study research method
“as an empirical inquiry that investigates a contemporary phenomenon within its
real-life context; when the boundaries between phenomenon and context are not
clearly evident; and in which multiple sources of evidence are used.
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3.2 Data and Source of Data
The data and source data in this research is from the result of investigation
of the classroom at SMA Negeri 02 Batu, located on Hasanudin street number 01,
Junrejo village, Junrejo subdistrict, Batu city. The subject of the investigation is XI
IIS 1 of SMA Negeri 02 Batu.
3.3 Research Procedure
This research is to know the classroom based on the physical environment
of the classroom. To get the data, the researcher conduct the investigation in XI IIS
1 of SMA Negeri 02 Batu which is the classroom is a sociology laboratory. Then
the researcher make three instruments; interview guide, observation checklist,
questinnaire by adapting from Brown’s (2000) theory and from the Burden (1995)
and Teaff’s (2007) checklist. The researcher will focus only in physical classroom
environment. Then, the researcher will know the comparison between the interview
of the teacher, observation checklist from the observer and from student’s
questionnaire.
3.4 Research Instruments
In this study the research adapting the instruments from two expert, the first
expert is H.Douglas Brown and the second expert is Paul R. Burden. The researcher
chose these expert because they are the two of the senior expert in classroom
management field. H. Douglas Brown published his book about the classroom
management for the first time in 1994 entitled “Teaching by Principle : An
Interactive to approach language pedagogy” in 2000 the second edition was
published, and the next is third edition published on 2007 and the last edition of this
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book published on 2015 the fourth edition. And R. Paul Burden is one of senior
expert too same as H. Douglas Brown, he published three books about classroom
management, the first in 1995 entitled classroom management and disciprow, and
the second in 2000 entitled Powerful classroom management strategies, and in 2006
he published the next book about classroom management entitled “Classroom
Management: Creating a Successful K-12 Learning Community” and in 2012 he
published the same titled “Classroom Management: Creating a Successful K-12
Learning Community”.
In this research the researcher decided to use three instruments to collect the
data in obsebvation/investigation based on adapting from Brown’s (2000) theory
and Burden (1995) and Teaff (2007). In Brown’s theory (2000) there are four
aspects of physical environment such as (1) Sight, Sound and Comfort; (2) Seating
Arrangement; (3) Chalkboard use and (4) Equipment. From the Burden’s (1995)
and Teaff’s (2007) cheklist the researcher only adapting the physical arrangement
part. And the researcher combine into seven dimension about the physical
environment of the classroom such as properties, sound, sight, comfort, seating
arrangements, chalkboard use, and equipment. First istrument is interview guide for
the teacher, the second instrument is observation checklist for the observer and the
third instrument is quistionnaire for the students.
3.4.1 Interview Guide
Interview is a process to dig a data orally from one person or more. Bodgan
and Biklen (2003) stated that interview is a purposeful conversation usually
betwwen two people sometimes involving more. This is directed by one in order to
get information from other. The interview guide help the researcher to collect the
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data from the teacher. The type of the question in this interview guide is open-ended
question. Open-ended questions here means, the teacher can explain more about
classroom based on the interview questions and her experience The question list of
interview consist of 23 questions related to the teacher. The questions about the
physically of the classroom, such as properties, sight, sound, comfort, seating
arrangements, chalkboard use and the equipments. There are consist of five colums.
First columns is number column. Second column is a questions list relate to
statements from the experts. And the third and fourth column is Yes and No column
and the last is oral explanation from the teacher column.
3.4.2 Observation Checklist
Observation is the act of collecting data about the performance of a subject
through the five sense; sight, smelling, hearing, touching and taste (Arikunto 2002;
138). Observation checklist is help the researcher to investigate a classroom, this
checklist as a guideline to conduct the research. The element of investigation is
about the physical classroom environment same with interview guide and student’s
questionnaire but without questions the researcher directly adopted from the expert
statements. The table of the observation checklist consist of five columns, the first
column is dimension column consist of properties, sight, sound, comfort, seating
arrangements, chalkboard used and the equipments, the second column is sub-
dimension column consist of the experts’s statements the third and fourth columns
are Yes and No Column to check it and the last is notes coulmn for the observer
give a field note when conduct the observation.
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3.4.3 Questionnaire
Questionnaire is a form containing a set of questions, especially one
addressed to a statistically significant number of subjects as a way of gathering
information for a survey (Harcourt 2013). Questionnaire help the researcher to
collect the data from the students. The specific purpose of this questionnaire to get
the students opinion of their class. The questionnaire consist of 23 questions about
the physical classroom environment same with interview guide and observation
checklist. The type of the questionnaire is open-ended questions. Open-ended here
means the students can give note in their questionnaire if there is no answer they
want or they feel. The form of the questionnaire is multple choice with three
options.
3.5 Data Collection
The relevant data will be organize and arrange based on the topic of research
question related to the classroom management. The data will be collect through
interview, observation and questionnaire. Following are the steps that will be
conducting by the researcher in collecting the data.
1. Conduct the observation/investigation in XI IIS 1 SMA Negeri 2 Batu.
The researcher will do the observation/investigation about the physical environment
of the classroom with observation checklist instrument and the researcher will also
add notes in the checklist as an addition data or if the answer is not suitable with
the criteria.
2. Conduct a face-to-face interview with the English teacher after she
accomplishes teaching and learning activity. The researcher will use the interview
guide instrument to collect the data from the teacher about the physical environment
26
of the classroom. Then recording it during the interview. If the teacher give the
explanation, the researcher will do the transcript for the conversation during the
interview.
3. Give the questionnaire to some students in XI IIS 1 SMA Negeri 02
Batu. The purpose of the questionnaire for the students in order to collect the data
from the students about the physical environment of their classroom.
3.6 Data Analysis
After collecting the data from all the instruments, the next step is data
analysis. The purpose of data analysis is to organize the data , explore the meaning,
the information and also to answer the research questions. Miles and Huberman
(1994) suggest that qualitative data analysis consists of three procedures:
3.6.1 Data reduction
After the researcher collected the data, the first step in analyse it is data
reduction. Then the all the data from the intruments are reduced and organised, by
coding, writing summaries, discarding irrelevant data and so on. This involves
transcribing interviews (if any), analyse the answer of the students quetionnaire and
describing observation checklist from the researcher. The purpose of data reduction
is to minimizing the data to produce a good analytical results.
3.6.2 Data Display
Data display is a way which reduced data are displayed in the form of picture,
tables, charts, networks and other graphical formats is essential. This help the
researcher to present the data easily and more organized. The data consist of the
27
physical classroom environtmen of XI IIS 1 that gained from the observation,
interview with the teacher and also from the student’s questionnaire.
In this study, the researcher displayed the data in the form of table. The table
are about the physical classroom environtment of XI IIS 1 class at SMA Negeri 02
Batu.
3.6.3 Conclusion drawing/verification
The last process is conclusion drawing or verification. The researcher should
begin to develop the conclusion about the physical environment of the classroom.
Then this conclusions need to be verified to check the validity of the findings in
order to support the accuracy. In this research, the researcher use a qualitative data
analysis technique by Miles and Huberman (1994) .The data analysis is obtaine
from classroom observation/investigaton, interview from the teacher and also
questionnaire for the students.
3.7 Data Triangulation
The researcher needs to validate the accuracy of the findings and interpretations.
An accurate research was better study because the findings and interpretationn were
accurate and credible. There is technique that is use by the researcher in order to
validate the research’s findings and interprations accuracy. The researcher use data
triangulation to validate the accuracy of the finding. The researcher try to
corroborate evidence based on types of data (e.g interview guide, observation
checklist, and student’s questionnaire) afterwards, the researcher corroborate all
types of data into a valid data.
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3.8 Validity of the Study
There are some kinds of validity evidence to guarantee that this study is
valid, the first one is face validity. This study has meet a demand of the criteria of
undergraduate thesis’s reference book, because content validity of this study is the
using of data triangulation. The second is content validity, in this study the
researcher is using theory from Brown (2000) about classroom management
especially from the physical environment of the classroom and checklist from
Burden (1995) and Teaff (2007) about classroom management but the researcher
only adapting physical arrangement part. And the third is instruments validity, the
researcher used three instruments, the first instrument is interview guide, the second
instrument is observation checklist, and the third instrument is student’s
questionnaire. The blueprint of each instruments was agreed by the lecture in thesis
proposal writing class, and the researcher do the consultation with one of lecture in
classroom management field and also do the consultation with the supervisor about
this study and also the instruments. For the expert validation the researcher do the
validation to ma’am Frida Unsiah M.Pd one of expert in classroom management
field in English education major of Faculty of cultural studies. The researcher only
make the expert validation for two instrument which are interview guide and
students’s questionnaire and for the observation checklist no need for expert
validation beacuse the researcher directly adopted the statement from Brown (2000)
and Burden’s (1995) and Teaff’s (2007) checklist.
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents findings and discussion related to the problem of the
study. There is the research problem of the physical classroom environment of XI
IIS 1 and 7 sub-dimention in the findings. And there are 7 subchapters of discussion,
properties, sight, sound, comfort, seating arrangement, chalkboard use and
equipments. In finding section the researcher reports her observation based on
observation checklist, interview guide and student’s questionnaire. In discussion
section presents the comparison between previous study and the literature.
4.1 Findings
There findings present the result of observation, the interview guide and
student’s questionnaire. The result of observation based on the preliminary
observation and from the observation checklist and also notes from the observer.
The result of interview guide based on the interview by the researcher with the
English teacher of XI IIS 1. The result of student’s questionnaire.
The data can be describe as follows :
4.1.1. The Properties Aspect of XI IIS 1 Classroom
Dealing with the properties, there are many properties in the classroom such
as bulletin boards and wall space. The findings from the instruments used that in XI
IIS 1, based on the observation checklist the researcher found that in the classroom
there are any bulletin boards and wall space in front of class in the leftside and right
side blackboard, in the bulletin board the researcher found some announcement
30
sticked in that and also some posters motivational words in the wall space. Based
on the teacher’s interview the researcher try to ask the teacher about the bulletin
board and wallspace, the teacher said that “ada, untuk tempel” it means there are
any bulletin board and wall space. From the second question about the used of
bulletin boards and wall space for sticked the annoucement or students’s work, the
teacher said that “eehhh.. tidak karena ehh.. karya siswa di, biasanya saya suruh
nempelkan di mading”. It means the teacher usually used the bulletin board for stick
the announcement but not for students’s handcrafts or students works, then the
teacher put the students’s handcrafts/works in Mading outside the classroom. And
the results of student’s responses from the questionnaire, the first question about
properties is the bulletin boards in the classroom, 6 from 11 respondent answer
“banyak” it means many bulletin boards in the classroom and 5 respondent answer
”sedikit” it means only a few bulletin board in the classroom. And the next question
is about the used of bulletin board by the teacher and 8 from 11 respondent answer
”kadang-kadang” it means sometimes the teacher used the bulletin board and wall
wallspace and 3 answer “Tidak Pernah” it means the teacher never used the bulletin
board and wallspace.
Table 4.1 Properties Aspect Aspect Sub-aspect Explanation
Properties Bulletin board
Wall space
Picture or photos
Windows
Door
Available
Available
Available
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2
31
4.1.2. The Sound Aspect of XI IIS 1 Classroom
Dealing with the sound, sound divided into two kinds of sound, there are
sounds from the outside and inside classroom. The findings from the instruments
used that the sound from the highway or vehicle is not disturbed, but the sound is
come from the street beside the class which are many people passed that street and
make any sound and from the other building, like pendopo, because the pendopo
directly located behind this class. This class not distrubed by the sound from another
classes, because this class have a distance from another classes. From inside the
class sound came from the teacher and the students. In this case the teacher must
have clear voice and louder enough, so the students can focus and get the idea from
the teacher explanation. During the observation the researcher observe and hear
when the teacher teaching in front of the class, the voice of the teacher is clear
enough and the students looks follow the lesson carefully without making a noise
or murmur sound. Similar with the voice of the teacher, the audio media in this class
is also clear enough for students.
Based on the teacher’s interview the first question is about the location of
this class are disturbed by the highway or congestion and the teacher said that
“eehh.. jauh dari kepadatan lalu lintas atau kemacetan karena letaknya di dalam”
it means the teacher is not agree about the question because this school or this class
located far from the highway and congestion. The scond question, are the sound
from the others classes disturbed the XI IIS 1, the teacher said that “kebetulan
nggak, karena kelas XI IIS 1 itu terpisah dengan kelas-kelas yang lain” it means
the others classes is not disturbed this class (XI IIS 1). For the third question are the
students hear the teacher voice or audio media clearly and the teacher said that
32
“iya” it means the teacher insist that her voice is clear enough for the students when
she teaching and giving insturction to them and also from the audio media it works
well and louder enough for the students.
From the students’s questionnaire the first question is about the sound from
the hightraffic and congestion from the highway and all of the respondent answer
“tenang” it means the school or their classroom is far from highway and not
disturbed by the hightraffic and the congestion. The second question is about the
sound from the other classes, 9 of 11 respondent answer “tenang” but 2 respondent
answer “berisik” it means the other classes not disturbed their class, but 2
respondent answer noisy and they added the additional notes beside the anwer they
wrote mushola and pendopo, it means the sound not came from the other classes
but thus came from the other buildings. The third question is about the teacher’s
voice when the teacher teaching in front of the class and also about the audio media,
10 of 11 respondent answer “cukup jelas” and a respondent answer “nyaring” it
means the voice of the teacher is louder enough and clearly same with the audio
media, and when the teacher give the explanation and instruction most of
respondent considered that the teacher’s voice is clearly enough.
Table 4.2 Sound Aspect Aspect Sub-aspect Explanation
Sound Teacher voice
Audio media/speaker
Clear enough
Clear enough
4.1.3. The Sight Aspect of XI IIS 1 Classroom
Dealing with the sight, sight is a eyevision or students point of view, in this
case includes stimulus visual, presentation and instruction from the chalkboard or
slide projector and also for the teacher position. The findings from the instruments
33
used that the space between chalkboard and the students chairs is not to far, so it
make the student easier to get the information from the chalkboard such as word,
picture, graphic or chart and also information from the slide projector. Based on the
observation checklist the researcher found that the space between chalkboard and
the students chairs is not to far, so it make the student easier to get the information
from the chalkboard such as word, picture, graphic or chart and also information
from the slide projector. Based on the interview from the teacher, the researcher ask
about are the visual media such as presentation and instruction clear enough for the
students and the teacher said “iya” yes it means when the teacher conduct the
presentation or when give the instruction, its tottally clear enough. And based on
students’s questionnaire, the question are the visual media such as presentation and
instruction clear enough for the students, 10 of 11 respondent answer “cukup jelas”
it means the stimulus, instruction and presentation is clear enough and a respondent
answer “sangat jelas” it means the stimulus, instruction and presentation is very
clear.
Table 4.3 Sight Aspect Aspect Sub-aspect Explanation
Sight Presentation
Teacher position
Clear enough
In the right position
4.1.4. The Comfort Aspect of XI IIS 1 Classroom
Dealing with the comfort, comfort here is a feeling in a classroom about
appearance, lighting, temperature, design and motivation in the classroom. The
Findings from the instruments that this class not completely neat but clean enough.
From the temperature of this class the researcher thought that this class have a good
temperature because this class have a fan in the ceiling. And from the lighting of
34
the class the researcher found that the lighting of this class can get from outside
classroom and also from the inside classroom. This class located in the middle of
the school so the ligting from the sun directly come into the windows from the left
and right side and from inside this classroom have some big lamp and small lamp
there are 6 big lamp and 8 small lamp. The researcher thought the students in this
class not completely feeling comfort because the class is a laboratory and also this
class not completely attract the students motivation.
Based on the teacher’s interview the first question is the classroom, neat,
clean and olderly in appearance and the teacher said “iya rapi dan bersih , Cuma
karena letaknya di lab jadi mungkin penataan nya kurang”. The next question are
there any cooling system in the classroom such as AC or Fan, the teacher said
“nggak ada” but the researcher make sure to the teacher and said “sepertinya ada
kipas angin ya bu ?” and the the teacher remember that in the class has one fan in
the ceiling “ohh iya iya ada kipas angin”. For the third question is the temperature
in the classroom comfortable and the teacher said “iya”. The fourth question is the
lighting in the classroom comfortable and the teaher said “iya” it means the lighting
of this class is comfortable. The fifth question are students comfortable in the
classroom and the teacher said “ya iya kira-kira begitu ya , soalnya ini kan
harusnya ke siswa ya heem” and the researcher said that this interview will be
compared with the observation checklist and also with the student’s questionnaire.
The sixth question Does the classroom attract the students motivation and the
teacher said “ya iya” it means that class can attract the student’s motivation.
From the students questionnaire the result of the first question about
classroom are neat and clean, 9 of 11 respondent answer “cukup bersih” it means
35
that the class is clean enough and 2 students answer “sangat bersih” it means that
the class is very clean. For the second question is about the cooling system in the
classroom all of the respondent answer “tersedia” it means that the cooling system
is available in the classroom. And for the next question is about the temperature in
the classroom the result are 8 from 11 respondent answer “nyaman” it means the
temperature is comfortable and 3 respondent answer “sangat nyaman” it means the
temperature is very comfortable. And for the fourth question is about the lighting
of the classroom 6 of 11 respondent chose “nyaman” it means the lighting is
somfortable and 4 respondent choose “sangat nyaman” it means the lighting is very
comfortable and a respondent answer “tidak nyaman” it means the lighting in not
comfortable. The fifth question about the comfort feeling of students when they in
the classroom the results are 9 of 11 respondent answer “nyaman” it means that
their feeling is comfortable and 2 of respondent answer “sangat nyaman”it means
they are very comfortable when they in the classroom. And the last question about
comfort is about the student motivation when they in the classroom the results are
8 of 11 respondent answer “termotivasi” it means they are feel motivated, 2 of
respondent answer “sangat termotivasi” it means they are feel very motivated when
they are in the classroom and a student answer “kurang termotivasi” it means a
students feel not get motivation in this classroom.
Table 4.4 Comfort Aspect Aspect Sub-aspect Explanation
Comfort Condition of the class
Temperature
Lighting
Comfort
Motivation
Clean enough but the set up not
suitable
Comfortable enough
14 lamp
Not comfortable enough
Not getting motivation
36
4.1.5. The Seating Arrangement Aspect of XI IIS 1 Classroom
Dealing with the seating arrangement, seating arrangement is a set up of the
chair in the classroom and also the desks and the furnitures. The findings from the
instruments that the seating arrangement of this class still used the traditional
concept which is one desk and two chair for two student and the front row consist
of three table and four table for the back row. And for the furniture or table/desk
are arranged maximally so the classroom have a space.
Based on the teacher’s interview the first question, are the chairs appropriately
arranged and the teacher said “kalau susunannya sudah sesuai Cuma mungkin
posisi kursinya yang ini ya terlalu tinggi ya” it means arrangement of this
classroom are neatly arranged and appropriate, but the teacher thougt the chairs are
too high for students, the chairs are not like chairs in general, so it makes some
students get difficulty and not feeling comfort enough. The next question, are desks
and furnitures arranged to maximize the space and the teacher said “gimana ya ?
iya sudah, soalnya kan itu lab ya” the teacher get confused because this class is
laboratory. For the student’s questionnaire the first question is about the
arrangement of the chair in this clasroom and the result are all of 11 respondent
answer “tersusun rapi” it means that the seating arrangement of this classroom is
neatly arranged.. And the next question is about the arrangement of the furniture
and desk of the classroom and the result are all of 11 respondent answer “tersusun
rapi” it means that the furniture and desk also neatly arranged.
Table 4.5 Seating Arrangement Aspect Aspect Sub-aspect Explanation
Seating
arrangement The type
The size
Traditional type
Taller than other
37
4.1.6. The Chalkboard Used Aspect of XI IIS 1 Classroom
Dealing with chalkboard used, chalkboard used here is the used of
chalkboard by the teacher during the teaching and learning activities. The findings
from the instuments, in the observation the researcher found that this class only
used one board, this class only used chalkboard. Whereas the other classes used two
boards wich are chalkboard and whiteboard, so in XI IIS 1 the teacher or students
only used chalk to write or draw something in chalkboard. On the preliminary and
when the researcher did the observation the chalkboard are erased, and when the
teacher conduct the teaching she sometimes used chalkboard to explain the lesson.
Based on the teacher’s interview, the first question, are chalkboard and whiteboard
erased before class begin and the teacher said “nggak, kadang-kadang nggak” it
means sometimes the chalkboard is erased in the middle of the teaching and
learning activities and the second question, do you use chalkboard to illustrate the
word, picture and graphs or chart and the teacher said that “iya”it means the teache
used the chalkboard to illustrate the word, picture and graphs or chart. From the
student’s questionnaire, first question is the chalkboard erased before the class
begin and the result are 7 of 11 respondent answer “bersih dan terhapus” it means
the chalkboard is erased before the class begin and 4 respondent answer “dihapus
ketika ditengah aktivitas belajar”it means the chalkboard is erased sometimes in
the middle of teaching and learning activities . And the next question is about the
used of the chalkboard by the teacher and the result are 5 of 11 respondent answer
“selalu menggunakan papan tulis” it means the teacher usually used the chalkboard
to give the explanation of the lesson and 6 respondent answer “kadang-kadang
38
menggunakan papan tulis” it means the teacher only sometimes used the
chalkboard.
Table 4.6 Chalkboard Used Aspect Aspect Sub-aspect Explanation
Chalkboard used Condition of the chalkboard
The used of chalkboard
Sometimes erased in the middle
of the lesson
Sometimes the teacher used
chalkboard to explain the lesson
4.1.7. The Equipments Aspect of XI IIS 1 Classroom
Dealing with the equipments, equipments are things in classroom such as
marker, eraser, LCD projector, speaker, CCTV, case, table, desk and also the
material of the lesson is the equipments to support teaching and learning activities.
The findings from the instruments that the equipments are arranged in the classroom
such as LCD, slide projector, speaker, and CCTV are in the right position, but in
this case the speaker can only used by the office center such as for giving the
information for teachers or students, it can’t used by teacher for supporting teaching
and learning activities such as for the audio of listening session or when the teacher
needs to show video with the audio.
Based on the teacher’s interview, the first question, does the equipments fit
comfortably in the classroom for example LCD, Slide projector, Speakers etc and
the teacher said “iya”it means the equipments such as LCD, slide projector,
speaker, and CCTV are fit comfortably and neatly arranged. The second question,
are there any equipments in the classroom do you need but not available in the
classroom and the teacher said “ada” for the example speaker active, actually there
is any speaker in classroom but the speaker only can used from the center office for
the information or annouuncement. The third question, do you have to take much
time to set the equipment before and after the class is finish and the teacher’s said
39
“iya”. The fourth question, do all machine such as LCD, Speakers etc, actually
work and the teacher said “ya tidak semua ya” it means that not all of the
equipments are working well for example like speaker for the supporting
media/equipments.. The fourth question, do you know how to operate them (the
equipments) and the teacher said “iya bisa” it means she can operate them. The
fifth question, are there any extra/spare in case equipments that you’ll need to
replace it and the teacher said “iya bisa bisa , iya iya ada, ada isinya” it means
there are any spares of the equipment and she can replace it. And the last question,
are the frequently used materials accessible for the students and the teacher said
“iya” it means the material are easy to acces for the students..
From the students questionnaire the first question is about the position of
equipments in the classroom and the result are 10 of eleven student answer
“tersusun dengan rapi” it means the equipments fits comfortably in the right
position and a student answer “posisinya kurang sesuai” it means that the position
of equipments are not suitable. The second question is about the equipments but not
available in the classroom and the result are all of 11 respondent answer “alat dan
media tersedia namun tidak lengkap” it means the equipments are available in the
classroom but not completed. The third question is about the teacher’s prepareration
to set the equipments before and after the class finish and the results are 8 of 11
respondent answer “guru mempersiapkan dengan baik” it means that the teacher
do the good preparation and 3 respondent answer “guru tidak mempersiapkan
dengan baik” it means that the teacher less preparation for the equipments. The
fourth question is about the condition of the equipments such as LCD, speaker or
etc are working well and the results are all of the respondent answer “bekerja
40
dengan baik” it means that the all equipment in the classroom working well. The
fifth question is about the how to operate the equipments (LCD, speakers, etc) by
the teacher and the results are 4 of 11 respondent answer “sangat bisa” it means
that the teacher can operate all of the equipments and 7 respondent answer “bisa
dengan bantuan siswa” it means that the teacher can operate them with the helps
of the students. The sixth question is about the equipments are needs to replace by
the teacher such as bulb, battery, chalk , eraser or so on and the results are 7 of 11
respondent answer “ada” it means that the spare for replace the equipment ara
avalaible so the teacher can replace it by her own and 4 respondent answer “dibantu
siswa” it means that the teacher ask students to help the teacher replace it. And the
last question is about the material of the lesson which is used by the teacher is easy
to acces or not and the results are 10 of 11 respondents answer “mudah di akses” it
means that the material is easy to access and a respondents answer “sangat mudah
di akses” it means that the material is very easy to access.
Table 4.7 Equipment Aspect Aspect Sub-aspect Explanation
Equipment LCD
Projector
Speaker
Speaker active
CCTV
Chalkboard
Chalk
Spares of the equipment
Available
Availiable
Available
The teacher bring her own self
Availble
Availble (blackboard)
Availble
Available
41
4.2 Discussion
After presenting the data analysis, the researcher found some interesting
finding related to the theory and the previous studies that were discussed futher in
this subchapter. This discussion answered the research problem. The result of this
research was to prove whether the physical environment of XI IIS 1 of SMA Negeri
2 Batu was effective or not. Those 7 aspects were describe here:
4.2.1 Properties Aspect Related to The Classroom Management Theory
Properties in classroom is very useful to attract students reading motivation
it habbituate students to read some motivaton words or something in bulettin board
or wall space or just looked the picture which related with their lesson activities, its
part of language teaching methodology which is disugestopedia method. The reason
of the using of the bulletin board or wall space is to make the students easy to know
the information or the annoucement from the teacher or from the school and beside
the function the bulletin board also can be an interactive media in the classroom.
Based on the finding above the bulletin board and wall space used for stick the
announcement from the teacher or from the school but sometimes used for students
handcrafts or students work. For the wallspace in this class used for stick the
motivational words and some picture for example, picture of President and vice
President of Indonesia in front of the class, some picture of Indonesian nation figure
in the back side. Based on the theory, according to Brown (2000) he stated that the
classroom must have the bulletin board and according to Burden (1995) he stated
that the maximum of wall space and bulletin board make the classroom to be more
interactive. Then, According to Adi (2016) to maximize the classroom, the poster
or chart must be sticked in the wall space as a means to help the students get the
42
real picture of what they learn in the classroom. In other words, they argue that the
bulletin board and wallspace give the benefits for students and teacher. Besides the
educational function, it can be a decoration for a classroom itself.
4.2.2 Sound Aspect Related to The Classroom Management Theory
Based on the data triangulation from the finding above the researcher
conclude that the sound from the outside classroom such as from highway, street,
or vehicle are not disturbed this class but the sound came from the people passed
by beside the classroom and also from the others building like mushola and
pendopo. And the sound from the inside classroom its about teacher’s voice and
audio media they are louder and clearly enough. Based on the theory sound aspect
divided into two kinds of sound, there are sounds from the outside and inside
classroom. According to Brown (2000), the sound can come from inside and outside
classroom. For example, sound from outside class are from external noisy as
machinery out-side, hallway voices, sound from high traffic on the street, honk from
the vehicle or congestion from the street around the class or the school. And also
sound from the outside classroom can come from the other classes and other
buildings. From the inside classroom are sound from the teacher’s voice when the
teacher teaching in the classroom and audio media which support the teaching and
learning activities. While Burden (1985) stated that the sounds from outside
classroom as high traffic areas are free from congestion. To create a conducive
situation, a classroom must be far from the sound outside or inside classroom. If the
sound from outside classroom is noisy, the teacher must resolve that with clear
voice and also louder enough for the students.
43
4.2.3 Sight Aspect Related to The Classroom Management Theory
Based on the data triangulation from the findings above, the researcher
conclude that the sight such as chalkboard, slide projector, and the teacher position
are in the right position it makes students easier to take a look and focused in front
of the class and also the powerpoint and materials are eyecatching for the students.
Based on the theory sight is one of aspects in physical classroom environment, sight
also called eyesight or vision. In classroom students are expected to be focused in
front of the class because in front of there are any chalkboard, LCD, and also the
teacher as the facilitator, so that elements must be eye cathcing from the student
point of view. According to Brown (2000), everyone can see the auditory stimulus,
everyone here is students. And according to Burden’s (1985) and Teaff’s (2007)
checklist, all students can see presentation of instruction from the teacher or from
their friend in front of the class. Then, According to Adi (2016) the stuff in the
classroom must be neatly arranged, in order not to obsturct the students vision and
also the teacher should be able to see all of the students. In classroom, sight aspect
is as important as visual media. Any chalkboard, slide projector, and the teacher
position, should reach the effective sight. The teacher must be aware in addressing
the situation, for example the students who are wearing sunglasses and has short
posture to be placed in first line in front of the class. That way, the students are
easier to see the presentation or instruction from the teacher, and also explanation
from the chalkboard or slide projector.
4.2.4 Comfort Aspect Related to The Classroom Management Theory
Comfort is a sense of human, when the people are comfortable they
automatically are feeling happy too. In classroom teacher, students or the school
44
must create the comfort situation during teaching and learning process. To make
the comfort situation many aspect should be implementing. Based on the data
triangulation the researcher conclude that XI IIS 1 is clear enough but because this
classroom is a laboratory so the arrangement of the things or equipment not suitable
for the regular class, for the cooling system this class has a fan it makes the
temperature in this class comfortable and stable, about the lighting this classroom
have enough light from the sun bright and also from the lamp but the problem when
the sun bright is too much get in from the windows it makes students get dazzling,
and about the feeling of the students in this class they feel comfortable eanough and
for the design of this classroom only some students get the motivation in XI IIS 1.
Based on theories, according to Brown (2000) The classroom is neat, clean,
and orderly in appearance, if the situation of the classroom are neat and clean
students and also the teacher feeling comfort, beside that Brown also stated about
the temperature. Talk about temperature, according to Burden (1985) the comfort
situation supporting by the good temperature and also the good lighting.
Temperature is important to keep the students’s focus in classroom if the
temperature is too warm or is to cold it disturb student’s focus. And also lighting if
the lighting is too dark or is too bright it disturb students vision. Actually comfort
aspect relate to another aspect for example from the sound aspect, if the sound
aspect are disturbed students it makes student not feeling comfort and also from the
sight aspect if the lighting of the sun its so bright it makes students get dazzled and
if the lighting its to dark or low light it make the vision of the students disturbed.
Then, According to Adi (2016) here comfort can be related to the temperature in
the classroom, lighting, sound and density of the classroom. Comfort situation is
45
needed to make the students and the teacher focus during the teaching and learning
process. If the classroom is not clean or not neatly arranged it will disturb the
students and teacher focus. When the classroom has a lot of distractions from inside
or outside classroom, it will make the student and teacher uncomfortable while in
the class. Therefore, the teacher and the school must work together to solve the
problem.
4.2.5 Seating Arrangement Aspect Related to The Classroom Management
Theory
Seating arrangement is posisition of seat and table in classroom. Based on
the data triangualation the researcher conclude that the seating arrangement of this
classroom are neatly arranged but the problem is about the size of the chair , in this
class the chairs and the tables are has tall size than the current size of the chairs in
the another classes. And for the arrangement of the furniture and desk are neatly
arrangement but the problem only from the class which is laboratory. Based on
theories according to Brown (2000) chairs are appropriately arranged and according
to Burden (1995) and Teaff (2007) checklist desk and furniture are arranged to
maximize space. According to Haghighi, Mohammad Mosleme et al (2012) stated
that “It is clear that seating arrangement effects on the extent and nature of student
interaction. Therefore, creating an environment, through physical layout of the
seating will support achievement of learning objectives. Several literatures suggest
that there are three different classroom seating arrangements row, cluster, and
horseshoe that are influential to learning behavior of students within a classroom.
Besides promoting various targeted behaviors, seating arrangement may also
enhance the instructors’ ability to perform teaching in order to achieve their learning
46
objectives”. This class used traditional concept of seating arrangement type, which
means one desk and two chairs for two students. The front row consists of three
lines of desks, each line has four desks. It might be more effective, if the teacher
use another type of the seating arrangement. However, in English class the students
are expected to be more active and if the chairs are effectively arranged it make the
students easier to speak up and communicate with their friend for example when
the dialogue interaction.
4.2.6 Chalkboard Use Aspect Related to The Classroom Management Theory
Based on the data triangulation the researcher concludes that the chalkboard
is erased sometimes in the middle of the teaching and learning activities and for the
used of chalkboard, the teacher sometimes used chalkboard to give the explanation
maybe the teacher give the oral explanation or give the explanation in the power
point slide. The used of chalkboard is important to support teaching and learning
activities based on the theories the teacher usually used the chalkboard to show or
illustrate the word, picture, or chart, according to Brown (2000). Besides the
function, Brown (2000) also stated the chalkboard or whiteboard must erased before
class begin. Then, according to Adi (2016) chalkboard is a teacher’s besfriend, and
the interesting thing is that the chalkboard is always available in the classroom and
can use repeteadly after erased. Nowadays most of the classrooms used the
whiteboard with the marker, but this class used chalkboard which has some
weaknesses than whiteboard, but in this case the teacher used the chalkboard rarely,
the teacher more prefer to used slide projector with the reason the used of power
point more simple than write on the chalkboard.
47
4.2.7 Equipments Aspect Related to The Classroom Management Theory
Equipments are things in classroom such as marker, eraser, LCD projector,
speaker, CCTV, case, table, desk and also the material of the lesson is the
equipments to support teaching and learning activities. Based on the data
triangulation from the findings above the researcher conclude that all the equipment
such as LCD, slide projector, Speaker and CCTV are fits comfortably and neatly
arranged. For the equipments not available in classroom the teacher bring the
equipments itself or ask help to student to borrowed in the center office at the
school. The English teacher has good preparation before and after class begin.
About the equipment there is one equipment cannot support the teaching and
learning activities which is the speakers, because the speakers only can used by the
center office, so the teacher must bring the speakers active or borrowed in the center
office. For the equipments the teacher operate them herself or ask help to students
to operate them. And for the spares of the equipments the teacher usually replace it
by her own self or sometimes ask to student to replace it. And the last is about the
material of the lesson, the teacher always used the materials which are very easy to
access by students so it not makes students get diffculties during the teaching and
learning activities. Based on the theory, according to Brown (2000) “The classroom
may be construed to include any equipments, the teacher may be using. If the
teacher using electrical equipment make sure that, the equipment fits comfortably
in the room, te machine actually work, knowing how to operate it and ecetera”. The
good classroom must have some equipments which are support teaching and
learning activities it helps the teacher to conduct the lesson more effectively than
without used the equipments. In this classroom almost the equipments are available
48
but the problem only from the speaker active that the teacher must bring her own
self because the speaker in this classroom only for the center office.
49
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion. The conclusion is drawn
from the research finding and the suggestion are addressed to English teacher,
SMA Negeri 02 Batu and fruther researcher.
5.1 Conclusion
There are some conclusions that can be drawn with the reference to the
finding and discussion of the study are in line with the research problem about the
physical classroom environment. First from the properties aspect the teacher only
stick the announcement or information in the bulletin boards or wall space it will
be better if the teacher also stick the student’s work, like the pictures or motivation
word from the students in the bulletin board not only stick the information or
annoucement. Second is from the sound aspect, the sound from outside
classroom;highway is not disturbed this class but the sound came from the people
passed by beside the classroom and also from the others building like mushola and
pendopo. The sound from the inside classroom its about teacher’s voice and audio
media they are louder and clearly enough. Third is from the sight aspect such as
chalkboard, slide projector, and the teacher position are in the right position it
makes students easier to take a look and focused in front of the class and also the
powerpoint and materials are eyecatching for the students. Fourth is from the
comfort aspect, actually XI IIS 1 is clear enough but because this classroom is a
laboratory so the arrangement of the things or equipment not suitable for the regular
class, for the cooling system this class has a fan it makes the temperature in this
50
class comfortable and stable, about the lighting this classroom have enough light
from the sun bright and also from the lamp but the problem when the sun bright is
too much get in from the windows it makes students get dazzling, and about the
feeling of the students in this class they feel comfortable enough and for the design
of this classroom only some students get the motivation in XI IIS 1. Fifth is from
the seating arrangement aspect, that the seating arrangement of this classroom are
neatly arranged but the problem is about the size of the chair , in this class the chairs
and the tables are has tall size than the chairs in another classes. For the arrangement
of the furniture and desk are neatly arrangement but the problem only from the class
which is laboratory. Sixth is from the chalkboard used aspect, the chalkboard is
erased sometimes in the middle of the teaching and learning activities and for the
used of chalkboard, the teacher sometimes used chalkboard to give the explanation
may be the teacher give the oral explanation or give the explanation in the power
point slide. The last aspect is equipments aspect that all the equipment such as LCD,
slide projector, Speaker and CCTV are fits comfortably and neatly arranged. For
the equipments not available in classroom the teacher bring the equipments itself or
ask help to student to borrowed in the center office at the school. The English
teacher has good preparation before and after class begin. About the equipment
there is one equipment cannot support the teaching and learning activities which is
the speakers, because the speakers only can used by the center office, so the teacher
must bring the speakers active or borrowed in the center office, the teacher can
operate the equipment herself or ask help to students to operate them. For the spares
of the equipments the teacher usually replace it by her own self or sometimes ask
to student to replace it. And the last is about the material of the lesson, the teacher
51
always used the materials which are very easy to access by students so it not makes
students get diffculties during the teaching and learning activities.
5.2 Suggestion
Based on the finding and discussion, some suggestions are given to the
English teacher of XI IIS 1, SMA Negeri 02 Batu and further researcher. The
observation shows that the teacher should have more skill for managing a classroom
especially for a special classroom like a laboratory classroom. The teacher should
be able to use all the facilities in the classroom effectively such as bulletin boards,
wall space, chalkboard , LCD, speakers and ecetera. Also from the seating
arrangement the teacher should be able to change the seating arrangement to find
the effective one for supporting teaching and learning activities.
Suggestion for the SMA Negeri 02 batu is to increase all facilities for all
classes especially for the XI IIS 1 for example adding some curtains in the windows
to minimize the sun light which is disturbed the temperature also the sight from the
students. Then move the stuffs which are not used for the teaching and learning
activities and the stuffs which are not suitable for this class.
For the further researcher who will conduct the similar research, the
researcher suggests they can make larger reseach for knowing that the physical
environment can influence the students’s achievment when they learning in the
classroom with any condition of classroom. The researcher hope, further researcher
can find another instruments from another theory to make research related to
classroom management especially the physical classroom environment.
52
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