STUDENT-TEACHER STRATEGIES AND PRACTICES TOWARD EFFECTIVE CLASSROOM MANAGEMENT IN TEACHING AND LEARNING ENGLISH AT SENIOR HIGH SCHOOL IN JAMBI CITY

The purpose o of this study is to describe how an English student-teacher Manages effective classes in teaching and learning English at Senior High School in Jambi City. This study is focused to find out the strategies of classes management an effective classroom especially English subject in class XI IPS and to find out the ways the English student-teacher practices in teaching for the four skills such as; listening, reading, writing and speaking. This study was a descriptive qualitative research conducted in class XI IPS at Senior High School in Jambi City, which consisted of 34 students. The researcher held interviewer and observation were applied in data collection. The result showed that the student-teacher was able to know and applied the effective management in teaching and learning for the four skills in English such as, listening, reading, writing and speaking.it seem that student-teacher had applied the aspects of the effective classroom management in evert teaching English process in teaching listening, reading, writing and speaking skills well.


Introduction
This chapter presents a brief description of the whole content of the research.The chapter comprises background of the study, identification of problem, research question, limitation of problem, benefits of the study.

Background of the Study
Senior high school is a place where students get some knowledge and practice it systematically and formally that is conducted by educational institution.
To have the satisfactory outputs of learning process, so it depend on how the teaching and learning process in the class held by a teacher .It means when a teacher is able to apply to a good teaching and learning process for the students, the result of teaching will better.
Meanwhile, if a teacher does not implement a good teaching process for students will influence the output of teaching learning process or it is far satisfactory result expected.To have the good result of teaching where a teacher has to effort to apply the effective strategies and practice classroom management maximally.The effective strategies and practice classroom management will create the interesting and positive activities or outmosphere for students in learning and teaching process especially for English teaching.Nunan (2000: 189) also says that in the teaching and learning process, classroom management plays an important role to establish and maintain workable system in the classroom.Furthermore, he states that classroom management can be used to organize and manage the class.Levin (1996: 32) explains that classroom management will enable the teaching-learning process to take place effectively.
To have a focus on how the application of the effective strategies and practices classroom management in the real class.It is unvoidable where a teacher has to apply the application of the effective strategies and practices classroom management in teaching for four English skills (Listening, reading, writing and speaking) that are tought at school.
Otherwise, in SMAN 7 Jambi city has found that the student-teacher did not apply in teaching learning process unsatisfactory where the student-teacher tought still used traditional method like speech.The student-teacher rarely create interesting classroom when she teaches English in the class for teaching listening, reading, writing and speaking so that the students often getting boring and busy.Furthermore she acts more dominant than her students in the teaching and learning process, consequently it makes the students become passive during the teaching and learning process held.
Based on the descriptive above, the researcher was interested in conducting the research about the effectiveness of classroom management In teaching and learning English strategies and practices in the class such as ; listening, reading, writing and speaking.

Identification of Problem
The problem that can be identified based on the background of the problem in this study are as follow: 1.The student-teacher was not apply a good strategies in teaching learning process unsatisfactory.
2. The student-teacher is more active (dominant) than the students in the teaching and learning process.3. The students are passive during the teaching and learning process is conducted 4. The students are boring and busy when the student-teacher teaching in the class.

Research Question
Based on the background above the problem to be examined in this 1.
How does the student-teacher practice the effective classroom management in teaching and learning English skills? 2.
How is the student-teacher the strategies implementing effective classroom management in teaching and learning English skills ?

Design of The Research
The type of this research is descriptive qualitative research.This research is a descriptive qualitative research that focuses on studentteacher strategies and practices toward the effective classroom management in the teaching and learning English process.this research is to describes how the student-teacher applies the effective technique and method in teaching and learning English process at Senior high school in Jambi City .The researcher does the interview and observation during the research in collecting data.

Research Setting Place of Research
The research carried at SMAN 7 in Jambi city.It is located Danau Teluk Jambi city.There are five civil English teachers and a studentteacher.The amount of classes are eighteen.Each grade has six classes.The students are in two programs such as science and social.

Technique of Data Collection
The data were collected from observation and interview, the researcher identify studentteacher strategies and practices effective classroom management in teaching and learning English skills.The researcher recorded all the data and make a transcript of the data.Next, the researcher read carefully and analyzes data that had been transcribed.

Observation
In this observation, the subject of observation is studentteacher activities on English teaching in class.It focuses on the student-teacher strategies and practices effective classroom management in teaching and learning English.The observation is done by the researcher at the eleventh grade of senior high school in Jambi city.The researcher done the observation enter classroom directly, the researcher observe how student-teacher strategies and practices effective classroom management in English teaching and learning process in class.
The researcher observed the student-teacher while English teaching process in class.The observation has purpose to find out how are the student-teacher implementations of strategies that are used by student-teacher and to get data on studentteacher strategies and practices effective classsroom management in English teaching and learning process in class.
Thus, the researcher could know student-teacher strategies and practices effective classroom management.The researcher collected the data on studentteacher strategies and practices effective classroom management in teaching and learning in English by using the note .The note is used to write down the important information and the event in the classroom.

Interview
The researcher used personal interview.It focus on studentteacher, it means that the researcher interviewed one of the English student-teacher by using the semistructured interview.The interview was done at Senior high school in Jambi city.The interview conducted to know how the student-teacher applied the strategies and practices effective classroom management in teaching and learning English in the class.

Research Data Analysis
In analyzing the data the researcher used the descriptive method.To describe the studentteacher strategies and practice toward effective classroom management in teaching and learning English, according to Miles and Huberman (in Moleong, 2007:308) principally, data analysis is based on positivism paradigm.Data analysis is conducted as follows: 1.Data Reduction Data reduction is done by summarizing field notes by separating main things relating to research problems, and then it is arranged systematically to describe and to make easy the data searching if sometime it is needed anymore.Not all the obtained data of the research are important.It means that the important information must be taken and unimportant information must be ignored.In process of data reduction, the researcher selected, focuses and abstracted the data in the field note.

Findings
The aim of the study is to find out the general characteristics of the effective classroom management in teaching and learning English skills at Senior high school in Jambi City.

The finding of observation
Based the observation on Monday, October 01th 2019 at 10.30 a.m.The student-teacher came into the classroom about 10.35 a.m.followed by the researcher and the student-teacher greeting the students by said,"Assalamu'alaikum" Good Morning students.The students respond by answering the greeting.After student-teacher opening the lesson student-teacher seating arrangement, after that the studentteacher checked the students' attendance list and asked the previous meeting activity.
In checking attendance, the student-teacher did not check name one by one because mention 34 students needed much time.The student-teacher asked, "who is absent today?" Based on the attendance list, most of students in eleventh grade always attend the meeting diligent.Almost all of them were not absent without any reason, except illness or any agenda that were explained on the permission letter.The student-teacher would do in the class by mixing language between Indonesian and English.
Then, the student-teacher asked, "Is there any homework or assignment?What is material we discussed last week?"By asking these questions students would remember and review the previous lesson that had been learning because the materials always have the relationship with the other materials.The researcher activity was sitting in back while making field note from the entire teaching learning process.
While sometimes the researcher took the pictures and videos of the activity.
In this meeting the material was " The Fisherman and His wife ".At the previous meeting, the student-teacher gave of the video.It was pair work.The role were consists; before the video playing, the student -teacher give instruction to student" please you listen this video", And then studentteacher controlling students in the class after the video finish the student-teacher asked the students to make a group consist of 4 -5 students according to attendance list.Then, they should learned one of text from "The video about The Fisherman and His wife" .Every student in a group should chosen one word and made one question from the text in the rolls of paper.After a few minute, the student-teacher said to every group, "Group 1 ready?"Students answered, "Go!" student-teacher said, "Are you ready?" Students answered, "I am going!"Then the group 1 performed in front of the class bought the rolls of paper.The students put the rolls of paper on the table, then the students stand up around the table and the one of student take one rolls of paper.The student-teacher said, "I will playing video one more again, when the video is stop, you should answer the vocabulary."Then, the studentsteacher read the question, "What the meaning of DISAPPOINTED ?" student answered, "Kecewa".The student-teacher said, "Okay next!" the next paragraph .Student-teacher read the question, "What the meaning of FOOLISH?"However, students could not answer.The studentteacher said "Kalau tidak tahu berarti lewat".While, the students presented their task, the teacher took their score if the students could answer correctly.Then the last group.The studentteacher said, "Ok students, enough for today and the students did not ready to performed, you can met me every time and everywhere as soon as possible if you are ready".
After the lesson finished, the student-teacher reviewed material.The student-teacher wanted the students to learn the material and do the evaluation at home individually.The studentteacher also gave motivation to the students in order to the students always keep spirit.Then, the student-teacher closed the lesson by giving thankfulness for the students' attention and wishing "Wassalamu'alaikum wr.wb."

Strategies and Practicing effective classroom management in teaching and learning English skill.
In this part the researcher discussed the student -teacher strategies and practices effective classroom management in teaching and learning English at Senior High School in Jambi City .It focuses on the teaching of four English skills(listening, reading, writing and speaking) that was conducted by the student-teacher in the classroom .The researcher observed the student-teacher teach in the class by using the observation sheet made.

Practicing the strategy classroom management in teaching listening skill
Based on observation held, The researcher found some activities that were done by student-teacher in practicing and strategies management classroom in the listening skill.They were;1) she gave instruction to the students to watch the video about "The fisherman and His wife"; (2)the students listen to the video played; (3) she asked the student understanding about the video watched by giving the question orally.
Based on the data above it can be described that from five aspect of listening observed where the studentteacher had a good practices in teaching listening on the aspect; a) the student-teacher develop students' awareness of the listening process and listening strategies it can be seen when the student-teacher give instruction listen to me.b) The student-teacher allow students to practice the full repertoire of listening strategies by using authentic listening tasks it can be seen when the student-teacher read the question "What the meaning of DISAPPOINTED" (c) The student-teacher behave as authentic listeners by responding to student communication as a listener rather than as a teacher it can be seen when the student -teacher read the vocabulary in front of the class " ok repeat after me and then student repeat the student-teacher pronunciation but seen from five aspects the student-teacher does not applied aspects number four and five such as ; a) When working with listening tasks in class, the student-teacher show students the strategies that will work best for the listening purpose and the type of text.b) The studentteacher have students practice listening strategies in class and ask them to practice in class when the student listening assignments.
According to Brown (2000:34) in Palupi (2015) To accomplish this goal, teacher focuses on the process in listening rather than its product such as; a).They develop students' awareness of the listening process and listening strategies by asking students to think and talk about how they listen in their native language.b) They allow students to practice the full repertoire of listening strategies by using authentic listening tasks.c).They behave as authentic listeners by responding to student communication as a listener rather than as a teacher.d)When working with listening tasks in class, they show students the strategies that will work best for the listening purpose and the type of text.They explain how and why students should use the strategies.e).They have students practice listening strategies in class and ask them to practice outside of class in their listening assignments.They encourage students to be conscious of what they're doing while they complete listening tape assignments.

Practicing the Strategy Management Classroom in Teaching Reading Skill
Based on the results of observations, the researcher found some activities that were done by student-teacher in practicing and strategies management classroom in the reading skill, they were; a) The student-teacher should not read first but should allow the students to read the text.It can be seen when the student -teacher distrubtute the text to studentns after the student -teacher video played about "the fisherman and his wife".b) student-teacher should not allow the student to murmuring while reading it can be seen after the student teacher distrubute the text to students, student seen murmuring when they were read the text ditrubute by the student-teacher.
Based on the explanation above, it can be explained that from six aspects of reading skill, it is observed that students only applied two aspects in reading skill practice in the class, According Parel and Jain (2008:117) reading skills the teacher must applied six aspects including; a) Teacher establishes purpose of shared writing session.b) Teacher brainstorms ideas with a student or whole class.c) Teacher chooses one idea out of many with students.d) Teacher invites students to elaborate on the idea .e)Teacher and students compose the text together -Teacher models the process of writing -Teacher focuses on specific elements of writing -Teacher and students revise the text together .f)Celebrate writing by publishing, reading aloud, sharing it with the class.

Practicing
the Strategy Management Classroom in Teaching Writing Skill.
Based on observation, the researcher found some activities that were done by studentteacher in practicing and strategies management classroom in the writing skill.They were; a) student-teacher establishes purpose of shared writing session, for example; after the student read the text the student-teacher asked to student note some difficult words in whiteboard in front of the class.
Based on the data above it can be described that from six aspects of writing observed where the student-teacher conducted one aspect of writing skill.According to Sushree Mishra in Educational Consultant (2005) Steps in teaching writing skill; a. Teacher establishes purpose of shared writing session b.Teacher brainstorms ideas with a student or whole class c.Teacher chooses one idea out of many with students d.Teacher invites students to elaborate on the idea e.
Teacher and students compose the text together -Teacher models the process of writing -Teacher focuses on specific elements of writing -Teacher and students revise the text together f.Celebrate writing by publishing, reading aloud, sharing it with the class

Practicing the Strategy Management
Classroom in Teaching Speaking Skill.
Based on observation of speaking activities in the class, the researcher found some activities that were done by student-teacher in practicing and strategies management classroom in the speaking skill.They were; a).The student-teacher read some vocabulary has student write in whiteboard and then student repeat the student-teacher words, for example student-teacher said some vocabulary such as ; Disappointed, foolish and etc. b) The student-teacher correcting the student mistake of pronunciation.
According to Nation (2000: 13) provides some principles in teaching speaking as follows: 1) Support and push the learners to produce spoken output in a

The teacher roles.
Based on the results of interviews, the student-teacher give a topic about "The fisherman and his wife " in the teaching and learning process in the class.The student -teacher making lesson plans.This lesson plan is used to teach students in class so that the learning process will run well.The first student -teacher prepared material in the syllabus or lesson plans.Then, student-teacher gave several explanations about the video that was played after that, the students asked students to make a summary of the video that was playing.As an example; please find difficult words then you translate it into Indonesian.a. Student -teacher prepared material in the syllabus or lesson plans b.The teacher gave the detailed information about the topic.c.The teacher asked the students to do the tasks.

THE CONCLUSION AND SUGGESTION
In this chapter, the conclusion of the research and the suggestion from the researcher are presented as follows:

Conclusion
Based on the result of observation, interviews concerning the effective classroom management in teaching and learning English in the classroom, it can be concluded the management of this English classroom at Senior high school in Jambi City.
The results of the study were divided into aspect effective classroom management in teaching and learning English skills, they are; listening , reading, writing and speaking .(1)Listening consisted of(a) how the student-teacher develop students' awareness of the listening process and listening strategies.(b).The studentteacher allow students to practice the full repertoire of listening strategies by using authentic listening tasks.(c).How the student-teacher behave as authentic listeners by responding to student communication as a listener rather than as a teacher.(d).When working with listening tasks in class, the studentteacher show students the strategies that will work best for the listening purpose and the type of text.(e).how the student-teacher have students practice listening strategies in class and ask them to practice in the class when the (c)Help learners deliberately learn language items and patterns, including sounds, spelling, vocabulary, multi-words unit, grammar, and discourse.
Since their research is only aimed at describing the actual classroom management in the English teaching and learning, its necessary to conduct further research to complete their research.
The researcher recommends further action research in the attempt of improving the English teaching learning effect activeness in the English classroom management of junior high school.
(a) How the teacher should tell about the topic first to the learners, should motivate the learners.The teacher should not read first but should allow the students to read the text.(b).Teacher should not allow the student to murmuring while reading.(c).The subject matter should be interested and effective and selected from the reading material developed for it.(d).Eclectic approach can be used by teacher for better comprehension and understanding.(3).Writing (a).Teacher establishes purpose of shared writing session.(b).Teacher brainstorms ideas with a student or whole class.(c).How the teacher chooses one idea out of many with students.(d).How the teacher invites students to elaborate on the idea.(e).How the teacher and students compose the text together Teacher models the process of writing -Teacher focuses on specific elements of writing -Teacher and students revise the text together.(f).Celebrate writing by publishing, reading aloud, sharing it with the class.(4)Speaking such as;(a).The teacher Support and push the learners to produce spoken output in a variety of appropriate genres.Use communicative activities in a range of situations, use role plays, and speaking task to learners needs.(b