Classroom Management Style in an English Vocational Classroom

Abstract

This research aims to identify the classroom management style used by a vocational high school teacher. A qualitative study using observational research was conducted in the English class of a vocational school in Yogyakarta, Indonesia. The data were obtained from the results of the researcher's observations. The researcher chose one vocational school teacher because the teacher had fulfilled the qualifications for teaching English at a vocational school for more than one year. The researcher adapted an observational checklist form Berger and Girardet (2021) with several classroom management styles such as: Autonomy Support (i.e., Concept Checking Questions and Encourage Participation), Control (i.e., Discipline Students and Give Students a Test), Structure (i.e., Tell Teacher's Expectation and Remind Participation) and Chaos (i.e., Ignore Students Behavior and Ambiguity of the Material). The results showed that the English language teacher at this vocational school used the Control style with the Discipline Students sub-component the most. Meanwhile, the Chaos style was not used at all by the teacher. Then, the Structure style was the least-used style by teachers during learning. From the results of this research, it can be seen that a teacher has his or her own classroom management style. However, from these results, the researcher suggested that teachers encourage students more often and remind their students to participate more actively in classroom learning activities. If a teacher finds students behaving impolitely, the teacher must be willing to guide the students.