| dc.description.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. | en_US |
