REPORT CM FINAL.docx

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CHAPTER I

INTRODUCTION

A. Background

Classroom observation is a process which makes us learn, practice and share abilities in

teaching that takes place in classroom whereas is conducted by teacher. Classroom observation

shows us classroom management techniques those are applied in the class and we can learn it in

the real life not only from the book.

In this classroom observation opportunity, we try to observe about how the classroom

management according to Diaz is applied in the learning process. Classroom Management

according to Diaz that says create a positive learning environment that obliges a student has a

good attitude can encourage positive social interaction, active engagement in learning and self-

motivation. To implement Diaz’s teaching technique, the teacher conducts the students to have

a good behavior.

In this paper, we will discover how Ms. Nur as a teacher in the class that we had been

observed on April 13th

2014 achieved the school’s goal to make the students had a good

attitude. Ms. Nur had 3 ways to establish the student’s good attitude. By creating rules, grant a

reward and give a punishment to all students depended how the students acted in learning

process. It is relevant with Diaz’s teaching technique.





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CHAPTER II

REVIEW TO THE LITERATURE

A.

The concept of the rule

Rules are the foundation of effective classroom management. The extent to which

students know the rules and how to follow the rules is positively correlated with appropriate

behavior (Rosenberg, 1986). Class rules need to be simple, easy-to-follow, and posted for all

the students to see.

Before establishing a set of classroom rules, one must first determine which student

behaviors are conducive to a positive learning environment as well as anticipate any problem

behaviors that disrupt the environment. The rules are designed to clearly communicate the

desired behaviors to the students and identify replacement behaviors for existing problems.

Rules communicate desired behaviors. It is useful to consider the distinction between

rules and expectations. An expectation is defined as a “confident or strong hope that something

will happen” whereas a rule is “an authoritative principle set forth to guide behavior”

(expectation, 2008; rule, 2008). Expectations are generally stated standards of conduct and

often convey the characteristics that lead to success both in and out of school. The expectations

after creating rules are to make the students be respectful, be responsible, and be cooperative.

The concept of the rule in the classroom has examples for each expectation. Some

examples that are included for making the students be respectful in the classroom are telling

them to listen to others, accept each other‛s answers and opinions, raise hand before talking,



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work quietly, move quietly and keep space between one student to another student in line. The

examples for making the students be responsible are asking them to follow directions, stay on

the rules, manage or use time wisely. And for the examples of cooperative are ordering them to

let everyone participates to run the rules, wait quietly if the teacher is assisting a classmate, and

leave the area clean and orderly.

B. The concept of rewards

A good alternative to discipline involves rewarding the students for behaving. The

rewarding of tickets, for such behaviors is a good idea. Depending on the teacher, tickets may

be handed out to students for raising their hand in class, helping out another student or a variety

of good behaviors. The third-fourth grade teacher at Travis Heights relies on this method. On

Fridays the students may cash in their tickets. In return, rewards include a piece of candy, a get-

out-of-homework pass, or their pick of a toy in the treasure chest. By enforcing good behavior,

the students learn that the teacher's attention does not always focus on the bad students.

A modification of the ticket method allows the students to save their "tokens" and put

them in the "bank". Richard Elardo explores this idea in his book, "Behavior Modification in an

Elementary School: Problems and Issues". With this system, the tokens do not have to be

cashed in every week. However, during recess and lunchtime, tickets can be issued out for

misbehavior. When this happens, the student talks with the principal concerning how many

tokens must be given up for the misdeed.



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At Dill Elementary, in Austin, Texas, a daily point sheet is used to evaluate the students'

behaviors. This elementary school is reserved for students with discipline problems, and only

holds about eighty kids. For the long-term students, who stay there a semester, they must

periodically move through three levels. These point sheets allow for this transition. The

students are rated with a good, fair, or poor day over fifteen behaviors. Every night the parent

must sign the point sheet. After ten good days, the student moves up to the next level.

Privileges are included at each stage. For example being able to drink out of the water fountain,

or go to class without an adult. This method may seem a little stringent, but for these kids it

works well.

Therefore, rewarding the students is really important for teacher and for students.

Teaching process and the implementation of rules can be run-well.

C.

The concept of consequences

After creating rules and rewarding the students, there is also a consequence for the

students. This is also the way to motivate students to have a good behavior. But sometimes

teacher gets miss understanding whether it is consequence or punishment.

There is a difference between consequences and punishment. If a teacher requires a

homework assignment to be completed on time, and the student fails to do so, the punishment

could be to write 100 times, "I will complete my homework on time." On the other hand, a best



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practice would be a consequence in which the student would finish the assignment under

supervision.

Travis Heights Elementary, in Austin, Texas provides a good example of a consequence

situation. In a first-second grade class, the students had been misbehaving all morning long.

When lunchtime came, only a few students were allowed to eat in the cafeteria. The others, as a

consequence of behaving badly had to eat lunch inside.

Most importantly, the students must think through the consequences of their choices, so

they can learn from their mistakes. It is helpful for the teacher to ask "how" and "what"

questions of the student. For example, "How do you feel about what happened?" Ms. Cantu's

class at Travis Heights uses a technique called natural consequences to help the students

understand.



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CHAPTER III

RESEARCH METHOD

A.

Research Design

Research Design is a detailed outline of how an observation takes place. A research design

will typically include the Research Planning, Collecting Data, and Data Analysis. Before

examining types of research designs it is important to be clear about the role and purpose of

research design. The observers need to understand what research design is and what it is not.

The observers need to know where research design into the whole research process from

framing a question to finally analyzing and reporting data.

There are two kinds approach of research design which are Descriptive method and

Explanation method. Social researchers ask two fundamental types of research questions:

1 What is going on (descriptive research)?

2 Why is it going on (explanatory research)?

And for this observation, the writers use the descriptive research as a method to observe in SDN

024.

The meaning of the Descriptive Method in research is to develop, test and evaluate research

instruments and methods. It explores phenomena in real life situations and uses a survey

method. Common data gathering methods used are questionnaire and observation.



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The purpose of using the descriptive research method is to acquire accurate, factual,

systematic data that can provide you with an actual picture of the data set that you are

reviewing. It is an advice that the descriptive research method should not be used to create a

causal relationship, where one variable affects the other.

Descriptive research can involve collections of quantitative information that can be

tabulated along a continuum in numerical form, such as scores on a test or the number of times

a person chooses to use a-certain feature of a multimedia program, or it can describe categories

of information such as gender or patterns of interaction when using technology in a group

situation. Descriptive research involves gathering data that describe events and then organizes,

tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984). It often uses

visual aids such as graphs and charts to aid the reader in understanding the data distribution.

Because the human mind cannot extract the full import of a large mass of raw data, descriptive

statistics are very important in reducing the data to manageable form. When in-depth, narrative

descriptions of small numbers of cases are involved, the research uses description as a tool to

organize data into patterns that emerge during analysis. Those patterns aid the mind in

comprehending a qualitative study and its implications.

B.

Research Subject

This research had been conducted with the students of Fifth Grade of SD 024

Samarinda. The class consisted of 20 boys and 20 girls. The calculations of the students fifth

grade classes were 40 students, but 6 other children did not attend at the time of observation



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implemented. Teachers who taught the class at the time was Ms.Nur. She used two books in the

class while she was teaching, the first one was the book for her own and the second one was the

book for the students.

C. Research Instrument

First of all, before doing the research, the writers planned what and how to do the

observation. The writers prepared the questionnaires for observation which had indicators such

as the implementation of rules, rewards and consequences. For every indicator, there were 4

questionnaires that were formed in Likert Scales. The questionnaires based on the possibilities

that would happen in the class.

OBSERVATION CHECKLIST

INDICATORS SUB-INDICATORS ITEMS NUMBER

CREATING RULES THE AUTHORIZE T giving rules in classroom

T the only one who create the ruleT make a rule with S permissionS creating rules by themselves

1 item

REWARDS COMPLIMENT

GIVING GIFTS

T give compliment to ST giving a stuff or treat the S

T increasing the S score if they behave wellT give an earlier break

2 items

CONSEQUENCES ATTENTION

PUNISHMMENT

T remind the S if they making a mistake

T give a punishment to S if they breaking the ruleT give a load of homework to ST give an additional time to study after school

2 items



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The result of the questionnaire around the implementation of rules, rewards, and

consequences is:

If the score is ≥ 4, the result is very excellent.

If the score is ≥ 3, the result is good.

If the score is ≥ 2, the result is bad.

If the score is ≥ 1, the result is very bad.

The result for the percentage of the implementation of rules, reward and consequences is:

Score Information

4 Very excellent

3 - 3,9 Good

2 - 2,9 Bad

1 - 1,9 Very Bad

Question 4 3 2 1

1 - - - -

2 - - - -

3 - - - -

4 - - - -

5 - - - -

6 - - - -

7 - - - -

8 - - - -

9 - - - -



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The questionnaires have four options and every option has its own point. The

information of the questionnaire is down below:

If the answer is 1 = Always = 4 points.

If the answer is 2 = Often = 3 points.

If the answer is 3 = Sometimes = 2 points.

If the answer is 4 = Never = 1 point.

Each point of the questions will be accumulated as the percentage of the implementation

of rules, reward and consequences.

10 - - - -

11 - - - -

12 - - - -



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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A.

FINDING

TABLE 1.1 DATA ANALYSIS OF QUESTIONNAIRES

STUDENTS QUESTION

1 2 3 4 5 6 7 8 9 10 11 12

1 A A D B A C B D A C C C

2 A D B A B C C A B A D D

3 A A A A A C A D A C C D

4 A D A A A C A B A A B C

5 A A B A B C B D A C D D

6 A D B A B B A C A A C C

7 A B A A A C A A A A A B

8 A C A A A B B C C A D D

9 A A B A B A A C A A D C



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10 A B A A A A C A B B A C

11 A D B A B A B C A A D D

12 A B C A B A D D C B D D

13 A A A A A A A B A A D B

14 A D A A A A C B B A D C

15 A B B A B B C A A A D D

16 A C C A C B A C D A B D

17 A D A A B B C D A A D C

18 A A A A A B C B B A D D

19 A B C A B B A A A A B B

20 A D A A C B A C B A D C

21 A C C A A B A B D B B D

22 A A A A B B A C A B D A

23 A B A A C B A D A A D C

24 A D C A A B C C A A C B

25 B A A A A A A B A B C D

26 B C C A C A D C A A D C



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27 B C C A A A C A A B C D

28 B A C A C A A B A A D B

29 B D A A C A A A D A C C

30 C B A A A A C B A A D C

31 B B C A C A A B A B C D

32 B C A C A A A D A A D D

33 C A C C C A C B A A C B

34 B A A C A A D B A B D A

TABLE 1.2 THE CALCULATION

No

Grades

Selalu( 4 )

Sering( 3 )

Kadang-kadang( 2 )

Tidak penah( 1 )

1 24 8 2 0

2 11 8 6 9

3 17 6 10 1

4 30 3 1 0

5 16 10 8 0

6 16 12 6 0

7 17 4 10 3

8 7 11 9 7

9 24 5 2 3

10 23 8 3 0

11 2 4 9 19



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12 2 6 12 14

TABLE 1.3

Questions Always Often Seldom Never Total

1 24 x 4=96 8 x 3 = 24 2 x 2 = 4 - 124

2 11x4 = 44 8x3=24 6 x 2 = 12 9 x 1=9 89

3 17 x 4=68 6 x 3 = 18 10 x 2=20 1 x 1 = 1 107

4 30x4=120 3x3=9 1x2=2 - 131

5 16 x 4=64 10 x 3=30 8 x 2 = 16 - 110

6 16x4 =64 12x3=36 6x2=12 -

1127 17x4=68 4 x 3 = 12 10 x 2=20 3 x1 = 3 103

8 7 x 4 =28 11x3 =33 9 x 2 =18 7 x 1 = 7 86

9 24x4 =96 5 x 3 = 15 2 x 2 = 4 3 x 1 = 3 118

10 23x4=92 8 x 3 =24 3 x 2 =6 - 122

11 2 x 4 = 8 4 x 3 = 12 9 x 2 =18 19x1 =19 57

12 2 x 4 = 8 6 x 3 = 18 12x2 =24 14x1 = 14 64

Total 756 255 156 56 1223

Always =

Often =

Seldom =

Never =



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Table 1.4 Type of Question Percentage

B.

DISCUSSION

The tabled showed us that the implementation of rules, rewards and consequences in

SDN 024 are good enough. As can be seen from the table, 61,81% students in SDN 024 have

run the 3 components of classroom management which are rules, rewards, and consequences.

First of all is rule. From the table 1, it could be concluded that students really agreed and

enjoyed to follow the rules and this statement was supported by the table 1.1 that showed the

implementation of rule is in 36,88%.

These data were also supported by what we had observed in SD 024 on 5th

grade, on

April 17th

2014, the teacher, Ms. Nur applied rules for her students. She also asked the

agreement or disagreement of the students about the rules that would be applied in the

Implementation of Rules 1, 2, 3, 4,

Implementation ofReward

5, 6, 7, 8

Implementation of

Consequences

9, 10, 11,

12



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classroom. There were concepts of rule that she introduced to her students. When they wanted

to go to the class, they should take off their shoes and arrange it in the shoes rack. It proved that

the students obeyed the rule. This rule made them learned about the cleanness.

Not only cleanness that they could learn, they also learned to be more active in the class.

Ms. Nur always asked them to write down their homework’s answer on the whiteboard. By

implemented this rules, they learned to be more confident with their own answer and bolder to

come forward in front of their friends.

Another concept that we saw while we were observing the class was they always prayed

before started the class without Ms. Nur asked them to. It attested that they really held their

commitment to implement their rules. A responsibility and learned there were many

consequences if they broke the rules could be taught through this rule’s example.

Secondly, according from table 1.1, the second component which was rewards had

33,6%. It proved that the students that had already followed the rules, they expected and

accepted the rewards (e.g. give compliment, a good score, a gifts such as food or stuffs, and the

break time earlier if the student finished their work well) from the teacher.

The percentage of the implementation of the rewards also can be proven from the real

field. The writers saw that the teacher Ms. Nurlita was the authorizer in the classroom. At that

time when the teacher wanted the students to re-write the answers of their homework on the

board, so if their answers were wrong, Ms. Nurlita would correct it. However, almost all of the

students answered it right, only 2-3 students got the wrong answer. Fortunately, the other

students who knew the answer raised their hand and corrected their friend’s answe r, when the

student corrected it, Ms. Nurlita praised the student because they had studied well. For the



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second statement, it seemed like Ms. Nurlita did not give the students any gifts because at the

end of observation time, when we made a Q&A related to English material and announced

whoever got the answer right would get some food fingers, the students were eager and ecstatic

to answer it, even a few of the students stated that the teacher herself never gave them any gifts

just for answering a question right.

Meanwhile for the third statement, the writers could not seem identify it well in the

classroom during the activities, but when the writers investigated it with some of the students,

the students clarified that the teacher, Ms. Nurlita sometimes increased their marks and

sometimes not, it depended on the situation itself. If Ms. Nurlita was fine with the students’

answers or behavior, she would increase the mark of the student. Then for the last statement,

the students stated that they were seldom to have an earlier break time from the teacher, they

always had a match break time with the schedule, it was implied that SDN 024 were a

disciplined school, although just 1 or 2 teachers gave them an earlier break time.

And the last is consequences. There is a slight decrease of the implementation of

consequences compared with rules and rewards. It can be seen from the table 1.1,

consequences’ implementation was 29,52%. The writers also proved the data from what the

writers observed in the class.

As a teacher, Ms.Nur always reminded her students if they made a mistake. She would

give an advice to the students so that they would understand that what they did was wrong. But,

if they made a fatal mistake, Ms.nur, would not hesitate to give them a punishment. It aimed to

make them felt sorry and would not repeat their actions again. For example, at the SDN 024, if

a student came to class late, they had to pray alone in front of the class.



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But, Ms. Nur never gave them homework or additional courses as punishment. She

preferred to give an advice to the students. She didn’t take the action. For example, when they

were correcting their exercises, there were some students who didn’t bring their homework, but

Ms. Nur didn’t give them additional courses as punishment. She forgave the students, and gave

them an advice to not do the same mistakes again.



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CHAPTER V

CONCLUSION AND SUGGESTION

A.

CONCLUSION

From the discussion made above, the writers could take highlight point which is the

main discussion of the observation which happened on April 17th

. Rules communicate desired

behaviors. It is useful to consider the distinction between rules and expectations. Expectations

are generally stated standards of conduct and often convey the characteristics that lead to

success both in and out of school. The expectations after creating rules are to make the students

be respectful, be responsible, and be cooperative. A good alternative to discipline involves

rewarding the students for behaving. By enforcing good behavior, the students learn that the teacher's

attention does not always focus on the bad students. Therefore, rewarding the students is really

important for teacher and for students. Teaching process and the implementation of rules can be run-

well. After creating rules and rewarding the students, there is also a consequence for the

students. This is also the way to motivate students to have a good behavior. So from the

consequence which students get, the students will learn to not make a mistake or break the rules

which created between the student itself and the teacher.

The writers could also affirmed that the material which the writer observed in SDN 024,

which were the implementation of creating rules, rewards and consequences were doing good.

SDN 024 students were being obedient and enjoying all the rules which was set by teacher and

the students in each classrooms. Also from the rules itself the students could learn about the

cleanliness and how to be an active student in the classroom. It was the gratefulness of the

teacher which was more willing to teach the students to be a well-mannered people with the



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rules they have created. Although those rules were just a small task to do, but surely it will help

the student to be more discipline. For the reward itself, the writers felt so grateful that the

teacher did not doing it too much until it reach the point that the teacher spoilt the students. The

teacher gave a standard reward towards the students, such as giving a compliment, which is, for

sure will boost the confidence of the students to study more and give an earlier break time in

the school if all the students in the classroom were doing a good deed which will be the benefit

for both the students and the teacher. The least to discuss is about the consequences. There were

not much consequences happened in SDN 024, but fortunately, it seemed like the consequences

which ruling in the school were consistent on two thing which are giving the punishment in

purpose to make the students regret what the students doing wrong for breaking the rules then

will not doing it later in the future also the teacher kindly reminds the students if they made a

mistake, from this small gesture the students will feel more better and will think more rationally

what is good and bad for themselves.

B. SUGGESTION

The writers hope for the teacher in the SDN 024, especially Ms. Nurlita, the one whose

classroom being observed by the writers will expressing themselves more who is the authority

in the classroom. Sure the teacher showed it, but still lack of firm and discipline. Firstly, from

the writers’ point of view, the teacher still followed the flow of the students in the classroom. If

the students were in disruption situation she was half focused with the other students who were

doing something else, so the teacher’s attention were disturbed, and second, the teacher, at that

time, told the students to stay focused on the lesson, because one of the students was scribbling

in the board to wrote down the answer, but when the student got it wrong and the teacher’s



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focus was not in the whole class anymore, the classroom were back into disruptive situation

again. So our suggestions are the teacher should change the seating arrangement from orderly

rows into horse-shoe or letter “U” because the students were so easy to distracted to, although

the orderly rows seating arrangement is good, but if the teacher could not get the attention well

from students, it will be the loss of each of them. The teacher should change her method on

how they should get the attention of the students. Also differ the students grouping into group

work or pair work so they could share each other information and could minimize the attention

of the teacher that should divided into a lot of people like the situation happened in the

classroom we observe before, because the teacher used a solo work and let them came upfront

to solved the problem and got the attention of the teacher half on half.



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Bibliography

Besso, J. (2012). Consequences, Privileges, and Positive Discipline. Retrieved from ReadingRockets: http://www.readingrockets.org/article/3491

Curwin, R. L. (2013). Affirmative Classroom Management: How Do I Develop Effective Rules

and Consequences in My School? Virginia: Association for Supervision & Curriculum

Development.

Diaz, C. F., Pelletier, C. M., & Eugene F. Provenzo, J. (2006). Touch The Future Teach!

England: Pearson Education Limited.

Harmer, J. (2007). How To. England: Pearson Education Limited.

Kelly, M. (2014). Retrieved from About.com:

http://712educators.about.com/cs/backtoschool/a/classrules.htm

University of Kansas. (2005). What is Descriptive Research? Retrieved from Learning

Generation: http://learngen.org/~aust/EdTecheBooks/AECT_HANDBOOK96/41/41-01.html

Ford, A.M. (2014). Classroom Rules and Consequences. Retrieved from Language Arts

Classes: http://www4.gcsd.k12.sc.us/education.html



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APPENDIX

Photo of Students in SDN 024



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