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THE “CREATING FRIENDLY CLASSROOMS” PROGRAM
AND CLASSROOM MANAGEMENT
Amitya Kumara1 Birlanti Novita Sari2 Dinni Asih Febriyanti2 Husna Ika Putri Sari2
ABSTRACT
This is is a joint research that aims at viewing influences of trainings on the “Creating Friendly Classrooms” Program toward increased capability on classroom management and teachers’ competencies in building a secure and comfortable classroom, decreased aggresiveness and raised pro social behaviour toward kindergarten students. Implementing the “Creating Friendly Classroomes” Program is one of the efforts to prevent any bullying acts. The subjects of the research are teachers and students in two kindergartens in Sleman.
The research uses untreated control group design with pre-test and post-test quasi experiment design. Seven activities are carried out in seven days. Every day, teachers will apply one action that takes around 30 minutes. Before the program starts, teachers of the experiment group will receive trainings on backgrounds, basis ideas, and program implementation procedures. Variables of the research will be measured before and after the program implementation. Trainings and program modules are based onThe Anti Bullying and Teasing Program for Preschool Classroom manual.
The result of the research reveals that teachers’ trainings on the “Creating Friendly Classrooms” Program can improve teachers’ abilities in classroom management and their competencies in setting up a secure and convenient classroom. In addition, program application is able to lower students aggresiveness and raise their pro social behaviors in kindergartens.
Keywords: classroom management, teachers’ competencies,
aggressiveness, pro social, kindergartens, the Creating Friendly Classroomes Program
INTRODUCTION
a. Background
Data from the fields show aggressive behaviors are often found in
kindergartens. A survey discloses that most of the total 123 teachers in 20
kindergartens report on the kind of behavior. As many as 48.78% from the total
figures say certain students often become victims of aggressive behaviours from their
mates (Kumara, and friends, 2010). The occurance of specific pupils as victims of
aggressiveness indicates bullying behaviors. Bullying is a sub part of aggressive
behaviour that can be characterized by two additional points, which are (1) an
imbalance power that shows aggressive behaviors from a stronger party to weaker
one, and (2) behaviour repetitions (Olweus, 1993; Perren, 2000).
Thus far, teachers overcome problems emerging in classrooms by changing
students’behaviors through reward and punishment method application. However,
there is an approach, called social constructive, that is more effective to alter pupils
behaviors and is able to reach about 85% of the whole students in one environment.
A treatment approach regards teaching as abehavior construction that recognizes
affirmation influences on behaviour and students learning while social construction
approach views teaching as a meaning making stimulation where social processes
coming out in joint activities during classes have impacts on children learning
activities (Kumara, and friends, 2010b).
There are four factors that pose as the background of the social constructive approach
toward behaviour approach (Palincasr, 1998): Factor 1) cognitive working
distribution, 2) reciprocal teaching, 3) thinking alouds or voicing what is on minds,
and 4) language production.
One of the programs that can make the goals of the social constructive
approach a reality is The Anti-Bullying And Teasing Program for Preschool
Classroom by Sprung, and friends (2005). Creating a mutual caring environment is
believed to be able to reduce children’s needs to say what they want through negative
actions, like bullying and teasing. This program modifies classroom environment
microsystem, from class activities, teachers’ roles in classes, to students’ interaction
patterns. The system recommends classroom activities application that aim at
stimulating pro social behaviors, such as helping each other, complying regulations,
accepting, sharing, and cooperating with others. Teachers’ roles in bullying acts
handling during studying in classes are strenghtened with six recommended strategies
that make it easier for teachers to overcome conflicts among pupils, help emotional
students, pass values on, put playing ground in a good order, and trigger discussions.
Finally, the system suggests teachers’ behaviors in paying attention and helping each
other as role models for students.
From bio ecology theory perspective, environmental factos may influence
human behaviours (Brofenbrenner & Evans, 2000). Increased bullying acts can be
discovered in children who often watch television, lack of supports from teachers,
former bullying victims, have bad school environment, receive emotional support
from their peers, and have low expectations from teachers and parents on their
achievements at schools (Barboza, Schiamberg, Oehmke, Korzeniewski, Post, &
Heraux, 2009). Limiting watching duration, increasing students capabilities to have
strong family supports, and repairing school climate, have potencies to hamper
bullying behaviors from happening.
Many school-based programs have been developed to help schools in
preventing the occurances of bullying acts, violance, and aggressive actions. In a
systematic review, at least 65 researches have been recorded to test the programs
effectiveness (Hahn, and friends, 2007). Part of the programs focus on information
availability about violence problems and its avoidance approaches, other part uses
behavior approaches to change self concept, and the remaining part applies social
learning approach, like modeling, to develop children competencies in empathy,
social problems solving, and impulse controls.
Although there have been many bullying prevention programs at schools,
most of them are suitable for school students and teenagers, who have different
characters with those studying at kindergartens. Only six out of 65 program
researches target kindergarten pupils, far smallers than 34 reviews for students at
elementary schools. In other reviews that evaluate 42 programs similar with meta-
analysis method, there is no program for students at kindergartens (Ferguson, Miguel,
Kilburn, & Sancez, 2007). In Indonesia, there has not been any researches that tested
the effectiveness of the anti-bullying programs in kindergartens despite the fact that
bullying should have been handled seriously in kindergartens (Perren, 2000) as this
brings significant implications for children.
Most experienced teachers share similar opinions that teachers’ poor skills in
classroom management will cause to fruitless program implementations no matter
how great the programs are (Moore, 2003). This should be taken into account given
how influential media in students’ lives is. Throughout a week, students may have
lack of concentration and less attention on their learning should they always stick on
the use of handphones, televisions, and films. Therefore, a class may turn into a
chaos, such as violance in classrooms either among students or between teachers and
students, should teachers fail to manage the place. It may be possible that pupils
regard classes as boring and monotone teathers that do not motivate them to study.
They may even think classes as empty lives.
The most essential aspect for a successful class is teachers’ abilities in
classroom management that refers to their skills in handling various kinds of
students’ behaviors and their needs, and motivating students through the
implementation of The Anti Bullying and Teasing Program for Preschool
Classroom(Sprung, Froschl, & Hinitz, 2005), to result in an effective classroom.
In a book called The Anti-Bullying and Teasing Program for Preschool
Classroom, there are four major themes, --- community, feeling, friendship, teasing,
and bullying. The research will use community theme that aims at improving students
behaviors quality and creating a friendly classroom environment. Therefore, the title
of the program is adjusted to the theme purpose which is “Creating Friendly
Classrooms”.
The research is conducted to test the effectiveness of the “Creating Friendly
Classrooms” program to improve teachers’ skills in classroom management at
kindergartens. The tested program is “Creating Friendly Classrooms”. This is chosen
based on three considerations, which are (1) having preventive characters applicable
in large extend, (2) possesing a focus on classroom activities that can stimulate
positive climate in classrooms as an important factor that can influence bullying
(Barboza, Schiamberg, Oehmke, Korzeniewski, Post, & Heraux, 2009), and (3) are
applicable in kindergartens classrooms to prevent early bullying acts.
Several references show strong evidence that classroom management play big
roles in students discipline and motivation. Discipline is different with punishment.
Punishment is a teachers reactions toward disobeyance, while discipline is a
preventive step to avoid any violations (Moore, 2003). Experienced teachers must be
capable of managing classes by doing preventive and curative acts to students with
destructive behaviors as an instance of bullying behaviors (Kumara, and friends,
2010b).
The emergence of aggressive problems in early child reach in about 10 % and can
reach to 25% on poor children both socially and economically (Stratton & Reid,
2004). A survey by Ratna Juwita from University of Indonesia (UI) reveals
Yogyakarta scores highest score in bullying cases compared to Jakarta and Surabaya.
About 70.65% of bullying cases occur in junior and senior high schools across
Yogyakarta (http://seminar.uii.ac.id). A preliminary study supports the result of the
research. The result of the preliminary study discloses that most of the 123 teachers in
20 kindergartens conclude on the occurance of aggressive behaviors. Aggressive
behaviors cover verbal aggressiveness, such as by laughing friends (88.62%); saying
wicked things to peers (34.92%), and silencing friends (16.26%). Other form of
aggressive behaviors is aggressivess in relation to goods, like snatching friends’
goods (45.53%); destroying friends’ things (17.89%); and hiding friends’ goods
(50.41%). Physical aggressiveness also becomes another form of aggressive behavior
that includes pulling friends’ hairs (34.15%), beating friends (73.17%), biting friends
(19.51%), and kicking friends (63.41%). Physical aggressiveness also emerges as
aggressive behavior that sees 64.23% students do not allow their peers to join or sit
next to them. The data of the survey further reveals 48.78% of 123 teachers in
kindergartens in a district in Yogyakarta report on certain pupils who often become
bullying victims. This indicates bullying behaviors (Kumara, and friends, 2010a).
Students do not only have high motivation and discipline as their forms of love but
also can act aggressively and do bullying actions (Moore, 2003). Teachers’s first and
most prioritized tasks should they find chaotic classes are improving their skills in
classroom management by considering students’ behaviors, needs, motivations, and
classrooms climates as learning tone indicators (Kumara, and friends, 2010b).
Teachers’ skills in classroom management have impacts on teaching and learning
processes and students’ learning abilities. A balance between disciplined classrooms,
students enthusiasms, motivated students, and controlled freedom will serves as main
characters in teachers’ skills in classroom management. The aforementioned findings
indicate that teachers’ skills in classroom management are very essential.
The “Creating Friendly Classrooms” Program provides skills for teachers to form a
positive environment in classrooms by turning students in classrooms to trust, respect,
care, and receive each other. Improved teachers’ competencies in a pro social teaching is
expected to banish bullying and teasing acts in classrooms thus encourage students to
trust, respect, care, and receive each other. This will encourage students to have longer
time to study. The creation of conducive classroom environment hints teachers good
competencies in classroom management.
b. Basis of Theory
Classroom management
Managing classroom is defined as an effort that allows teachers to create a healthy
and productive learning environment shown by having positive social interaction,
like caring and trusting others (Eggen&Kauchak, 2010), actively involving students
in learning process, and encouraging students internal motivations (Burden
2003;Woolfolk, 2004), stimulating learning responsibility, and ensuring time and
chances for studying (Eggen&Kauchak, 2010). According to Burden (2003), there
are seven resposibility areas that must be owned by teachers as an effective
classroom managers. The seven areas are selecting a philosophical model in
classroom management and discipline, regulating physical environment,
arranging students’ behaviors, creating supportive and respectful learning
environment, regulating and facilitating teaching instructions, making a safe and
convenient classroom environment, interacting with other teachers, parents, and
other parties to attain teaching goals.
Teachers’ Competencies to Build A Safe and Comfortable Classroom
Teachers, as educators at schools, have important roles in decision making on
strategies to be used in learning, interacting, and giving responses to students in
classes (Ormrod, 2006). Teachers’ competencies will be used as a measure on the
quality of the school education. Teachers’ competencies are defined as a series of
knowledge and skills (Cubduku, 2010) owned by teachers in their professionalism
duties (UU, 2005). The definition mentions that knowledge and skills are few points
should be owned by a teacher. Medly (in Woolfolk, 2004) also shares similar
opinion in a way that knowledge, order and clarity, warmth and enthusiasm, are
ideal characters of a teacher.
In relation to teachers’ competencies in teaching planning and implementation,
teachers should create a safe and comfortable classroom situation for studying. A
a safe and comfortable classroom is classified as a condition that makes students
feel comfortable before they concentrate on lessons and classroom tasks (Burden,
2003). Therefore, teachers’ competencies in creating a safe and comfortable
classroom are defined as a range of teachers’ abilities and skills in conducting
teaching-learning duties in class shown by competent behaviors to make
classrooms’ conditions that encourage students to be secure to follow lessons in
classes. The making of a safe and comfortable classroom situation can be carried
out by regulating students’ behaviors, creating a supportive classroom situation
toward learning, and giving instructions in class for a safe and comfortable
condition.
Aggressive Behaviors
Aggressive behaviors refer to any behaviours that are intentionally harmful for others
and cause them to get sick or hurt (Keenan&Evans, 2009). This kind of behavior
is characterized by repeated intensity from stronger party to weaker one known as
bullying behaviors (Olweus, 1993).
Generally, aggressive behaviors can be distinguished in two types. The first is
instrumental agression that refers to aggressive behaviors to get desired objects or
places. The second one is hostile agression that means on aggressive behaviors
that can hurt other people (Keenan&Evans, 2009). Aggressive behaviors are
divided into overt agression or direct aggressive behaviors and relational
agression or indirect aggressive behaviors. Overt Aggression is aggressive
behaviors directed to victims or targeted people, while relational aggression is
aggressive behaviors via another person to hurt victims or targeted people
(Papalia, and friends, 2004).
Aggressive behaviors take form of physical aggressive behaviors, like beating and
kicking, that may lead to injures. The other form is verbal aggressive behaviors,
such as snapping, mocking, giving bad titles, that may hurt others’ feelings. Also,
the last form is any behaviours that may destruct someone’s social life, like by
spreading rumors, ignoring, and not allowing someone to join friendship (Papalia,
and friends, 2004;Keenan&Evans, 2009).
Pro Social Behaviors
Social skills can be defined as someone’s skills to recognize and regulate emotions,
build attention and concern to other people, improve positive relationship, make
responsible decisions, and overcome certain situation based on prevailing norms
(Zins, Weissbert, Wang, & Walberg, 2004; in Steedly, Schwartz, Levin, & Luke,
2008). Several skills aim at giving more benefits to other people than for
perpretrators themselves, like pro social behaviors (Ormrod, 2006).
Pro social behaviors are those that provide advantages for others (Berns, 2007). They are
differentiated into four kinds; altruistic pro social behaviors that refer to voluntarily
assistance due to empathy and principles; compliance pro social behaviors that
mean helping others as verbal or non verbal responses; emotional pro social
behaviors that refer to giving aid to others because of emotional situations as in the
case of helping injured people; and public pro social behaviors that refer to pro
social acts in front of public (Carlo & Randall, 2002). Teaching children to apply
pro social behaviors can increase social competency and reduce possibilities to
choose violence leading to bullying behaviors.
Bullying
Bullying is defined as physical and emotional violence shown by three main
characters; perpretators’ intentions, repeated actions, and imbalance power
between perpretators and victims (Storey and Slaby, 2008). The forms of
bullying behaviors are similar with aggressive ones, comprising of physical
behaviours, like beating and kicking leading to body injury; and pyschological
violence in social interaction, like spreading bad news on other people and
isolating someone from social life (Ormrod, 2006). According to Rigby (in
Perren, 2000), bullying consists of two forms, direct bullying and indirect
bullying.
The “Creating Friendly Classrooms” Program
The “Creating Friendly Classrooms” Program is a project that bases its
adaptation on the book called The Anti Bullying and Teasing Program for
Preschool Classroom. The program aims at universally preventing the occurance of
bullying behaviors hence are applicable not only to certain children but also at
schools through classroom activities that create positive and mutual respect
classroom climate (Sprung, Froschl, & Hinitz, 2005). The key to students’ altered
behaviors lie on teachers’ role models since this program regards that behaviors,
languages, and students interactions, are the reflections of teachers’ behaviours,
languages, and interactions. The program activities can help teachers in improving
their classroom management skills. Teachers’ good classroom management can
lead to productive, effective, and efficient classrooms.
Generally, The Anti Bullying and Teasing Program for Preschool Classroom is
divided into four themes; (1) community, (2) feeling, (3) friendship, (4) teasing
and bullying. This research will adapt community as the first theme in The Anti
Bullying and Teasing Program for Preschool Classroom. Community is the first
theme out of the four theme that aim at preventing the occurance of aggressive
behaviors by leading students to be friendly, care, and respect each other through
some classroom activitives. The activities are (1) introducing “family” concept to
stimulate students’ understanding on the importance of classroom as a family apart
from those at homes; (2) developing students’ behaviors on accepting differences
that will make them as family members who can accept and understand differences
on their school communities, (3) helping children to explore “similarity and
difference” concepts through stories and discussions on humans’ physical
characters, family structures, and favorite foods, thus children have understandings
on similarities and respect differences among human beings.
Ten activities in community programs will assist kids to help, accept, share, and
cooperate each other and comply with regulations. A friendly, full acceptance,
and mutual support environment will encourage students to no longer express
themselves through negative actions. In the “Creating Friendly Classrooms”
program, some activities under one theme are united in one application thus 10
activities are solidified to seven activities. This is adjustable with school
curiculum and time availability from schools as the places where this research
takes place.
c. Hypothesis
The hypothesis of this research is the “Creating Friendly Classrooms” program
influence teachers’ skills in classroom management.
METHOD
Subject of Research
The research involves experiment and control groups. Both groups come from two
different kindergartens. The experiment group is teachers’ group that will receive
trainings on the “Creating Friendly Classrooms” Program then implement them in
classrooms. The control group receives no treatment at all.
Design of Research
The research uses untreated control group design with pre-test and post-test quasi
experiment research design. Before the program kicks off, classes’ teachers will join
short trainings to better understand the program. Modules on the trainings and programs
are based on the manual of The Anti Bullying and Teasing Program for Preschool
Classroom (Sprung, and friends, 2005).
Measurement
This research uses some measurement devices to calculate each variable in the
research. Classroom Management Scale and Classroom Management Observation
Guidelines are used to measure teachers’ skills in classroom management. Teachers’
performances observation guidelines, knowledge scale and teachers understanding,
and checklist adherence, are utilized to measure teachers’ competencies, program
daily recording to evaluate program implementations. Aggressive behaviors
observation guidelines are used to measure students’ aggressive behaviors, while pro
social behaviors observation guidelines are utilized to calculate students’ pro social
behaviours.
Data Analysis Method
The data of this research will be processed by using t-test with the help of SPSS data
analysis method. Data analysis method that will be used is by t-test.
Research Procedures
Research Preparations
Below are some activities before starting the research:
a. Asking for permits from researchers to resume a research on the “Creating
Friendly Classrooms” Program adapted from “The-Anti-Bullying and Teasing for
Preschool Classroom Community Theme” then apply previous recommendations
from earlier researchers.
b. Researchers submit research permit letters to officially ask for permissions
to schools where which the research will take place.
c. Asking for teachers and parents’ consent to get involved in the research by
signing informed consent from the researchers.
d. Composing moduls on trainings and programs based on The Anti-Bullying
and Teasing Program for Preschool Classroom manuals by modifying its contents
in accordance with school contexts. The trainings moduls will be completed with
practices, such as playing roles, so as teachers can conduct preliminary trials on
materials they gather then evaluate briefly on teachers’ understandings and
abilities in implementing the program. Besides, designed letters to parents and
their handouts procedures will be composed as well.
e. Moduls try-outs
This activity was carried out in kindergartens in Sleman which is equal with
kindergartens where which the reseach was done on June 28, 2011. The modul try-
out was conducted about four hours and drew eight teachers as participants. Prior
to the try-out, teachers received knowledge scale and comprehension. After the
trainings were over, they submitted the knowledge scale to find out knowledge
improvement after joining the trainings.
f. Providing coaching to observers candidates. Coaching observers were done in
four meetings on 23 June, 6, and 8 July, 2011. During coaching processes, the
observers were given material trainings on classroom management theory,
teachers’ competencies, aggressive behaviors, and pro social behaviours. The
observers also received explanations on how to use observation guidelines, which
item that required attention, and how to note them down in guideline sheets. The
observers used the guideline to monitor teachers’ and kindergarten students’
behaviors being recorded in a video that needed to be observed twice. First, the
observers would monitor their behaviors and record them in the guidelines, then
the researchers and the observers would discuss again the result of the research
before later examined the same video again. Furthermore, the observers joined a
written examination on their understandings toward explanations of each item
being observed in the observation guidelines.
Research Execution
The following are some activities which wereconducted as the researchhad been
started:
a. Before this research executed, pre-test data collection was done by asking
teachers willingness to fill in informed consent to get involved in the research.
After teachers stated their agreement, the teachers involved in this research were
asked to fill in teacher competency scale and classroom management scale given
on 11 August 2011. In July 12 to 20, 2011,researchers did an observation to obtain
data on teachers’ behaviors associated with ability to manage classroom and
teachers competencies while teaching in classroom. Teacher observation was
conducted in four classes :A1, A2, B1, and B2,either in kindergarten group of
experiment or kindergarten group of control with total number of teachers in each
schoolswere eight teachers. Beside teachers, researchers also conducted
observation to students in class A1 and A2 in kindergarten group of experiment
and control to obtain data on students’ aggressive behaviors and students’
prosocial behaviors.The observations were conducted by observers that had been
previously given a training. After obtaining pre-test data through measurement
series, in July 22, 2011, researchers carried out “Creating Friendly Classroom”
training program, given to kindergarten teachers that had agreed to participate in
the training by stated their agreement on theinformed consent.
b. At the beginning, training of The”Creating Friendly Classroom” was planned to
be carried out within two days @ ±3 hours. Based on the time permission given by
the schools and some module adjustments by researchers, training was given in
one day, for 3 hours. The Training of Creating Friendly Classroom Program was
held in July 23, 2011. In the training, teachers were actively asked and gave input
to the program execution which will be implemented in classes.Actvity of role
play at first would be carried out by using conditioning method, that is two
teachers acting as a tutor and the other acting as student, but based on teachers
input and time adjustment, role play activity caried out by teachers trying to give
insruction and use equipment based on the program implementation guidelines.
c. After training had been given, teachers were asked to fill in again teachers
knowledge and understanding scale to see the changing of teachers knowledge and
understanding on Creating Friendly Classroom Program as posttest data.
d. After teachers joined the Creating Friendly Classroom Program training, teachers
were asked to apply the program in the classroom.The program implementation
was carried out within seven days that is in July 25 to 29, 2011, and continued in
August 3 to 4, 2011.When the program was implemented, teacher in each class
was asked to apply the activity to create friendly classroom recomended by the
program.During implementation of the program in the class, researchers monitored
and observedteachers behaviors every day to see teachers competencies in creating
a safe and comfortable classroom as given in training material and program
implementation guidelines.After teaching and learning activities were
over,researchers interviewed teachers to evaluate the process of the
implementation of the program. Researchers used checklist adherence and daily
note on program implementation as tool to monitor and write down program
implementation evaluation every day. Explanation of program implementation in
classroom is presented in Table 1.
e. After teachers had finished applying all of the program activities in class,
researchers took post-test data on aggressive behavior and prosocial behavior.
Measurement of prosocial behavior and aggressive behavior was conducted with
observation method.Observation was conducted with time sampling approach and
frequent note method (tally).Observation was conducted in 30 minutes when
learning process wass taking place in the classroom. The guidelines used in the
observation was guidelines for prosocial and aggressive behavior observations.
Post-test data collection of aggressive and prosocial behavior of the student was
started in August 8, 2011 and ended in August 18, 2011.
Data Analysis
Dataanalysis was conducted after researchers got all of the data, either pre-test or
post-test from experiment and control groups. Researchers found influence of
“Creating Friendly Classroom” program on teachers’ abilities in managing the
classroom by comparing the result of pre-test and post-test data with t-test in
experiment group. Beside comparing the result in experiment group, researchers also
compared the result of post-test between experiment group and control group to see
how far “Creating Friendly Classroom” program can affect teachers’ abilities to
manage the class in experiment group and see the change of teachers’ abilities in
manage the class in control group that had not been given program training.
RESULT
The change that happened after the training and implementation of “Creating
Friendly Classroom” program is teacher becomes understand and comprehend the
important meaning of creating friendly classroom by applying four teacher models,
six classroom strategies, and seven classroom activities. In addition, teachers become
skillfull to manage classroom and create a safe and comfortable classroom evidenced
by teachers giving more responseto students who finddifficulty by doing “check” as
program recommended, stopping conflicting students and helping them in “Table
Let’s Get it Done”, and inviting students who are sad or gloomy in “Self
Tranquilizing Corner”.
Changes that happens on student is students to show more calm behavior
during the study in class and able to respect each other. Seven activities aimed to
teach values of sharing and cooperation can apparently change some students who at
first seem to be individualist and egoist become more friendly to their friends by
showing their willningness to cooperate and share with their friends in the class. In
addition, when they are conflicting, they can negotiate to solve the problem and ask
apologize to each other with teachers as meadiator.
Statistical Analysis
To test the hypothesis of the research, t-test statistical test was conducted with SPSS.
This research involved two groups, in which one of the groups became experiment
group that was given intervention and other group became control group that was not
given intervention. Thus, before statistical test conducted to examine the hypothesis,
statistical test was conducted first to compare pre-intervention condition between
experiment and control groups. This was aimed to ensure that pre intervention
conditions of the two groups were equal, so that at the end of post intervention data
collection, this could become one of the bases in drawing conclusion that the change
in experiment group indeed because of intervention given and not because of any
other factors. In the following will be presented the result of pre-intervention
statistical test and the result of research hypothesis statistical test of each variables in
this joint research.
Teachers’ Competencies in Managing Classroom
Based on statistical test (Table 1), figure of pre-intervention condition of knowledge
component of teachers’ competenciesin managing classroom in experiment group and
control group shows mean difference of 0,04026, standard deviation 0,2943. The
statistical test shows t = 1,008 with significancy = 0,32 (p<0.05). To conclude, pre-
intervention condition of teachers’ knowledge in managing classroom in experiment
group is equal with condition of teachers’ knowledge in managing classroom in
control group.
Table 1.
The test result of condition difference on classroom management knowledge between
experiment group and control group before intervention
Paired Differences
95% Confidence
Interval of the
Difference
Mean
Std.
Deviati
on
Std.
Error
Mean
Lower Upper
t
df
Sig.
(2-
tailed)
Pair
1
preAGSAF -
preAGBM
.0402
6 .24943 .03994 -.04060 .12111 1.008 38 .320
An equal condition of difference also happens on classroom management skill that is
measured with observation (Table 3). Difference on mean of pre-intervention
classroom management skill between experiment group and control group is 1,625.
Standard deviation = 0.24943, t = 2,030 with significancy = 0,082 (p<0,05).
Table 2.
The test result of condition difference on classroom management skill between
experiment group and control group before intervention
Paired Differences
95%
Confidence
Interval of the
Difference
Mean
Std.
Deviation
Std.
Error
Mean
Lower Upper
t
df
Sig.
(2-
tailed)
Pair
1
preOMKSAF
–
preOMKBM
-1.625 2.264 .800 -3.518 .268 2.030 7 .082
Based on statistical test on teachers’ knowledge and skill in managing
classroom before and after intervention found that difference of mean before and after
inervention is 38,125 with significancy = 0,0001 (p<0,05) (Table 4.), whereas
difference of skill in managing calssroom before and after intervention = 3,375 with
significancy = 0,002 (p<0,05) (Tabele 5.). Based on the result of statistical test, Ho
cannot be accepted so that it can be concluded that there is a score difference of
teachers’ knowledge and skill in managing classroom between before and after
intervention. The following is table of statistical test result to examine difference of
teachers’ knowledge and skill in managing classroom.
Table 3. The test result of condition difference on knowledge in managing classroom before and after intervention in experiment group
Paired Differences
Mean
Std. Deviati
on
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
t
df
Sig. (2-tailed)
Pair 1
preSAF - postSAF -38.125 13.569 4.797 -49.469 -26.781 -7.947 7 .000
Table 5. The test result of difference condition on classroom management skill before and after intervention in experiment group
Paired Differences
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
t
df
Sig. (2-
tailed)
Pair 1 preOMKSAF – postOMKSAF
-3.375 1.923 .680 -4.982 -1.768 -4.965 7 .002
Teachers’ competencies in creating safe and comfortable classroom
Difference of scale mean on teachers’ knowledge and understanding in experiment
group and control group (Table 6.) is 0,875 with standard deviation is 4,357. The
value of t in the difference test calculation is 0,568 with significancy value (p>0,05).
The value shows that hypothesisHo is accepted or there is no difference of condition
between experiment group and control group before training given.
Beside examining data scale on teachers’ knowledge and understanding, teachers’
competencies in developing a safe and comfortable classroom was also measured
with observation method.Based on statistical test done on observation data of
teachers’ skill in developing a safe and comfortable classroom on teachers in
experiment group and control group, found a result that experiment group has an
equal condition with control group.
Result of t-test shows that difference of mean is 0,75 and value of deviation
standard= 1,035 between experiment group and control group. The t-test shows value
of 2,049 and significancy 0,08 (p>0,05). This value shows that condition of teachers’
skill in developing a safe and comfortable classroom in experiment group and control
group is equal. After training of “Creating Friendly Classroom” program has been
given to the kindergarten teachers in experiment group, once again data were
collected and calculated using the help of SPSS to test the difference.
The difference of mean between conditions is 36,625 with deviation standard value is
20,042. While the value oft is 5,169 with significancy 0,001 (p<0,05) (Table 8.). The
result shows that there is a difference of condition between before and after program
training given to the kindergarten teachers in experiment group. The probability value
of <0,05 shows that Ha is accepted or there is a difference between the condition
before and after program training given.
Beside examining scale data of teachers’ knowledge and understanding, teachers’
competencies in developing a safe and comfortable clasroom was also measured
using observation method to measure teachers’ skill. The difference of mean between
before and after training given is 2,75 with deviation standard value is 0,707. The
value of t-test is 11,00 with significant value of 0,00 (p<0,05). The value shows that
there is a difference of condition between before and after program training of
“Creating Friendly Classroom” given on teachers’ skill in developing a safe and
comfortable classroom.
Student’s Aggressive Behavior
Improvement of teacher knowledge and skill in managing classroom and
improvement of teacher competency to create a safe and comfortable classroom are
also in line with the change of student’s behavior in class.
Test of difference on the condition of aggressive behavior before intervention in
control group and experiment group shows the value of t is 1.008 significancy of
difference is 0.32 (p>0.005), difference of mean is 0,04026 with sd 0.24943. It can
be concluded that pre-intervention condition between experiment group and control
group is equal.
The result of statistical test that compares data between before and after intervention
given shows that student’s aggressive behavior in experiment group classroom is
decreasing. The result of t-test shows that the aggressive behavior before and after
intervention given has difference of mean 0,15128, standard deviation 0,18753. The
value of t obtained is 5.038 with significancy 0,0001 (p<0,05). It can be concluded
that Ho is rejected, so that the hypothesis is there is a decline of kindergarten
student’s aggressive behavior after the program of “Creating Friendly Classroom” is
implemented by teacher.
Student’s Prosocial Behavior
The difference happened on kindergarten classroom where the program of “Creating
Friendly Classroom” was implemented is not only seen from the decrease of
aggressiveness. Statistical test also shows that student’s prosocial behavior is also
increase after the program of “Creating Friendly Classroom” is implemented by the
teachers. Based on the result of statistical test,it is shown that difference of mean
between experiment group and control group before given intervention is 0,15179,
with significancy of 0,93 (p>0,05). Thus, it can be concluded that Ho is acceped or
condition of the two groups is equal when intervention had not been given yet.
The result of statistical test that compares the condition of experiment group
before and after intervention given shows difference of mean 0,26923 with
significancy of 0,000 (p<0,05) (Tabel 13.). The result shows that there is a difference
of prosocial behavior in experiment group, between before and after intervention
given.
DISCUSSION
The result of data processing supports the major hypothesis of the research
that the training of Creating Friendly Classroom Program can improve kindergarten
teachers’ ability in managing the classroom. The Program of Creating Friendly
Classroom is stated as intervention in this study. Based on t-test analysis, can be
drawn a conclusion that teachers’ knowledge on classroom management on the
kindergarten group of experiment and control is equal. A same conclusion also can be
drawn from t-test analysis on classroom management performance before
intervention between control and experiment group. This results indicate
thatthe initial conditions of the subjects in the control group and experiment group are
onthe same level. After measurement of pre-intervention condition is completed,
teachers aregiven training onCreating Friendly Classroom Program and then
implement the program in their classes.
After intervention measurement is done as the teachers implement Creating
Friendly Program in their classrooms. The result of after intervention data processig
shows a difference either on teachers’ knowledge or skill in classroom management
in which teachers’ knowledge and skill in classroom management after training is
higher than the condition before training. The statistical test shows a similar condition
to the threeminorhypothesisof the training. Teachers’ knowledge and
competence improve afterthe training, students’ aggressive behaviors decrease after
the implementation of the program, while prosocial behavior increase after the
teachers have implemented the program in the class.
The seven activities in Creating Friendly ClassroomProgramareactivities that
aredesigned to be carry out together byteachers and all students in the classroom as
collective activities. The viewpoint of social constructivism theory sees learning
process and children’s behavior shaping as an interpretation toward stimulation that is
gained in joint activities in the classroom.The interpretation process through joint
activities in the classroom is affected by factors of cognitive working distribution,
reciprocal teaching, voicing of idea and expression of mind (Palincsar, 1998).
Teachers have central roles in creating a conducive classroom environment that
support joint learning process and the shaping of students’ behavior through
theclassroom collective activities. Teachers need a good classroom management
skills to be able to run the central roles.
Classroom management is teachers effort to create a healthy and productive
learning environment in which a positive social interaction emerges in the classroom,
students’ learning motivation is higher, responsibility to learn grows within students,
andtime and opportunity to learn can be maximized (Eggen&Kauchak, 2010, Burden
2003, Woolfolk, 2004). To be able to run a good classroom management,teachers
should pay attention to seven areas of classroom management (Burden, 2003), that
arethe importance ofhaving a philosophical basis in teaching,having a good physical
environment arrangement, able tomanage students’ behaviors, creating learning
environment that supportive and respectful, regulating and facilitating teaching
instructions, creatinga safe and comfortable environment in the classroom, and able to
interact with other teacher partners/parents/otherside to get the learning
purpose.Based on the seven domains, the concept of classroom management can
be interpreted as having two parts, that are teachers’behavior and belief in managing
the classroom and the teachers’ practical skills in realizingtheir behavior and belief.
Classroom management is defined as the teachers’effortto create a healthy and
productive learning environment. A healthy and productive learning environment can
only be developed when the classroom situation is safe and comfortable for the
students. Therefore,this definition has the meaning that teachersshould achieve
several competencies to create a safe and comfortable classroom so that the efforts to
create a conducive learning environment in the classroom can be realized.Based on
statisticaltest score, there is an increase score on teachers’ knowledge and skill in
creating asafe and comfortable classroom.The increase is in line with the increase in
scale score and classroom management skill score. The result of this
study describes that when teachers’ competency increasing classroom management
increasing.
Teacher who is competent in creating acomfortable and safe classroom able
to teach studentstobehave positively as indicated by the absence of either physical or
verball bullying (Burden, 2003).Implementation of Creating
a Classroom FriendlyProgram has an impact on students’ behavior in the
classroom.Theresultof the research shows that there is a decrease in students’
aggressiveness after the program implemented.This decrease occurs in line with
the increase in teachers’ competency.Teachers’ competency in creating a comfortable
and safe classroomdo not onlyguarantee the decreasing or disappearance
of physical and verbal bullying in classroom. The increasing of teachers’ competency
in carrying out Creating Friendly Classroom Program which emerged inthe
implementation of four teacher exemplaries and sixclassroom strategies in conducting
seven activities are also reflected in the increase of students’prosocial behavior after
the program implemented by teachers in classroom. The description of situation
change in teachers and studentscan be understood through microsystem theory by
Bronfenbrenner(Berns, 2007). Teachers and parents are part of early child
developmental microsystem. Early child needs a consistent treatment fbetween
parents’ treatment at home and teachers’ treatment at school.To assist in obtaining the
consistency of treatment in program implementation,
researchers use program implementation bridging book.During the implementation of
the seven program activities, parents actively fill in bridging bookas recommended in
the bridging book. In the bridging book, parents also give suggestions to modify
activities at home in accordance with children condition.
In this research, there are things that support the implementation of training and
program, as follows :
1. Cultural situation of school environment that is open and enthusiastic
towardprogram brought by researchers.The openness of school supports
the implementation of the program procedures to be conducted successfully in
accordance with stages in the modulegiven in the training.
2. Physical environment situation that flexible, and teachers’ expectation on
students’ behavior / achievement.
In addition, there are several things that become a limitation of this research, that are:
1. The limitation of time for training given by school so that
researchers haveto modify the rundown and distribute written materials in order
to deliver the material effectively.
2. Teachers’ difficulty in choosing time to implement severalactivities. The time
choosen, for example during the preparation of prayer for activity "Similarities
andDifferences".At first this time is chosen with cosideration that the time is more
relaxive, but it turns out that the choices make implementation of activities in one
of the running classis less enthusiastic because the students already feel sleepy.
3. The Limitation of researchers to measure parents involvement in
the implementation of Creating FriendlyClassroom
Program andparents’ treatment toward children at home. This
limitation occurs because the focus of programimplementation is on school
setting.Bridging book given by is not aimed to measure or control parents’
treatment at home. This contaions information of activitiesundertaken at school
and recommendation of activities that parents can do at home to support
implementation of the program in sschool.
Conclusion and Recommendation
Conclusion
The research shows that training of Creating Friendly Classroom Program for
teachers can improve teachers capability to manage classroom and teachers’
competency in creating a safe and comfortable classroom. Further, implementation of
Creating Friendly Classroom Program by teachers in kindergarten classroom can
decrease students’ aggressive behavior and increase students’ prosocial behavior in
the classroom.
Recommendation
Some recommendations to be done in developing the program and further research
are:
1. Develop modul and program by adapting themes available in the book of The
Anti Bullying and Teasing Classroom after community theme, that are themes of
feeling, friendship, nd Teasing and Bullying, because the Program of Creating
Friendly Classroom only adapts Comunity theme, which is the first theme written
in the book.
2. Modification toward module or program should be conformed withschool’s
culture and environment based on the consent of The Anti Bullying and Teasing
for Preschool Classroomauthor.
3. If there will be a further research, should reconsidering external factors that can
influence research result, like doing control on socio-economic status and
education ofstudents’parentswho become the research subjects.
28
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