Abstract
This study was aimed at analyzing the implementation, processes and problems of classroom management in two Indonesian high schools from the perspective of English teachers in accordance with the latest, 2013, Indonesian curriculum. The research was qualitative with a case study approach. The sites for this study were two national senior high schools in Jambi Province, Indonesia. Eight teachers of English were involved as the research participants to provide a broad perspective of implementation of classroom management. The researchers used four techniques for collecting data: interviews, focus group discussions, observations, and document review. To assess the trustworthiness of the research, the researchers did triangulation, member checking and reflexivity. The findings, describing the implementation, processes and problems of classroom management, are divided into three themes: (i) teaching standards, rules and procedures, (ii) classroom climate, and (iii) timing and scheduling. Policy recommendation proposed such as to limit the number of students (in a class), to provide up-to-date technology and to provide more training for teachers are not only for teachers but also for school authorities, and other stake holders for the betterment of Indonesian education.
Highlights
Curriculum covers the entire scope of formative values and experiences for people (Bobbitt, 1918; Richards & Rodgers, 1999)
In the Indonesian context, curriculum is an educational response to the needs of the nation and its people in relation to the development of human resources and, pedagogically, serves to plan education that provides opportunities for students to develop their talents and abilities in the process of learning (Kementerian Pendidikan, 1968)
In the Indonesian context, classroom management is included in the standards for processes and must be supervised and analyzed in order to see whether or not the process is on track in accordance with the curriculum (Kementerian Pendidikan, 2013)
Summary
Curriculum covers the entire scope of formative values and experiences for people (Bobbitt, 1918; Richards & Rodgers, 1999). In Indonesia’s latest, 2013, curriculum, classroom management is included as an integral part of its standards for processes. In the Indonesian context, classroom management is included in the standards for processes and must be supervised and analyzed in order to see whether or not the process is on track in accordance with the curriculum (Kementerian Pendidikan, 2013). In the Asian region, namely in China, Japan and Singapore, language curriculum has been planned around a communicative language teaching (CLT) approach to promote young learners’ language proficiency and this relates to the implementation of classroom management (Ellis, 1997; Hardman, 2008; He et al, 2011). In dealing with successful implementation of classroom management including the teaching-learning processes for English as a Foreign Language (EFL), teachers play important roles (McIntosh et al, 2006)
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