Teachers’ classroom management style in offline Efl classroom : A case study in a vocational school in Bogor

Khoirunnisa, Khoirunnisa (2021) Teachers’ classroom management style in offline Efl classroom : A case study in a vocational school in Bogor. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text (cover) 1_cover.pdf Download (178kB) | Preview
Preview	Text (abstrak) 2_abstrak.pdf Download (244kB) | Preview
Preview	Text (daftar isi) 3_daftar isi.pdf Download (186kB) | Preview
Preview	Text (bab 1) 4_bab 1.pdf Download (203kB) | Preview
	Text (bab 2) 5_bab 2.pdf Restricted to Registered users only Download (211kB) | Request a copy
	Text (bab 3) 6_bab 3.pdf Restricted to Registered users only Download (290kB) | Request a copy
	Text (bab 4) 7_bab 4.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text (bab 5) 8_bab 5.pdf Restricted to Registered users only Download (105kB) | Request a copy
	Text (daftar pustaka) 9_daftar pustaka.pdf Restricted to Registered users only Download (242kB) | Request a copy

Abstract

The problem faced by the EFL students is that they have limited time to use English in their daily lives. Meanwhile, the classroom is the one environment where they can practice their language. This study aims to figure out an EFL teacher’s classroom management styles and the students’ responses toward the classroom management styles applied in the teaching and learning process. This study was conducted under the qualitative case study design. The case involved an EFL teacher and 20 students. The data were gathered from classroom observations, questionnaires, and interviews. The observation and questionnaire are to find out teacher classroom management style. Then, the interview brings out nine students’ categories based on the teacher perception to get the student responses toward the use of classroom management style in Offline EFL. The result showed that the teacher used an authoritative style as the dominant one then followed by Indulgent (Laissez-Faire) style. Besides, student’s responses about the classroom management style that the teacher prefers to manage the class was good. The student knew that the teacher was always very attentive to the needs of the student and showed care and encouragement, showing warmth, care, and respect, but are not pushovers, as they also hold high expectations for their students and hold them accountable for their actions.

Actions (login required)

View Item