A Case Study entitled Teachers’ Strategies in Managing English as a Foreign
Language Classroom at the eighth grade of SMP Negeri 1 Karanglewas, revealed
the teacher’s strategies in managing EFL large classes, as well as the benefits and
challenges of the strategies for the teaching learning process. This study also
concerned with the students’ perception towards the classroom management
strategies applied by their teacher.
The study was based on three major areas of classroom management
proposed by Emmer and Evertson (2006) and Haddad (2006): physical
environment, psycho-social environment, and managing and monitoring activities.
The study was also supported by other previous researches regarding classroom
management.
The participants of this study were an English teacher as the main participant,
and 32 students as respondents in questionnaire. The data, which were collected
and analyzed through triangulation researcher and triangulation data sources:
observation, questionnaire, and interview to achieve validity, showed that the
teacher used traditional seating arrangement. She employed middle discipline rule
to manage the students’ behavior. Rewards and feedback were used as psychosocial
strategies to create a positive teaching learning process. She tended to vary
the teaching learning activity and the monitoring. In addition, most benefits
concerned the students’ motivation, engagement and participation in large class.
On the other hand, the challenges were misbehaved, showed-off, or cheated
students. Moreover, the students agree that their teacher’s classroom management
strategies are very important in teaching learning process