Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher

The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students’ needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. This present study tries to analyze classroom management strategies in English Language Teaching of three junior high school in Yogyakarta. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).


INTRODUCTION
The quality resources are important for a country to become a developed, strong, and prosperous.
Efforts to improve the quality of human resources cannot be separated from the problems of national education. Teachers have a very large contribution to the success of learning in school. The teacher has a role in helping the development of students to achieve their life goals optimally (Aswad 2017).
In the classroom the teacher carries out two main activities namely teaching and learning activities and classroom management. much more than being able to influence and control student behavior, there remains an overall impression that classroom management is primarily about discipline. In line with this, McCreay (2013) stated that classroom managements are the methods and strategies an educator uses to maintain a classroom environment that is conducive to students' success and learning. Thus, classroom management is a set of skills that teachers should mastered in order to maintain the class in a very positive and discipline that eventually leads students to succes in teachinglearning process A teaching and learning process could not go as intended regardless of how well the teaching plans, the methods and techniques, or even the sophistication of the supporting media (Fakhruddin, Selle, and Nurchalis 2019). If teachers do not have a good awareness and capability on managing the class. Managing classrooms means managing the complexity of the class. It deals with how to give an instruction, how to treat misbehave students and prevent it to happen again and also how to deals with an unexpected situations that may disturb the class. According to Brown (2001), There are several elements of classroom management in the physical environment of the classroom such as the sight, sound and comfort; the seating arrangements; the use of the board and the equipments needed in the class. Successful teachers are often very effective managers of the classroom environment (Halik et al. 2019). They create a positive learning community where students are actively involved in their own learning and the management of the classroom.
As far as English Language Teaching is concern, classroom management is one of the important aspects in teaching English. Classroom management that used by the teacher can influence students' paradigm regarding to the importance of English.
English teacher are challenged to be able to manage the classroom, including creating and maintaining of the optimal learning conditions . Therefore, this research is intended to investigate the Clasroom management strategies in English language teaching from the teachers perspective in three junior high school in Yogyakarta.

LITERATURE REVIEW
There were several previous studies which had been conducted in relation to this present study. (Popescu, 2014)  teachers were females and aged around thirty five years old. The researcher played the main role of the study in the process of collecting the data until the data is saturated. The researcher described, analyzed, and interpreted the data in this study. In collecting the data, the researcher used interview guide, voice recorder, some pictures and note to collect the data.
Kind of interview used in this research was semistructured interview, which is less formal types in which both of researcher and informants are placed in freedom interaction. We used semi-structured interview because they provide a very flexible technique for small scale reserach (Drever,1995).

FINDING AND DISCUSSION
Relating to the implementation of classroom management in all three schools, the study findings this is that all participants are at all three schools carry out management classes that involve instructional and curriculum management, behavioral management -sanctions and consequences -Teacher and student relationships are built in a face-to-face pattern.
-Participant teachers face the problem of the misuse of multimedia use by students -Class rules and procedures are verbally and one-way socialized by each teacher by developing school rules.
-procedures for handling troubled students at the classroom level the teacher communicates with the guardian, more than that handled by the BK teacher and the principal. At the school level it does not involve homeroom.
-sanctions and consequences -1 (one) of 3 (three) participant teachers develop relationships using social media. 2 (two) other participant teachers build relationships with faceto-face patterns.
-Participant teachers face the problem of the misuse of multimedia use by students -Class rules are elicited with school rules as a guide. Class rules are posted on the classroom wall.
-Procedures for handling problem students at the classroom level teachers communicate with student advisors. At the school level, it involves student advisors.
-Sanctions and consequences. One participant teacher did the restitution and counseling method.
-Participant teachers develop relationships using social media. The school implements a student advisory system for student assistance.
-Participant teachers face the problem of the misuse of multimedia use by students As confirmed by Sugai and Horner (2006, pp.245-259) that support overall management behavior at the school level is prevention strategies and the basis for the effectiveness of class management.
Application behavioral management at the class level will it becomes easier if the environment positive and well-managed school. The school's support will also making classroom management practices more sustainable.
This indication shows that the teachers were not given a briefing about class management and skills behavioral management which involves understanding class management and techniques that are directly related to their experience in the field. They also did not get supervision adequate in the context of management real behavior either from the service or the government or from schools / foundations.
In the pedagogical context, the lack of skills of teachers to deal with the problem of building relationships with students and managing skills student behavior is an indication of obstacles will be the effectiveness of class management.
The importance of providing teachers with classroom management centered students, stated by Coggins (2009, p.10): "If we can help teachers to be facilitators of their own classroom environments, then we increase the likelihood that the students will learn. The goal is to make teaching a joy, not a chore. If these new educators find the appropriate way to involve their students in the learning process and still have fun doing it, they too will enjoy the school day." The debriefing was carried out mainly at the beginning of the teacher's work and then maintained continuously will help the teacher get the skills needed in five first year of his teaching experience.
How to be a good facilitator, how the art of building relationships with students or even parents of students and how to manage behavior becomes a crucial part of a teacher's first training. This note underlines what delivered by Grubaugh (1989,p.39) that "All the non-verbal variables of language can be used as strategies to establish and reinforce the disciplinary message to the students ".
All languages non-verbal can be used as a strategy to send disciplinary message signals to students. One of them is by "using silence effectively, a teacher can allow inferences to work with students ". By using strategy silence effectively can actually make teachers increasingly understand what is expected by their students (Grubaugh, 1989, p.39).

CONCLUSION
There are three aspects relating to the classroom management system that faced by three school,