Yuli Witarsa, Muhamad Taufik Hidayat


The students’ expectations are very important since this often means assessing teachers or lectures after knowing the perception results of the students. The aims of the study is to identify what are students’ expectations on teacher’s strategies in classroom management. This research was carried out through qualitative method and a case study design. Two females students who have different achievements (middle up and middle low) used as participants of the study. Semi-structured interview was used in data collection. The techniques for data analysis were organize and prepare the data, read through the data, explore the data, analyze the data with the coding process, represent and report the findings, and interpret the meaning of the data. Two findings are obtained. First, intrinsic characteristics consisted of the teacher learning system for students, teacher shows mastery of the subject, teacher gives correction to the students, and the teacher’s attitude towards the students. Second, extrinsic characteristics consisted of the teacher to be on time for class, the teacher gives assigment to the students in classroom, the teacher manages students attendance in classroom, and the teacher language in classroom. As a result of this study, there are several different expectations between students middle up achiever and middle low achiever. The researcher believe that this information help other researcher conduct future research or develop their research to be more spesific.


Students, Expectations, Classroom Management, Teacher, Strategy

Full Text:



Aksoy, K. (2015). What you think is not what you do in the classroom: Investigating teacher's beliefs for classroom management in an EFL classroom. Procedia- Social and Behavioral Sciences, 3(6), 675-683.

Aliakbari, M., & Darabi, R. (2013).On the relationship between efficacy of classroom management, transformational leadership style, and teacher's personality. Procedia- Social and Behavioral Science, 93(3), 1716 - 1721.

Andany, F. P. H (2018). Classroom management employed by effective teacher in English classes. (Tesis). Fakultas tarbiyah dan ilmu keguruan IAIN, Tulungagung.

Balli, S. J. (2010). Pre-service teachers’ episodic memories of classroom management. Teaching and Teacher Education, 27(4), 245-251.

Caner, H., & Tertemiz, N. (2015). Beliefs, attitudes and classroom management: a study on prospective teachers. Procedia - Social and Behavioral Sciences, 186(2), 155 – 160.

Creswell, J. W. (2009). Research design: qualitative, quantitative and mixed methods approaches, 3rd (ed.). London, England: Sage Publications.

Dujmovic, M. (2007). The use of croatian in the EFL classroom. Metodicki obzori, 10(4), 91- 100.

Ellis, R. (2009). Corrective feedback and teacher development . L2 Journal, 8(2), 3-18.

Erden, M. (2001). Sinif yonetimi. Istanbul: Alkim.

Fowler, J., & Sarapli, O. (2010). Classroom management: what ELT students expect. Procedia Social and Behavioral Sciences, 3(2), 94–97.

Hickey, D. T., & Schafer, N. J. (2011). Design-based, participation-centered approaches to classroom management. 14(3), 213-216.

Gebhart, J. (2006). Teaching English as a foreign or second language . Ann Arbor: University of Michigan.

Kasmaienezhadfard, S., Pourrajab, M., & Rabbani, M. (2015). Effects of pictures in textbooks on students’ creativity. Multi Disciplinary Edu Global Quest (Quarterly), 4,(2), 214- 215.

Little, S. G., & Akin, L. A. (2008). Psychology's contribution to classroom management. Psychology in the schools,17(9), 227-235.

Makewa, L. N., & Role, E. (2011). Teachers’ use of humor in teaching and students’ rating of their effectiveness. International Journal of Education , 15(3), 122-125.

Martin, N. K., Yin, Z., & Baldwin, B. (2000). Construct validation of the attitudes and beliefs on classroom control theory. Journal of Classroom Interaction, 6(2), 6-15.

Nazary, M. (2008). The role of L1 in L2 acquisition: attitudes of Iranian university students. Novitas Royal Research on Youth and Language , 9(3), 138-153.

Rahimia, M., & Asadollahia, F. (2012). EFL Teachers’ Classroom Management Orientations: Investigating The Role of Individual Differences and Contextual Variables. Procedia - Social and Behavioral Sciences, 31(2), 43–48.

Rido, A., Ibrahim, N., & Nambiar, R. M. K. (2014). Investigating EFL master teacher's classroom interaction strategies: a case study in Indonesian secondary vocational school . Procedia - Social and Behavioral Sciences ,22(15), 420-424.

Romer, D. (1993). Do students go to class? Should they?. Journal of Economic Perspectives, 7 (3), 167-174.

Rudiyanto, A. (2014). Descriptive analysis of classroom management strategies of the second grade students of SMP N 03 Tengaran Semarang. (Thesis). Fakultas tarbiyah dan ilmu keguruan STAIN Salatiga, Semarang.

Rusby, J. C., Crowley, R., Sprague, J., & Biglan, A. (2011). Observations of the middle school environment: The context for student behavior beyond the classroom. Psychology in the Schools, 48(4), 400 - 415.

Sagadin, J. (1991). Razprave iz pedagoske metodologije. Ljubljana: Znanstveni institut filozofske fakultete.

Scheerens, J. (2013). The effectiveness of teaching time at school, homework and extended time outside school hours. Procedia - Social and Behavioral Sciences, 22(10), 133- 138.

Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of effects of teacher motivation on student motivation. Teaching and Teacher Education, 64 (11), 115-126.

Slameto. (2013). Belajar dan Faktor-faktor yang mempengaruhinya. Jakarta: Rineka Cipta.

Stalker, J. C. (2000). Some factors to consider when choosing the best method. Ganziantep: Ganziantep University.

Sudjana, N. (2005). Dasar-dasar proses belajar mengajar. Bandung: SinarBaru Algensindo.

Talebi, S., Davodi, A., & Khoshroo, S. (2015). Investigating the effective component of classroom management in predicting academic achievement among english language students. Procedia - Social and Behavioral Sciences, 205(19), 591–596.

Tuerah, R. M. S. (2015). Penguasaan materi pembelajaran, manajemen dan komitmen, menjalankan tugas berkorelasi pada kinerja guru sd di kota tomohon. Jurnal Inovasi dan Teknologi Pembelajaran, 2(1), 137-154.

Walker, R. J. (2008). 12 characteristics of an effective teacher. Educational Horizon, 87(1), 61- 6.

Zeidner, M. (2000). The relative severity of common classroom management

strategies:Students' perspective. British Journal of Educational Psychology, 15(5), 69- 77.




  • There are currently no refbacks.

Copyright (c) 2022 EEAL Journal (English Education and Applied Linguistics Journal)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 Creative Commons License   
e-issn 2622-1675 p-issn 2621-9131