TEACHERS’ CLASSROOM MANAGEMENT STRATEGIES IN ENGLISH CLASSES AT SMP NEGERI 35 MEDAN

Abstract

This study aimed to identify the classroom management strategies used by English 

teachers and to describe how these strategies were implemented to encourage passive 

students’ participation in English classes at SMP Negeri 35 Medan. This study used a 

descriptive qualitative approach. The data were collected through interviews, classroom 

observations, video recordings, field notes, and documentation. The participants were two 

English teachers and Grade VIII students. The data were analyzed using data reduction, 

data display, and conclusion drawing based on Garrett’s classroom management theory 

and supporting theories related to passive students in EFL classrooms. The findings 

showed that the teachers implemented classroom management strategies through five 

components: physical design, rules and routines, relationships, engaging and effective 

instruction, and discipline. The strategies included seating arrangement, classroom 

routines, emotional support, positive teacher-student relationships, collaborative learning, 

Project-Based Learning, speaking practice, classroom monitoring, and participation control. 

The findings also showed that passive students were encouraged through emotional 

support, positive reinforcement, gradual participation, collaborative learning, Project-Based 

Learning, classroom monitoring, and participation control. These strategies helped passive 

students become more confident, motivated, and willing to participate during English 

classroom interaction. However, some students still experienced difficulties because of low 

confidence and limited vocabulary mastery.