THE LECTURERS’ STRATEGIES IN CREATING A HEALTHY LEARNING ENVIRONMENT FOR STUDENTS IN THE CLASSROOM at 2ND SEMESTER OF ENGLISH STUDY PROGRAM OF UMB

THE LECTURERS’ STRATEGIES IN CREATING A HEALTHY LEARNING ENVIRONMENT FOR STUDENTS IN THE CLASSROOM at 2^ND SEMESTER OF ENGLISH STUDY PROGRAM OF UMB

THESIS

By

JON SASTRO

0821110047

ENGLISH EDUCATION STUDY PROGRAM
THE FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF BENGKULU
2012

THE LECTURERS’ STRATEGIES IN CREATING A HEALTHY LEARNING ENVIRONMENT FOR STUDENTS IN THE CLASSROOM at 2^ND SEMESTER OF ENGLISH STUDY PROGRAM OF UMB

THESIS

Presented as a partial requirement for ”Sarjana Degree”

In English study program University Muhammadiyah of Bengkulu

BY

JON SASTRO

0821110047

ENGLISH EDUCATION STUDY PROGRAM
THE FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF BENGKULU
2012

THE LECTURERS’ STRATEGIES IN CREATING A HEALTHY LEARNING ENVIRONMENT FOR STUDENTS IN THE CLASSROOM at 2^ND SEMESTER OF ENGLISH STUDY PROGRAM OF UMB

THESIS

Presented as a partial requirement for ”Sarjana Degree”

In English study program University Muhammadiyah of Bengkulu

NAME NPM STUDY PROGRAM DEPARTEMENT

: JON SASTRO : 0821110047 : ENGLISH EDUCATION : LANGUAGE AND ART

APPROVED BY

Supervisor Arasuli, M.Si NIP:195811211985031002

Co-supervisor Ivan Achmad Nurcholis, M. Pd NBK.084871411

Acknowledged By Dean FKIP

Muhammadiyah University of Bengkulu

Drs. Mardan Waib, M.Pd

NIP: 195605011986031004

THE LECTURERS’ STRATEGIES IN CREATING A HEALTHY LEARNING ENVIRONMENT FOR STUDENTS IN THE CLASSROOM at 2^ND SEMESTER OF ENGLISH STUDY PROGRAM OF UMB

THESIS

Has been examined the Examiners board of English

Education Study Program of Teacher Training and Education

Muhammadiyah University of Bengkulu

EXAMINERS

1. 2. 3. 4.

Kiagus Baluqiah, M.Pd (Examiner I) Epi Wadison, M.Pd (Examiner II) Arasuli, M.Si (Supervisor) Ivan Achmad Nurcholis, M. Pd (Co-supervisor)

(…………………………..) (…………………………..) (…………………………..) (…………………………..)

Acknowledged By Dean FKIP

Muhammadiyah University of Bengkulu

Drs. Mardan Waib, M.Pd

NIP: 195605011986031004

Motto and Dedication

Motto

v    Remember ALLAH SWT, whenever and wherever you are

v    Don’t cry because we are the poor but crying if we don’t have knowledge

v    I can’t stop the rain, but the rain can’t stop my spirit!!!

v    Talk less do more

Dedication

v    My great ALLAH SWT, and my prophet Muhammad SAW

v    My beloved father (Islanto) and my mother (Wasnia), you all are my power to do the best in my life. I love you all so much

v    My beloved brother (Hengki Hermansyah, SH) and my sister (Heni Puspita, S.Pd) thanks for your support and love for me

v    My advisor Mr Arasuli, M.Si and co-advisor Mr Ivan Achmad N, M.Pd thanks for your time and your guide in finishing my thesis

v    My special thanks to kak Rusman, mas Ade and all of lecturers English subject who give me helps

v    My special one (mami zizi) who always supporting and standing beside me either in happiness and sadness

v    My best friends 3 idiots and 1 hero (Feri Wahyudi, Herza Apriliansyah and Wawan Suprianto) and my lovely sisters (Dewi Anggriyana and Indah Febrianti) thanks to always make me happy

v    My friends in C class (hasby, depit, endang, ruli, fera, timi, lesi, rina, risna, mesri, yungka, oji, sendi, neti, novaria, ardiansyah, linda)

v    Someone in the future, please wait for me until whenever

v    All of my friends in English study program academic year 2008 (class A, B, C, and D) keep spirit OK!!!!!!!!!

v    My green almamater

SURAT PERNYATAAN KEASLIAN SKRIPSI

Yang bertanda tangan di bawah ini

Nama NPM Program Study

: JON SASTRO : 0821110047 : Pendidikan Bahasa Inggris

Dengan ini menyatakan bahwa skripsi yang saya susun berjudul:

“The Lecturers’ Strategies in Creating a Healthy Learning Environment for Students in the Classroom at 2^nd Semester of English Study Program of UMB”

Adalah benar karya asli saya, bebas dari segala bentuk pelanggaran berupa:

1.      Menjiplak atau memplagiat sebagian / seluruh karya orang lain.

2.      Mengupahkan skripsi ini pada orang lain.

Demikianlah Surat Pernyataan ini saya buat dengan sebenarnya. Apabila di kemudian hari ternyata saya ini tidak benar, maka segala akibatnya berupa pembatalan skripsi ini dan lain – lain adalah sepenuhnya tanggung jawab saya sendiri.

Mengetahui Ka. Prodi Pendidikan Bahasa Inggris Ivan Achmad Nurcholis, M. Pd NBK.084871411

Bengkulu,   Agustus 2012 Jon Sastro 0821110047

ACNOWLEDGEMENT

Bismillahirramanirrahim

Assalamualaikum wr.wb

All of praised to God that given quittance for the researcher until this thesis entitle “The Lecturers’ Strategies in Creating a Healthy Learning Environment for Students in the Classroom at 2^nd Semester of English Study Program of UMB”.

Has been written completely best greeting to our prophet Muhammad SAW, peace be upon him who has quitted us to the right away.

This thesis was presented as partial requirement for “Sarjana” degree in English study program of UMB Bengkulu. In this opportunity, the researcher would like to utter the biggest thanks you to:

1.      His big family, father (Islanto), mother (Wasnia), brother (Hengki Hermansyah, SH) and sister (Heni Puspita, M.Pd)   who fulfill the material or immaterial necessity, motivation and vocation for the researcher

2.      Mr. Khairil, M.Pd as the rector of UMB

3.      Mr.Drs Mardan Waib as the dekan of FKIP UMB

4.      Mr. Ivan Achmad N, M.Pd as the chairman of prodi

5.      Mr. Arasuli, M.Si as my supervisor and Mr. Ivan Achmad N, M.Pd as my co-supervisor for valuable time, they spent in guiding the researcher through the whole process of writing this thesis

6.      All the lecturers and Staff UMB, the researcher would like to thank you so much for them toward beneficial knowledge, insight, motivation and they gave helps during my study at UMB

7.      Unforgettable all of students English study program 2008 academic year

The researcher realizes that there are still many mistakes in this thesis; so that the researcher needs constructive critical and suggestions to make this thesis more valuable and perfection

May Allah SWT gives the best reward and bless us. Amin Ya robbal’Alamin

Wassalamualaikum wr.mb

Bengkulu,      Agustus 2012 The researcher

                  

ABSTRACT

SASTRO, JON, 2012. The Lecturers’ Strategies in Creating a Healthy Learning Environment for Students in the Classroom at 2^nd Semester of English Study Program of UMB

Supervisor I         : Arasuli, M.Si

Co-supervisor II  : Ivan Achmad N, M.Pd

Key words                  : Strategies, healthy learning environment

            English language teaching is a serious matter, which needs to be improved in order to prepare students in mastering English as a foreign language. But more from the students in learning English felt bored if the teacher just sits and talks monotonously from the opening until the end of the class. Based on the fact above creating a healthy learning environment is one of the strategies that must be done by teachers to enhance the results of learning, so the researcher interest to investigated the lecturers’ strategies that used in creating a healthy learning environment to students in the classroom at 2^nd semester of English study program in UMB.

            Methodology of the research was descriptive method. Subject of this research was all of English lecturers who teach at 2^nd semester in English study program academic year 2012. The total of the lecturers are six English lecturers. In collecting the data, the researcher used observation checklist and video recording. In analyzing the data, the researcher found out the frequency of the lecturers strategies in creating a healthy learning environment by using formula, and then take the conclusion.

After doing this research, researcher found that the lecturers used five strategies in creating a healthy learning environment in learning English they were providing positive feedback (17.7%), treating the participants as individuals (24.4%), maintaining the self-esteem of learners (25.6%), creating a positive physical and emotional atmosphere (18.9%), and creating a positive classroom discipline system (13.4%).

Based on the research result, there are some suggestions for English lecturers. Researcher suggest that English lecturers would be better to used the varied strategies in creating a healthy learning environment, in order to create the condition of classroom more actively and comfortably, so the students will be more interesting in studying in classroom.

ABSTRACT

SASTRO, JON, 2012. The Lecturers’ Strategies in Creating a Healthy Learning Environment for Students in the Classroom at 2^nd Semester of English Study Program of UMB

Supervisor I         : Arasuli, M.Si

Co-supervisor II  : Ivan Achmad N, M.Pd

Kata kunci     :Strategi, lingkungan belajar yang sehat

            Pengajaran bahasa inggris adalah masalah serius yang perlu ditingkatkan dalam rangka untuk mempersiapkan siswa dalam menguasai bahasa inggris sebagai bahasa asing. tetapi kebanyakan siswa dalam belajar bahasa inggris merasa bosan jika guru hanya duduk dan berbicara secara monoton dari pembukaan sampai akhir kelas. Berdasarkan fakta di atas menciptakan lingkungan belajar yang sehat adalah salah satu cara yang harus dilakukan oleh guru untuk meningkatkan hasil belajar. sehingga penelitian tertarik untuk mengetahui strategi-strategi yang digunakan dosen dalam menciptakan lingkungan belajar yang sehat untuk siswa di dalam kelas pada semester 2 bahasa inggris di UMB.

            Metodologi dalam penelitian ini adalah metode diskriptif. Subjek dari penelitian ini yaitu semua dosen bahasa inggris yang mengajar di semester 2 prodi bahasa inggris tahun ajaran 2012. Jumlah total dosen adalah enam dosen. Dalam mengumpulkan data, peneliti menggunakan daftar observasi dan perekam video. Dalam menganalisis data, peneliti telah menemukan frekuensi dari strategi-strategi dosen dalam menciptakan lingkungan belajar yang sehat dengan menggunakan rumus, dan kemudian menyimpulkan.

            Setelah melakukan penelitian ini, peneliti menemukan bahwa dosen-dosen menggunakan lima strategi dalam menciptakan lingkungan belajar yang sehat dalam belajar bahasa inggris, diantaranya yaitu, memberikan umpan balik yang positif (17.7%), memperlakukan siswa sebagai individu/pribadi (24.4%), menjaga harga diri siswa (25.6%), menciptakan suasana fisik dan emosional yang positif (18.9%) dan menciptakan system disiplin kelas yang positif (13.4%)

            Berdasarkan hasil penelitian, ada beberapa saran untuk dosen bahasa inggris. Peneliti menyarankan dosen bahasa inggris untuk menggunakan strategi dengan baik dan bervariasi dalam menciptakan lingkungan yang sehat, sehingga tercipta kondisi dalam kelas lebih aktif dan nyaman, sehingga siswa akan tertarik dalam belajar di dalam kelas.

TABLE OF CONTENTS

TITLE PAGE .........................................................................................................  i

APPROVAL SUPERVISOR ................................................................................  ii

APPROVAL EXAMINERS .................................................................................  iii

MOTTO AND DEDICATION .............................................................................  iv

SURAT PERNYATAAN KEASLIAN SKRIPSI ..............................................  v

AKNOWLEDGEMENT .......................................................................................  vi

CURRICULUM VITAE .......................................................................................  viii

ABSTRACT ............................................................................................................  ix

TABLE OF CONTENTS ......................................................................................  xi

LIST OF TABLES .................................................................................................  xiii

LIST OF APPENDICESS .....................................................................................  xiv

CHAPTER I INTRODUCTION

                  1.1    Background ...................................................................................  1

                  1.2    Research Question.......................................................................... 4

                  1.3    Research Objectives .......................................................................  4

                  1.4    Significance of the Research.......................................................... 4

                  1.5    Limitation of the Research ............................................................  5

                  1.6    Definition of Key Terms ................................................................  5

CHAPTER II LITERATURE REVIEW

                  2.1    Definition of Strategy ....................................................................  6

                           2.1.1 Definition of Strategy ...........................................................  7

                  2.2    Creating a Healthy Learning Environment ....................................  8

     2.2.1 Lecturers’ Strategies in Creating a Healthy Learning Environment    9

   2.2.2 Learning Environment ..........................................................  13

2.2.3 Motivating Students .............................................................  14

                  2.3    The Students’ Success ...................................................................  15

                  2.4    Classroom Management .................................................................  18

                           2.4.1 Characteristic of Good Classroom Management ..................  18

                  2.5    The roles of teacher ........................................................................  21

                  2.6    Classroom Rules ............................................................................  22

                  2.7    Previous Studies ............................................................................  23

                 

CHAPTER III METHODOLOGY

                  3.1    Research Design ............................................................................  25

                  3.2    Subject of the Research .................................................................  25

                  3.3    Instrument ......................................................................................  26

                           3.3.1 Observational Checklist ........................................................  26

                           3.3.2 Video Recorder (handycam)................................................. 27

                  3.4    Data Collecting Technique............................................................. 27

                  3.5    Data Analysis.................................................................................. 27

CHAPTER IV RESULT AND DISCUSSION

                  4.1    Results............................................................................................ 29

                           4.1.1 Providing Positive Feedback................................................. 30

                           4.1.2 Treating the Participants as Individuals................................. 30

                           4.1.3 Maintaining the Self-esteem of Learners............................... 31

                           4.1.4 Creating a Positive Physical and Emotional Atmosphere...... 32

                           4.1.5 Creating a Positive Classroom Discipline System................. 33

                  4.2    Discussion....................................................................................... 35

                           4.2.1 Providing Positive Feedback................................................. 36

                           4.2.2 Treating the Participants as Individuals................................. 37

                           4.2.3 Maintaining the Self-esteem of Learners............................... 38

                           4.2.4 Creating a Positive Physical and Emotional Atmosphere...... 40

                           4.1.5 Creating a Positive Classroom Discipline System................. 41

CHAPTER V CONCLUSION AND SUGGESTIONS

                  5.1    Conclusion .....................................................................................  43

                  5.2    Suggestions ....................................................................................  43

REFERENCES

CHAPTER I

INTRODUCTION

                                                                                          

In this chapter, the researcher described about the background, research question, research objective, significances of the research, limitation of the research, and definition of key terms.

1.1              Background

English language is a foreign language in Indonesia for long time. In Indonesia teaching English is a serious matter, which needs to be improved in order to prepare students in mastering English as a foreign language. The success of students in learning English depends on several factors. These factors are divided into two; internal and external factors. The internal factors are the factors that are caused by students themselves, like motivation, intelligence, maturity and individual factors. The external factors, however, are the factors that are caused by the environment surrounding of students, such as family, teachers and the way of the teaching, teaching equipment, opportunity to use the language (change) and social motivation (Harsono, 2006). Thus both factors need to be considered by all elements of environments either family, teacher or the learners themselves in order to succeed in learning English.

1

Considering the fact above, creating a healthy learning environment is one of the strategies that must be done by teachers to enhance the results of learning. According Mujtaba (2004), providing a safe and healthy learning environment is a key to help students in developing essential skills and knowledge because it is necessary for college and career readiness.  Particularly, teachers should show their interests toward the progress that has been achieved by the students. In short, a healthy environment of leaning English will lead the students in achieving their goals and also by providing such a nice and neat learning process will motivate them in learning English too.

As a matter of fact, however, it is hard to create a good environment of learning English. In fact, some English teachers seem not to be able to occupy the criteria of the good environment in teaching English. It is proven by the researcher’s experience when he did teaching practice at SMP 16 Bengkulu. The students felt bored if the teacher just sits and talks monotonously from the opening until the end of the class, especially when the teacher always teaches by using lecturer technique, the students become passive listeners in the classroom and as a result, the process of teaching and learning will not run well or there is no interaction between the teacher and the students. The researcher also did a preliminary study by asking some members of the public, such as English college students about their class and how the lecturers teach in the class, and mostly they answered that their classes were boring. Farther, based on the researcher experiences when he took English classes at UMB University, he also found that those classes were sometime boring. From those proves, it is noted that interaction is one of the most important parts in the success of teaching learning process in order to build great teaching and learning processes.

After seeing the problems of creating good interaction in the class by providing a healthy learning environment, the solving problem should be found. The strategies in teaching should be freshen and varied. The teacher who gives many strategies in their teaching process will be more successful than the teacher who always teaches by using lecturer technique. The reason is quite clear, it is because she/he could build the students interest in learning English and make a good interaction in the classroom activities. In this way, a teacher is expected to give teaching variations in creating a healthy learning environment that includes of three aspects, namely; to provide positive feedback, to treat the participants as individuals, and to maintain the self-esteem of learners (Sulivan 2003). So that, the environment will be more positive and healthy and the student will be more interested in the lesson and it will make their learning successful.

On the other hand Brown said that “Another thing that should not be left behind in creating a health learning environment is classroom management”. The classroom should be managed well because it is a core place for both students and teacher do interaction. Farther, Eggen (1998) Classroom is a place where teaching and learning process is done. The teacher should have an ability to teach and manage the students. If the teacher can manage the classroom in a good managing, the student will have a healthy environment in learning. Classroom management is which one way to create healthy environment learning, so it can make the students comfortable and be effective and efficient. According to Brown (1994) that there are six components in classroom management, they are the class itself, the teacher voice and body language, unplanned teaching midstream lesson changes, teaching under adverse circumstances, teachers’ roles and style, and creating a positive climate. Thus classroom management is very important to create positive environment learning.

Since creating a healthy learning environment is a great thing to discuss, the researcher is interested in investigating the lecturer strategies in creating a healthy learning environment to students at 2^nd semester of English study program in UMB.

1.2              Research Question

Based on the background above, the problem of this research is, “What are the English lecturers’ strategies in creating a healthy learning environment to students in the classroom at 2^nd semester of English study program in UMB?”

1.3              Research Objectives

The objective of the research is to investigate the lecturers’ strategies in creating a healthy learning environment to students in the classroom at 2^nd semester of English study program in UMB.

1.4              Significance of the Research

It is hoped that this research can give some benefits for:

1.      The English Lecturers

It is hoped that the result of this research may inform them about the kinds of strategies in creating a health learning environment of learning and teaching English. Therefore it can be useful information to improve the student’s motivation in their learning process.

2.      The English Students

It is also hoped that the result of this research may give comprehension about the kinds of strategies in creating a health learning environment of learning and teaching English. Therefore, it can be useful information to improve their ability in English,

3.      Another Researcher

This research can be a reference for him who wants to do the same research about strategies in creating a health learning environment of learning and teaching English.

1.5              Limitation of the Research

This research is just limited to discuss about the lecturers’ strategies in creating a healthy learning environment to students in English subject lecturers who teach at 2^nd semester of English study program in UMB.

1.6              Definition of Key Terms

1.      Lecturers’ strategies

The ways, which are consciously selected by the English lecturer in teaching and learning process in classroom

2.      Learning

Is Process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise

3.      Healthy learning is convenient for students to learn and able to motivate students in learning

4.      Environment is a complex system in which various factors affect the reciprocal of each other

CHAPTER II

LITERATURE REVIEW

               In this chapter, the researcher described about the definition of strategy, creating a healthy learning environment, the students’ success, classroom management, roles of teacher, classroom rules and previous studies.

2.1 Definition of Strategy

A strategy is a plan of action designed to achieve a particular goal. Strategy is profoundly different from tactics. Strategy is relevant to many areas of life, from getting the right date for school disco to running a business, can conclude that strategy is a plan to getting a particular goal. For example, the goal of a company may be to increase profits: the strategy chosen might be to undertake an advertising campaign; invest in a new computer system; or adjust pricing, Duffy (2009)

Teacher strategy is teacher creatively in creating a lesson in stimulating student to speak up trough appropriate task where students will be active and successfully (Nunan: 1991). Teaching strategies are actions, behavior, step, and techniques used to achieve instructional objectives.

6

In connection with learning, especially English, strategies are very important because they can be tools to make the students be active to develop English competence. Robecca (1990) further states, strategies are important because they are tools for active, self-direct involvement which are essential for developing communicative competence. Appropriate strategies can result in improved the great self-confidence.

2.1.1 Strategies for English Teacher

According Herrel (2004) learning strategies are approaches that can be used across curricular areas to support the learning of students. The strategies described based on the theories of the linguists described in this introductory section. The goals of the strategies are to enhance learning. To provide this enhancement, one or more of the underlying premised of effective instruction of English language learners are emphasized in each of the ways. These premises are the following:

1.      Teachers should provide instruction in a way that ensures that student is given comprehensible input.

2.      Teacher should provide opportunities to increase verbal interaction in classroom activity.

3.      Teacher should provide instruction that contextualizes language as much as possible

4.      Teacher should use teaching strategies and grouping techniques that reduce the anxiety of student as much as possible

5.      Teachers should provide activities in the classroom that offer opportunities for active involvement of the student.

The step teachers’ strategies in teaching learning are: (a) matching strategies and curriculum; select the strategy to be taught by thinking about the curriculum to be studied and the demand it will make on the learner. Plan to teach only a few strategies at first, giving the students opportunities to practice the strategies well before introducing new ones, (b) develop student self-awareness by having them reflect on how they approach a learning task, (c) modeling strategy use; model the strategy you are teaching, (d) practicing the strategy provide an opportunity for the student to practice using the strategy while you are available to assist, if needed,(e)discussing strategy use; hold an evaluation discussion, (f) making visuals for self-help; have the students make strategy poster to display in the classroom, which explain the steps in the taught, make a checklist with the strategy names and students name to use as you observe them completing assignment (Jordan and Herrell:2004).

According Finocchiaro (1974) there are some strategies in teaching for teacher:

1.      Start with the known environment of your student

2.      Use dialogues wherever possible

3.      Vary the type of student participation for the different parts of your lesson

4.      Encourage your student to prepare materials according to their ability

5.      Create a “cultural island” in your room

6.      Provide opportunities for students to act as listeners and as speakers

7.      Use authentic language at normal speed in the classroom

8.      Teach, don’t test

2.2 Creating a Healthy Learning Environment

According to oxford advanced learner’ dictionary create a healthy learning environment do by lecturer in make the climate be comfortable in learning English because the classroom was conductive where before the start the material. Shortly, create a healthy learning environment can make the teaching and learning activity more successful in classroom.

A healthy classroom environment makes a big difference to students' learning experience and motivation of student to come to school and learning. Educators have a responsibility to their students, because students spend so many of their days in class. Simple activities can create positive relationships between students and teachers. Providing a safe and healthy learning environment is a key to help students in developing essential skills and knowledge because it is necessary for college and career readiness (Mujtaba: 2004).

2.2.1 Lecturers’ Strategies in Creating a Healthy Learning Environment

When the lecturer creates a healthy classroom atmosphere, students learn better. Every student must feel safe and important in the class in order for maximum learning to take place. A healthy classroom environment does not just happen but the lecturer creates it. Based on the Ktashuk (2007) theory there are have two theories in create a healthy environment, they are:

1.      Create a Positive Physical and Emotional Atmosphere

a.       Lead your students by example. Changes begin with the teacher’s positive caring attitude and thoughtful construction of the physical environment

b.      Begin each class greeting students with a smile and a personal welcome. Help each student feel important and set a positive tone to the class

c.       Organize classroom neatly and methodically to control confusion and stress. Teacher and students need to know where to find books and materials at all times

d.      Plan lessons that allow students to actively participate in the learning process, and arrange the desks to meet the needs of the students and lessons.

e.       Teach student to set measurable academic and behavior goals. Acknowledge the completion of the goals with stickers, treats, public announcements and certificates

f.       Search for students’ strengths and build on them. Put activities in your lesson plans that allow every student to feel a measure of success.

2.      Create a Positive Classroom Discipline System

a.       Allow students to help set classroom rules to give them ownership in the discipline process. Post the rules and consequences in the room

b.      Stick to the rule and fairly and consistently execute the consequences

c.       Use negative consequences infrequently by reinforcing positive behaviors with a reward system

d.      Integrate correct behavior and accountability instruction into lesson plan. Hold each student accountable for her actions and don’t allow the blame game

e.       Discipline student privately. This demonstrates respect and protects the student from public humiliation

f.       Praise the student frequently and find something positive to say about each student

According Sullivan (2003).The effective trainer is one who can create a healthy learning environment; you first need to understand the characteristics of adult learners. Adult learners: 

1.      Require learning to be relevant 

2.      Are highly motivated if they believe learning is relevant 

3.      Need participation and active involvement in the learning process 

4.      Desire a variety of learning experiences 

5.      Desire positive feedback 

6.      Have personal concerns and need an atmosphere of safety 

7.      Need to be recognized as individuals with unique backgrounds, experiences and learning needs 

8.      Must maintain their self-esteem 

9.      Have high expectations for themselves and their trainer 

10.  Have personal needs that must be taken into consideration 

A create healthy learning environment is created through the use of a variety of learning strategies including: 1).Audiovisual aids. 2). Illustrated lectures. 3).Demonstrations. 4). Brainstorming. 5). Small group activities. 6). Group discussions. 7). Role plays and case studies. 8). Guest speakers 

The effective trainer helps to create a healthy learning environment by using a variety of strategies for providing positive feedback. To provide positive feedback: 

1.             Showing feedback on each participants as a person

2.               Give verbal praise either in front of other participants or in private 

3.               Use positive responses during questioning 

4.               Recognize appropriate skills while coaching 

5.            Let the participants know how they are progressing toward achieving learning objectives 

6.            Openly soliciting participants’ ideas and feeling

Be sure to treat the participants as individuals. To do this you can: 

1.      Use participant names as often as possible 

2.      Involve all participants as often as possible 

3.      Treat participants with respect 

4.      Working with them as a team and not against them

5.      Allow participants to share information with others 

To maintain the self-esteem of your learners, you can: 

1.      Reinforce those practices and beliefs embodied in the course content 

2. Provide corrective feedback in an appropriate manner 
3. Provide exercise that adds to their sense of competence and self-esteem 
4. Recognize participants' own career accomplishments 
5. Valuing and respecting what participants think and say

Farther, McFarland-McDaniels (2011) stated that there are ten create a healthy learning environment tips to students’ success in classroom.

1.      Get to know each student as a person as soon as possible after meeting them. Have each student complete a survey and/or write a biography.

2.      Spend time with students individually every day. It’s crucial to make personal connections with your students. They need to know they are important to you.

3.      Fill your classroom with positive messages and quotes. Make it impossible for students in your classroom to not feel that they are each destined for greatness.

4.      Provide frequent positive feedback. Let students know that they are doing a good job. Tell them that you notice their efforts and appreciate their hard work.

5.      Give students outlets for expression. Create a special place to display student art and writing.

6.      Conduct a daily community meeting with students.

7.      Allow students to make appointments with you to talk privately about overwhelming problems, issues and dilemmas.

8.      Make it clear that everyone in your classroom is to conduct themselves in a respectable manner, treat others with respect and respect the property of others.

9.      Make discipline about accountability and growth instead of punishment. Give students who exhibit inappropriate behaviors a place to cool off and calm down.

10.  Do everything you can to make the physical environment of your classroom as comfortable and cheerful as possible.

Create a healthy learning environment requires planning and work on the part of the trainer. Using these suggestions you can help build a positive learning environment that will make your training more fun, effective, successful and create the motivation for student in learning.

2.2.2 Learning Environment

The creation of positive classroom learning environments is hard work and requires professional knowledge, thoughtfulness, patience, and consistency over time (James. 2000).

According Harmer (2002) the teacher can still do a lot of about their physical appearance and the emotional atmosphere of your lessons. Both of these can have a powerful effect on the initial and continuing motivation of student. When student walk into an attractive classroom at the beginning of a course, it may help to get their motivation for the process going. Teacher can decorate even the most unattractive classrooms with all kinds of visual material to make them more agreeable as learning environment. All of this less important, however, than the emotional atmosphere that teachers are able to create and sustain.

2.2.3 Motivating Students

When it comes to creating a classroom climate for language learning, Williams and burden (1997) point to 3 levels of influence: national and cultural influences on the language being learned, the education system where the language is being learned, and the immediate classroom environment. However, teachers do influence the classroom environment by motivating unmotivated student.

In language learning, motivation is more specific than in a content-based subject. The history teacher can motivate students to take an interest in the subject, but the language teacher is looking for more than interest. Language is a skill, and a skill needs to be applied, not just stored in the head or admired at a distance. Teachers encourage language use through both intrinsic and extrinsic motivation.

Harris (2010) state, Some Ideas for motivating students that are:

1.      Explain. Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it.

2.      Reward. Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards.

3.      Care. Students respond with interest and motivation to teachers who appear to be human and caring.

4.      Examination. Is one motivation for students in improving the students ability in study

5.      Competition. Can used as instruments of motivation for drivers the students can be improve students’ achievement in learning

6.      Have students participate. One of the major keys to motivation is the active involvement of students in their own learning.

7.      Teach Inductively. It has been said that presenting conclusions first and then providing examples robs students of the joy of discovery.

8.      Satisfy students' needs. Attending to need satisfaction is a primary method of keeping students interested and happy.

9.      Make learning visual. Even before young people were reared in a video environment, it was recognized that memory is often connected to visual images.

10.  Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner.

2.3 The Students’ Success

               The students learning in the class and the teacher management are the resource of learning. There are some factors that influence in learning language, Tucker (1975) says: The successes of the process on learning foreign languages are influenced by: The between the individual, the learning process, the social culture.

                 In learning foreign language, talent and motivation have influenced on the success or not the success of learning. It means the background knowledge of students could influence the ability of students itself.  The background knowledge here means all students know about something that has relation to the material, which will be given by teacher.

               The successful students on learning English cannot guess from his talent of knowledge language. But the prediction about the target, while how to use the attitude of the information that has been learned. 

               According to Blum (1984), there are twelve characteristics of effective teaching to get the students success in classroom:

1.      Instruction is guided by a preplanned curriculum  there

2.      There are high expectations for student   learning

3.      Student are carefully oriented to lessons

4.      Instruction is clear and focused

5.      Learning progress is monitored closely

6.      When students do not understand, they are rethought

7.      Class time is used for learning

8.      There are smooth and efficient classroom routines

9.      Instructional group formed in the classroom fit instructional need

10.  Standards for classroom behavior are high

11.  Personal interaction between and students are  positive

12.  Incentives and reward for student are used to promote excellent.

               Generally, it can be concluded that there are many teaching technique that can be used by the teacher. Teaching technique is a variation that used by the teacher to make classroom in teaching more interesting in learning English.

               Rubin and Thompson (1982) suggest that good or efficient learner tend to exhibit the following characteristics as they go about a second language:

1.      Good learners find their own way.

2.      Good learners organize information about language.

3.      Good learners are creative and do experiment with language.

4.      Good learners make their own opportunities and find strategies for getting practice in using the language inside and outside the classroom

5.      Good learners learn to live with uncertainly and develop strategies for making sense of the target language without wanting to understand every word.

6.      Good learners use mnemonic (hymens, word association, etc to recall what has been learned).

7.      Good learners make errors work.

8.      Good learners use linguistic knowledge. Including knowledge of their first language in mastering a second language.

9.      Good learners let the context (extra-linguistic knowledge and knowledge of the word) help them in comprehension.

10.  Good learners learn to make intelligent guesses.

11.  Good learners learn chunks of language as wholes and formalized routines to help them perform ‘beyond their competence’.

12.  Good learners learn production techniques (e.g. techniques for keeping a conversation going).

13.  Good learners learn production strategies

14.   Learners learn different styles of speech and writing and learn to vary their language according to the formality of the situation.

So, in learning and teaching process in classroom, the teacher or lecturer must use appropriate strategies, especially in creating a healthy learning environment to students in classroom.

2.4 Classroom Management

               When one speaks of management, it means there is something to manage.  According to Nunan and Lamb (1996) "management refers to the planning and the creation of the positive pedagogical environment which facilities learning. They focus on the kinds of the professional decisions teachers must make to ensure that learning takes place effectively. In the context of classroom teacher is classroom manager. Where the teacher is directing   and succeeding in getting the job of the teaching accomplished.

2.4.1 Characteristic of Good Classroom Management

               The teacher must plan managing the classroom to create a condition good classroom management and the students have good achievement learning. According Brown (1994) there are six characteristic of effective teaching.

1.      The Physical Environment of the Classroom

               If the face of your decisions to implement language teaching principles array of clever technique, the student are indeed proudly affected by what they see, hear, feel when enter classroom. Like: a). sight, sound, and comfort. b). Seating arrangement. c). Blackboard used equipment

2.       Teachers’ Voice and Body Language

                The teacher must manage the classroom to do with voice and body language. One of the first requirements of good teaching is good voice projection. You do not have to have a loud becoming voice but the teacher need to be heard, clearly by all of students in the classroom.

3.       Unplanned Teaching: Midstream Lesson Changes

               When situation your lesson have to change in some way, the teacher must manage classroom involves decision about what to do when;

·         The students digress and throw off the plan for the way

·         Digress and throw off plan for day

·         A student is disruptive in class

·         There isn’t enough time at the end of a class period to finish an activity that has already started.

               So the teacher will keep the respect of your student and your own Self-confidence by staying calm, assessing the situation quickly, making a Mid-stream change in your plan, and allowing the lesson to move on.

4. Teaching under Adverse Circumstances

a. Discipline

               Discipline is very important in the class in order to make the student more be active these are; 

-          Learn to be comfortable with your position of authority

-          State clearly and explicitly to your student what your expectations are regarding their behavior in class, attendance, and any extra class obligation.

-          Be firm but warm in dealing with variances to these expectations. 

-          Gain the respect of your students by treating them all with equal fairness   

-          In resolving discipline problems, try to End the source of the problems rather  than symptoms (for example: if a students is not paying attention in class, it could be because of the lack sleep caused by trying to work a late night shift in which or a different time blanket for English class.

-          Try, initially. To resolve disciplinary matters outside of class time ( ask to see a students after and quietly but firmly make your observation and let the students respond so that valuable class minutes are not spent focusing on one spent.

b. Cheating 

               Cheating is a special disciplinary matter that careful treatment. The first step to solving problems of cheating is to ascertain a student’s own perception, the teacher can minimizing opportunities to cheat.

5. Creating a Positive a Classroom Climate

a. Establish Rapport

               Rapport is the relationship or connection you establish with your students. A relationship that is built on trust and respect and that leads to students’ feeling capable, competent, and creative, how do you set up such a connection by:

-          Showing feedback on each student as a person

-          Giving feedback on each person’s progress 

-          Openly soliciting students’ ideas and feeling

-          Valuing and respecting what students think and say 

-          Laughing with them and not at them

-          Working with them as a team and not against them 

-          Developing a genuine sense of various joys when they learn something or otherwise succeed.

 b. Praise and Criticism

               Part of the rapport you create is based on the delicate balance that you set between praise and criticism.

c. Energy

Energy is an aura of creativity sparked by the interaction of students at class, where the teacher have prepared, confidence, enjoy, with ability to teach material in the classroom.

2.5  Roles of Teacher

               According Brown (1994) a teacher has to play many roles, there are 2 rules of thumb in growing comfortable and confident in playing multiple roles is a willing acceptance of many ways that students will perceive you and a consistent fairness to all students equally. Teaching style will almost always be consistent with your personality style, the teaching style such as; Shy, formal, serious, emotional, humorous, etc.

According to Harmer (2002) there are some roles of a teacher;

1.   Teacher as controller

               When teacher act as controller they are in charge of the class and of the activity taking place in a way that is substantially different from a situation where students are working on their own in group

2.Teacher as organizer

               One of the most important roles that teachers have to perform is that of organizing students to do various activities

3.      Teacher as assessor

               Teacher as assessor is a major part of a teachers’ job is to assess the student’s work, to see how well the students are performing

4.Teacher as prompter

               Teacher as prompter is the teacher needs to encourage student to participate or need to make suggestion about how students may proceed in an activity when they are silent or when they confused about what to do next

6.      Teacher as participant

               In here teacher as participant during students discussions, role play, or group decision making activities, as of people who stand back from the activity, letting the learners get on with it and only intervening later to offer feedback and or correct mistakes

7.      Teacher as resource

               Teacher as resource is the teacher always will be ready to help the student if they need information

2.6 Classroom Rules

               It is important that you have a consistent approach in ensuring that students adhere to the rules. Treat everyone fairly; students will then feel confident and secure in class.

               Probably the most fundamental technique in preventing classroom management problems is the establishment and teaching of classroom rules. Note that there are two parts to this technique. First classroom rules must be thought about and established; then they must be taught to the student (Jacobsen: 1981).

               In establishing rules, either authoritatively or more democratically in Glasser-type classroom meetings (Glasser, 1969), you should be sensitive to general school rules and policies to know how your particular classroom rules will interface with these large rules.

2.7 Previous Studies

               There are some previous studies about teachers’ or lecturers’ strategies. The previous studies can see in below table 1.

Table2.1. Previous Studies

No	Researcher	Objectives	Results
1	Yoyon Hirianto (2007)	English Lecturer’s Strategies to Motivate the non-English Students of Muhammadiyah University of Bengkulu to Speak English in Classroom	The result of this research showed that, there were five strategies that use by the English lecturers who teach English subject, they are: 1). Asking question. 2). Asking short answer question. 3). Pair/group discussion. 4). Situational practice, and 5). Reading.
2	Aksa Okta Putri Yanti (2009)	The Strategies of English Teachers in Teaching English at SMPN 7 Bengkulu	The result of this research showed that, there are some strategies that use by the English teacher who teach English subject, they are: a). automaticity, b). meaningful learning, c). the anticipation reward, d). intrinsic motivation, e). strategic investment, f). language ego, g). self-confident, h). risk taking, i). language culture connection, j). the native language effect, k). inter language, and, l). communicative competence
3	Noto Haryanto (2005)	Teachers’ Strategies for Supporting Students’ Involvement in Learning English at SMPN 1 Bengkulu	The result of this research showed that, there are nine strategies that use by the English teacher who teach English subject, they are:1). Leveled questions, 2). Shared reading, 3). Partner work, 4). Total physical response, 5). Imaging, 6). Communication games, 7). Cooperative learning, 8). Reciprocal teaching, 9). Other strategies.

Based on the result above, there were some strategies applied by English lecturers or teachers in teaching English they were: Asking question, pair/group discussion, situational practice, reading automaticity, meaningful learning, the anticipation reward, intrinsic motivation, Leveled questions, partner work, total physical response, imaging, communication games, cooperative learning, reciprocal teaching and other strategies. This strategies just investigated about the how lecturers or teachers strategies to motivate and involvement the student in learning English, so no one researchers who investigation about the strategies in creating a healthy learning environment. Because of that, the study about lecturers’ strategies in creating a healthy learning environment is really necessary and interest to be investigated.

CHAPTER III

METHODOLOGY

In this chapter, the researcher described about the research design, subject of the research, instrument, data collecting technique, and data analysis.

3.1 Research Design

            This research was conducted by using descriptive study. The descriptive method is useful for investigating a variety of educational problem (Gay L.R: 1987). While according to Sudjana (1987) the descriptive method is investigation that effort to describe an event that happen now. It means that this research described the strategies used by the English lecturers in creating a healthy learning environment for students in classroom at 2^nd semester of English study program of UMB.

3.2 Subject of the Research

The subjects of the research consisted of all English subject lecturers who taught at 2^nd semester in English study program. They were one lecturer of Grammar II, one lecturer of Listening II, one lecturer of Pronunciation Practice II, one lecturer of Reading II and two lecturers of Speaking II. Hence, the total number the lecturers are six lecturers. For more detail it can be seen in the following table: 

Table3.1 The Total Number of English lecturers who teach in 2^nd semester

No	Lecturers	Study Subject	Total
1	Hellen, S.Pd	Speaking II	1
2	Ewik Novika, S.Pd	Grammar II	1
3	Drs. Arasuli, M.Si	Pronunciation Practice II	1
4	Ade Prasetyo, S.Pd	Reading II	1
5	Wahyudi Badri, S.Pd	Listening II Speaking II	1
6	Fera Zasrianita, M.Pd	Reading II Grammar II	1
Total			6

Sources: taken from English Study Program of UMB 2012 (2^nd semester)

3.3  Instrument

The instruments of this research were observational checklist and video recorder (Handycam).

3.3.1        Observational Checklist

The researcher used observational checklist form based on Sullivan and Ktashuk’s theory. There are five items investigated in the collecting the data. First, is providing positive feedback. The second is treating the participants as individuals. The third is maintaining the self-esteem of learners. The next is creating a positive physical and emotional atmosphere and the last is creating a positive classroom discipline system. It also has two alternative responses; they are “yes” or “no” on each of lecturer strategies in creating a healthy learning environment.

3.3.2        Video Recorder (Handycam)

              This video recording was used to capture the real conditional about how the lecturers’ strategies in creating a healthy learning environment for students in classroom. It was used as the evidence to support the researcher

3.4 Data Collecting Technique

The researcher used classroom observational collect the data of this research. The observation was done 2 times for one lecturer. The steps of collecting data, they were:

1.      The researcher came to the class

2.      The researcher recorded  the whole activities and lecturers’ performance during teaching learning activities by using video recorder

3.      At the last the researcher completed the observational checklist related to lecturers’ strategies in creating a healthy environment

3.5  Data Analysis

In analysis the data, the researcher was done some steps, they was:

1.      The researcher checked the finding from the observational checklist and recorded-video.

2.      The researcher identified the strategies used by lecturer in what terms that shown by observation checklist

3.      The researcher calculated the percentage of those strategies in observational checklist notes. It was ranked to decide the strategies. The data in this research are analyzed by using the formula:

      

                    (Herzberg : 1982)

Notes:

P = Percentage of lecturer’ strategies

N = the total number of lecturer

F = the frequency of lecturer’ strategies                 

4.      The researcher classified the strategies used by lecturer

5.      The researcher described the result

6.      And the last researcher made a conclusion

CHAPTER IV

RESULTS AND DISCUSSION

In this chapter described about the results and discussion about the lecturers’ strategies in creating healthy learning environment for students in classroom at second semester of English study program at UMB.

4.1 Results

            The data for this research were gotten from the classroom observations. The observations were conducted directly toward six English lecturers who taught in second semester of English study program. The observations were taken from the beginning until to end of the class, and it was done three weeks on May 21^th – June 13^th in the year 2012 and two times observation for each lecturer.

            In doing the observations, the researcher brought checklist and also used video recording, this video used to capture the real condition. It can be used as the evidence to support the researcher, the result from observation of the lecturer strategies in creating healthy learning environment it can be seen on the table below. There were several strategies in creating healthy learning environment used by English lecturers in teaching learning, according Sullivan and Ktashuk’s theory, there were five items investigated in the collecting the data, those are (1) providing positive feedback, (2) treating the participants as individuals, (3) maintaining the self-esteem of learners, (4) creating a positive physical and emotional atmosphere, and (5) creating a positive classroom discipline system.

29

 

4.1.1 Providing Positive Feedback

In teaching learning process, to make students enjoyed and not bored in learning English or make English subject interest the lecturers must have some strategies in creating a healthy learning environment. One of the strategies that can be used is providing positive feedback. The lecturers can do this strategy to make the class more active and conducive in teaching learning process.

Table 4.1. The percentage of lecturers’ strategies in providing positive feedback

No	Providing Positive Feedback	F	%
1	Showing feedback on each students as a person	13	8%
2	Give verbal praise either in front of other students or in private	5	3%
3	Use positive responses during questioning	4	2.4%
4	Openly soliciting students’ ideas and feeling	7	4.3%
Total		29	17.7%

Table above indicated that the lecturers’ strategies in providing positive feedback, the researcher found the frequent 29 (17.7%). Where the first item from 6 lecturers in two observations for each lecturer chose frequent 13 with percentage (8%), the second  item was found 5 (3%), the third item was found 4 (2.4%), and the last item was found 7 (4.3%). So lecturers provide positive feedback to their students was good because some of the lecturers have used this strategy. But not all of them used this strategy.

4.1.2 Treating the Participants as Individuals

In teaching learning process, the treating the students as individuals was very important to applied in teaching learning process, so the lecturers should tell their students about the advantages of learning English, because not all of students know the real advantages about learning English, so they knew the advantages, it can make the students more spirit and confidence in teaching learning process.

Table 4.2. The percentage of lecturers’ strategies in treating the participants as individuals

No	Treating the Participants as Individuals	F	%
1	Use students names	6	3.6%
2	Involve all students	13	8%
3	Working with them as a team and not against them	8	4.8%
4	Allow students to share information with others	13	8%
Total		40	24.4%

From table above that the lecturers’ strategies in treating the participants as individuals was found 40 (24.4%) where item no 1 from 6 lecturers with two observation for each lecturer was found 6 with percentage 3.6%, item no 2 and 4 were found same frequent 13 with percentages 8% and item no 3 was found 8 (4.8%). This strategy was very useful in helped student in learning because the students more spirit and confidence in teaching learning process.

4.1.3 Maintaining the Self-Esteem of Learners

In maintaining the self-esteem of learners the lecturers should give the students the practices and give the exams because it’s as the instrument to measure students ability in learning, so giving the practices and exams the lecturers should motivate students to study seriously and more ready in learning and then giving corrective feedback is one of the important aspects, because they would know which one of the wrong from their say or their exam, so they would correct and understand about their wrong.

Table 4.3. The percentage of lecturers’ strategies in maintaining the self-esteem of learners

No	Maintaining the Self-esteem of Learners	F	%
1	Give practices that adds to their confidence	8	4.8%
2	Provide corrective feedback in an appropriate manner	13	8%
3	Provide exercise that adds to their sense of competence and self-esteem	8	4.8%
4	Valuing and respecting what students think and say	13	8%
Total		42	25.4%

From table above that the lecturers’ strategies in maintaining the self-esteem of learners was found 42 (25.4%) where item no 1 and 3 from 6 lecturers with two observation for each lecturer were found same frequent 8 with percentages (4.8%)  and Item no 2 and 4 same frequent were found 13 (8%). This strategy was easier to use and also very effective to apply in teaching learning process.

4.1.4 Creating a Positive Physical and Emotional Atmosphere

To make the student feel comfortable in teaching learning process and the students have good achievement learning, the lecturers must plan to manage the classroom to create a good condition classroom management. So it can make the teaching learning more interest for the students and more successful.

Table 4.4. The percentage of lecturers’ strategies in creating a positive physical and emotional atmosphere

No	Creating a Positive Physical and Emotional Atmosphere	F	%
1	Lead students by example	4	2.4%
2	Begin each class with greeting	13	8%
3	Give students with a smile and a personal welcome	11	6.7%
4	Organize the classroom neatly and methodically	3	1.8%
Total		31	18.9%

Table above indicated that the lecturers’ strategy in creating a positive physical and emotional atmosphere was found the frequent 31 (18.9%). Where the first item from 6 lecturers in two observations for each lecturer chose frequent 4 with percentage (2.4%), the second  item was found 13 (8%), the third item was found 11 (6.7%), and the last item was found 3 (1.8%).

4.1.5 Creating a Positive Classroom Discipline System

In teaching learning process, creating a positive classroom discipline system was very important to be applied in teaching learning process because discipline was very important in the class in order to make the student more active, feel fairly and reduce them to do cheating.

Table 4.5. The percentage of lecturers’ strategies in creating a creating a positive classroom discipline system

No	Creating a Positive Classroom Discipline System	F	%
1	Allow students to help set classroom	4	2.4%
2	Stick to the rules and fairly	2	1.2%
3	Integrate correct behavior and accountability instruction	13	8%
4	Discipline students privately	3	1.8%
Total		22	13.4%

Table above indicated that the lecturers’ strategy in creating a creating a positive classroom discipline system was found the frequent 22 (13.4%). Where the first item from 6 lecturers in two observations for each lecturer chose frequent 4 with percentage (2.4%), the second was found frequent 2 with percentages (1.2%), the third item was found 13 (8%) and the last item was found 3 (1.8%). It’s just little from the lecturers used this strategy, because not all of lecturers used this strategy.

Based on result above, they were some strategy used by lecturers in creating a healthy learning to students’ success in classroom. For more detail it can be seen in the following the table 4.6:

Table 4.6. The Total Number the Result of Lecturer’ Strategies in Creating Healthy Learning Environment

No	Lecturer’s Strategies in Creating a Healthy Learning Environment	F	%
I.                   Providing positive feedback
1	Showing feedback on each students as a person	13	8%
2	Give verbal praise either in front of other students or in private	5	3%
3	Use positive responses during questioning	4	2.4%
4	Openly soliciting students’ ideas and feeling	7	4.3%
II.                Treating the student as individuals
5	Use students names	6	3.6%
6	Involve all students	13	8%
7	Working with them as a team and not against them	8	4.8%
8	Allow students to share information with others	13	8%
III.             Maintaining the self-esteem of learners
9	Give practices that adds to their confidence	8	4.8%
10	Provide corrective feedback in an appropriate manner	13	8%
11	Provide exercise that adds to their sense of competence and self-esteem	8	4.8%
12	Valuing and respecting what students think and say	13	8%
IV.             Creating a positive physical and emotional atmosphere
13	Lead students by example	4	2.4%
14	Begin each class with greeting	13	8%
15	Give students with a smile and a personal welcome	11	6.7%
16	Organize the classroom neatly and methodically	3	1.8%
V.                Creating a positive classroom discipline system
17	Allow students to help set classroom	4	2.4%
18	Stick to the rules and fairly	2	1.2%
19	Integrate correct behavior and accountability instruction	13	8%
20	Discipline students privately	3	1.8%
TOTAL		164	100%

Table above indicated that the strategies that used by the English lecturers were providing positive feedback (17.7%), treating the participants as individuals (24.4%), maintaining the self-esteem of learners (25.6%), creating a positive physical and emotional atmosphere (18.9%), and creating a positive classroom discipline system (13.4%).

4.2 Discussion

Based on the result of the research, the researcher discussed about the lecturers’ strategies in creating a healthy learning environment, the strategies were (1) providing positive feedback, (2) treating the participants as individuals, (3) maintaining the self-esteem of learners, (4) creating a positive physical and emotional atmosphere, and (5) creating a positive classroom discipline system.

In observation strategy number 3 was the most dominant strategy, because this strategy in the observation class was most common used by lecturers, such as: providing practice, giving exercise, provide corrective feedback and value or respect what students say and think, besides strategy was easily applied by lecturers in the classroom. And then, creating a positive classroom discipline system was least the strategy that was used by the lecturers, many of them seldom used this strategy because this strategy was difficult to be used by the lecturers then the others.

4.2.1        Providing Positive Feedback

            Providing positive feedback is one of effective strategies in creating a healthy learning environment to the students’ success in classroom. From first item, showing feedback the researcher found the frequent of showing feedback was 13 (8%). All the lecturers have been using this strategy due to this strategy is very easy to be applied by a lecturer in comparison with other strategies, besides giving feedback is the part of teaching and learning. Furthermore, this strategy will create the interaction between lecturers and students. Basically this strategy was suitable with McFarlan’s theory (2011) that providing positive feedback is one of effective strategy in creating a healthy learning environment.

            Secondly, in giving praise the researcher found that this strategy was frequently used 5 times with or 3%. This strategy was only used by some lecturers, because many of them ignored this strategy and they think this is less important to do. Whereas according to Brown (1994) giving praise is one strategy to motivate students to learn in order to create a positive classroom climate. So lecturers should give praise to each student after he said something or answered questions correctly from the lecturer, like the said “excellent, good, ok and so on”. It could motivate the students to do their best.

               Next, from giving positive responses, it was just few from the lecturers used this strategy, the researcher just found 4 (2.4%). It can be concluded that there were not many lecturers used this strategy. Beside that it is also the difficulty in implementing this strategy, that there should be a class where the students are really active, so it can create positive feedback between teacher and student in teaching learning process.

               The last item, researcher found that there were 7 or (4.3%) of the lecturers’ strategies in creating a healthy learning environment by using this strategy. In this strategy the lecturers provide an opportunity for students to think in terms of finding an idea, so that the student was given a freedom to express ideas. This strategy was effective to be applied by the lecturers, and this strategy made the students active in learning English (McDaniels: 2011). But, based on observation, it shows that many students found difficulties in finding ideas or  participated in their class because they did not understand what to do or why they should do it.

4.2.2        Treating the Participants as Individuals

             To increase confidence and morale of students, a teacher should treat students as individuals; this strategy is very effective to appreciate them, with no distinguishing one another, so that they feel the same. In using the students name the researcher found only 6 (3.6%) of the lecturers used this strategy. It seemed that this strategy was very difficult. The lecturers must know all of the students’ names. Based on McDaniels (2011) get to know each student as a person like the remembering students’ names is one the strategy to create a healthy learning environment, because by remembering the students’ name, it showed that the lecturers care with the students. In teaching and learning activities, involving all students is classroom activity is also the most important thing to get student attention and interest (Trickett and moos: 1973). In observation the researcher found that all of the lecturers used this strategy, this strategy was appeared 13 times or (8%).This strategy was more dominant from the other strategies because this strategy was easier to apply by the lecturers.

                In classroom activity sometimes the students met difficulties, like: the student difficult to said something or answered the exercises. Based on observation, the lecturers help the student to think about something what should the student said. This strategy was very good to make the students feel being helped by the lecturers. But in fact not all of the lecturers used this strategy; it can be seen from the frequency found 8 (4.8%). In last item, the researcher found that there were 13 (8%) of the lecturers used this strategy to treat the participants as individuals. The lecturers gave the students opportunity to share information with each other. It can increase verbal interaction in classroom activity for the students because they can change their ideas, may indirectly increase students' knowledge in their learning (Herrel: 2004). Basically this strategy was very good to be applied by lecturers in teaching learning process.

4.2.3        Maintaining the Self-Esteem of Learners

Maintaining the self-esteem of learners was more dominant than the other strategies; it can be seen from the percentage (25.4%). This strategy was very good to be applied by lecturers in creating a healthy learning environment because it can make students more spirit and confidence, so can create the students’ motivation in teaching learning process (Sullivan:2003).

               Giving practices is used as instrument to show students’ ability in learning English. Based on Harris’s theory (2010), giving practice for the students will make motivate for the students to do the best in their performance. From the observation, the researcher knew this strategy is used by the lecturers to show students’ ability, so this strategy was very effective to use in teaching class. The researcher found this strategy in speaking, pronunciation practice, grammar, and reading classes. However, not all the lecturers used this strategy because this strategy must suitable with the subject of material. This strategy researcher found the frequent 8 or 4.8%.

               Provide corrective feedback is not easy to do, but in observation of researcher found 13 (8%), it means that all of the lecturers used this strategy. In teaching and learning activities of students always have difficulties and mistakes in speaking or anything, so teachers have to justify the students' mistakes rather than remain silent or blame the students. Basically this strategy was very effective to use by the lecturer to create positive learning (Sullivan: 2003). It is hoped that the students will not be afraid to do mistakes and the class more active and the conductive classroom climate is created.

               Third strategy, the researcher found that there was 8 (4.8%) of the lecturers used this strategy. The lecturers gave exercises to their students to measure students’ ability in their subject and to motivate the student in learning (Harris: 2010). This strategy was easy to use by lecturers but not all of the lecturers used this strategy. Usually lecturers give exercise after students understand the material and the material itself has run out, so it does not have to provide exercise at each meeting. And then to create positive classroom learning, lecturers must have effective strategies one of which is to give value and respect what students say and think. His observation in the classroom researcher found just some lecturers used this strategy. These can be seen from the frequency; only 13or (8%) lecturers used this strategy. Actually, this strategy was more difficult than other strategies because it requires the active class. So this strategy is not easily implemented by teachers in the classroom.

4.2.4        Creating a Positive Physical and Emotional Atmosphere

            Healthy classroom environment does not just happen but the lecturer creates it, one of which is create a positive physical and emotional atmosphere. In leading students by example, the researcher found that this strategy was used 4 times or (2.4%). It indicated that this strategy was used by few lecturers. This strategy was easy but many of the lecturers ignored it. It assumed that the lecturers do not have enough time to their lesson, in fact giving example needs much time to do. Whereas, based on Ktashuk (2007) leading the student by example could create positive physical and emotional atmosphere in classroom. 

               In beginning the lesson in the classroom with greeting, all of the lecturers used this strategy before they started the lesson, for example by saying the “Assalamu’allaikum,wr,wb” , “praying before the study begins”, and so on. From observation the researcher found 13 (8%) of the lecturers used this strategy to create a positive physical and emotional atmosphere. So this strategy suitable with Ktashuk’s theory that it was very affective to use by the lecturers in creating a healthy learning environment. In his observation the researcher found that all of the lecturers used this strategy.

               Giving students a smile and a personal welcome was very affective used by the lecturers to create a positive physical and emotional atmosphere (Ktashuk 2007). In his observation the researcher found 11or (6.7%) lectures used this. It indicated this strategy was very easy but not all of the lecturers used this strategy. There are the factors why the lecturers didn’t use this strategy. The first, lecturers’ characters, there are the lecturer has the sinister face, so automatically the lecturer is seldom to give the smile for their student. The second health factors, in observation researcher found that are the lecturer was sick, so she can’t give the personal welcome with their students.

Organize the classroom was seldom appears used by lecturers. The researcher just found 3 (1.8%) of the lecturers used this strategy to create the physical environment of the classroom (Brown: 2004). Several factors that make lecturers rarely use this strategy are time factor, many lecturers who use the time effectively as possible, and to teach racing system because the pursuit of material. Second, a lecturer habit itself. Whereas in creating a healthy learning environment this strategy was very effective strategy to do a lecturer to make learning and teaching to be comfortable for students.

4.2.5        Creating a Positive Classroom Discipline System

Creating a positive classroom discipline system was very important in the class in order to make the student more be active, felt fairly and reduce them to do cheating (Brown; 1994). Allow students to help set classroom, researcher found 4 or (2.4%) of lecturers used this strategy, it indicated that just some lecturers used this strategy. In classroom researcher found that the lecturer set the classroom if the classroom was not neat. So this strategy is highly dependent on the conditions of class. Based on Ktashuk’s theory allow students to help set classroom is one strategy in creating a positive classroom discipline system. And then, stick to the rules and fairly, This strategy was less than the other strategies. It indicated by the researcher found in his observation that the frequent 2 with percentage (1.2%). This strategy usually used by the lecturers in first time in teaching learning process. Whereas the researcher was difficult found this strategy. But the others lecturer there was still used this strategy after mid semester.

Integrate correct behavior and accountability instruction is good strategy used by the lecturers for their students (Ktashuk: 2007). As lecturers, they must have the correct behavior and authority in front of the students. This strategy was very effective for lecturers because from the lecturers’ behavior and authority the student will be appreciate and respect with the lecturers. In observation researcher found frequent 13 with percentage (8%). So, all of the lecturers have shown this strategy in their teaching.

Based on Brown (2003), disciplines students privately is one strategy where the lecturers pay attention to all students gets a lesson from the beginning until the end of the class. But in observation this strategy was used by some lecturers. It is suitable with the result that found frequent 3 with percentage (1.8%). This strategy was very difficult to be used by the lecturers. This strategy influenced by the students, for example, many students came late in classroom, and many of them make some noise in the classroom.

From all of the items above, there are imbalances, because they have a very small number of strategies applied by the lecturers, there are: 1. Stick to the rules and fairly (1.2%), 2. Organize the classroom neatly and methodically (1.8%), and 3. Discipline students privately (1.8%). It is hoped that the lecturers should give this strategies for the students to create a healthy learning environment, because based on ktashuk (2007) it can make the teaching learning more comfortable for the students and more successful in the classroom.

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter described about the conclusion and suggestion about the finding from the observation class that was done at second semester of English study program in UMB academic years 2012

5.1 Conclusion

Based on the discussion above, it can be concluded that the strategies used by English lecturers who taught at 2^nd semester in English study program to create a healthy learning environment for students in classroom were five strategies. They were, providing positive feedback 29 (17.7%), treating the participants as individuals 40 (24.4%), maintaining the self-esteem of learners 42 (25.6%), creating a positive physical and emotional atmosphere 31 (18.9%) and creating a positive classroom discipline system 22 (13.4%).

5.2 Suggestion

            Based on the result and discussion above, the researcher would like to suggest: 5.2.1 For lecturers

1.      The lecturers should give the motivation for their students, for instances giving the praise, positive responses, use the students name and so on. Because from this strategy can motivate the students in learning English.

43

 

2.      The lecturers are supposed to organize the classroom neatly and methodically, stick to the rules and fairly and discipline students privately, because it can make the students more comfortable, feel fairly and reduce them to do cheating.

3.      Then the lecturers are also hoped to be able to create a positive physical and emotional atmosphere. Besides they are also hoped to be able to create a positive classroom discipline system, so can create a healthy learning environment for students success in classroom.

5.2.2 For students

The students must have their own motivation and enthusiasm in learning English to make English easier and comfortable for them because the students’ motivation and enthusiasm are very important to create a healthy learning environment and also as a foundation for everyone in learning

5.2.3 For other researchers

It is hoped that the result of this research can be an alternative resource to other researchers who want to study the same or similar topic about strategic in creating a healthy learning environment, they can use the result of this research as their previous study.

REFERENCES

Aksa, O.P.Y. 2009. The Strategies of English Teachers in Teaching English at SMPN 7 Bengkulu. Bengkulu: Unpublished thesis UMB

Brown, H. D. 2001. Teaching by Principles an Interactive Approach to Language Pedagogy. America: a Paramount Communication Company.

Chastain, Kenneth. 1976. Developing Second Language Skill. America. Rand McNally College

Finoechiaro, Mery. 1974. English as a Second Language: from Theory to Practice. America. City University of New York.

Gay, L. R. 1990. Education Research. Competencies for Analysis and Application. Third Edition. New york: Florida International University

Haris, Robert. 2010. Some Ideas for Motivating Students. Accessed on March, 1^st 2012

Harmer. Jeremy. 2002. The Practice of English Language Teaching. Third Edition: England www.longman.com

Harsono, Y.M. 2006. English Language Teaching (elt) in Indonesia: Facts, Problems, and Possible Solutions. Jurnal: English.EDU Journal. Accessed on March, 24^th 2012

Haryanto, Noto. 2005. Teachers’ Strategies for Supporting Students’ Involvement in Learning English at SMPN 1 Bengkulu. Bengkulu: Unpublished thesis UMB

Herrel, Adrienne. And. Jordan Michael. 2004. Fifty Strategies for Teaching English Language Learners. Fresno: California State University

Herzberg, Paul A. 1983. Principles of Statistics. America: United State of America

Hirianto, Yoyon. 2007. English Lecturer’s Strategies to Motivate the Non English Students of Muhammadiyah University of Bengkulu to Speak English in Classroom. Bengkulu: Unpublished thesis UMB

Jacobsen. D, and. Eggen, P. 1981. Methods for Teaching. America: University of North Florida

                

Ktashuk. 2007. How to Create a Healthy Classroom Atmosphere. eHow.com. Accessed on March, 24^th 2012

Levin. J. and. Nolan, J. F. 2000. Principles of Classroom Management. America: Pansyluimia State University

McFarland, M, and McDaniels. 2011. Approach Teaching to Create a Healthy Learning. Accessed on March, 24^th 2012

Mujtaba, Bahaudin. 2004. Creating a Healthy Learning Environment for Student Success in the Classroom. USA: Nova Southeastern University. Accessed on March, 21^st 2012

Nunan, David. 1991. Language Teaching Methodology. Sydney: Macquarie University

Nunan, David and Clarice Lamb.1996. The Self-directed Teacher: Managing the Learning Process. New York: Cambridge University Press.

Rechards. Jack c. and Renandya. Willy A. 2002. Methodology in Language Teaching an Anthology of Current Practice. America. Cambridge University Press

Sudjana, Nana. 1989. Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru

Sullivan, Rick. 2003. Creating a Healthy Learning Environment. JHPIEGO Corporation. Accessed on March, 24^th 2012

Curriculum Vitae

Jon Sastro was born on January 1^st 1991. He is the third child from one brother and one sister. He graduated from elementary school in SDN 88 Curup in 2002. Then he continued his education in junior high school number 2 Curup and he finished from this school in 2005. After that, he continued in senior high school no 1 Curup and graduated from this school in 2018.

            He entered of English study program on 2008 academic years at University Muhammadiyah Bengkulu, and he graduated from UMB in 2012. Alhamdulillah, all of his education was passed successfully.