52 

 

EEJ 6 (2) (2016) 

 

English Education Journal 
 

http://journal.unnes.ac.id/sju/index.php/eej 

 

 

PHYSICAL AND PSYCHO-SOCIAL ENVIRONMENTS STRATEGIES 

INMANAGING ENGLISH CLASSES FOR YOUNG LEARNERS 

 

UbaedillahRudi Hartono 

 

English Language Education Postgraduate Program Universitas Negeri Semarang, Indonesia. 

Article Info 

________________ 
Article History: 

Received 10 August 2016 

Accepted 15September 

2016 

Published 20 November 

2016 

________________ 
Keywords: 

Classroom management; 

Physical and Psycho-social 

environment; Managing 

English Classes; Young 

learners 

____________________ 

Abstract
 

___________________________________________________________________ 

One of the biggest challenges faced by teachers of young learners is classroom management. The 

major reasons of the challenges were negative student attitudes and discipline (Wragg, 2001; Linse, 

2005). This study describes physical and psycho-social environments in managing English classes 

for young learners” (a case study at PelitaBangsa elementary school in Cirebon year 2016). 

Objectives of this study are exploring the implementation of physical and psycho-

socialenvironments in managing English classes for young learners. This is a case study which 

involved an English teacher and 30 students from 2 classes at PelitaBangsa elementary school in 

Cirebon. The data were gained from classroom observations, questionnaires, and interviews. This 

study used observational design. The approach used in this research was the qualitative one 

supported by simple statistic calculation (percentage) in order to support the findings.Based on the 

data collection, the study revealed five findings. First, the implementation of of physical 

environment in managing English classes for young learners was determined depending on the 

learning activities. Second, psycho-social environmentwas implemented based on the students’ 

need. Third, there were relations between physical and psycho-social environmentsin managing 

English classes for young learners. Fourth, students’ perception about teacher’s classroom 

management can be categorized in strong category. Fifth, generally, the major reasons for applying 

those classroom managements were concluded into two, which include: (1) because physical and 

psycho-social environments were essential to control students’ behavior in the classroom, and (2) 

because bothof classroom management were beneficial to facilitate students in learning English. 

 

© 2016 Universitas Negeri Semarang 

 
 Correspondence: 

E-mail: Ubaedillah2@gmail.com 

Kampus Unnes Bendan Ngisor, Semarang, 50233 

 

p-ISSN 2087-0108 

e-ISSN 2502-4566 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

53 

 

INTRODUCTION 

In this globalization era, there is a 

growing trend  for using English  as a world 

languageineveryaspectoflife. Thisleads the 

introduction of English to many children all 

over the world. Likewise in Indonesia, 

English is introduced since elementary 

schools and even kindergartens. Teachers are 

the most important factor as they are the 

ones who manage the classroom. They plan, 

organize, implement and evaluate the 

teaching.They try to lead students to obtain 

learning objective by becoming an effective 

teacher who is able to bring about intended 

learning outcomes. In other words, the 

teacher ability to organize classroom and 

manage the behavior of their students are 

critical to positive educationaloutcomes 

(Oliver&Reschly, 2007:7). 

One of the biggest challenges faced by 

teachers of young learners is classroom 

management. The major reasons of the 

challenges were negative student attitudes 

and discipline (Wragg, 2001; Linse, 2005). 

Classroom management is one of the most 

important factors concerning young learner 

English teaching because children’s self-

control ability is very poor and teaching 

children is quite different from teaching 

middle school students and adults. In a great 

sense, it can be said that the effective 

classroom management on teaching English 

to young learner means successful teaching 

and learning activities (Qinglanet al., 2004:2). 

According to Evertson (2006); Wragg 

(2001) and Brewster et al. (2003) which are 

supported by Scott &Ytreberg (1990); 

Gebhard (2006); Haddad (2006); Jones 

(2007); Jacobsen (2009) and as well as some 

supporting theories about managing young 

learner, classroom management strategies 

are categorized into three main dimensions: 

physical environment, psycho-social 

environment, and classroom activity 

management strategies. The physical 

environment covers the teacher's competence 

in arranging the students' seats to help the 

students concentrate on the activity during 

the teaching learning process. In addition, 

the psycho-social environment deals with the 

teacher's capability in managing the students' 

behavior by establishing appropriate rules, 

giving rewards and feedback. This area is to 

create a positive atmosphere in the 

classroom. 

In young learner classes, each pupil 

has different behavior that may vary from 

each level of development stages. In relation 

with students’ class, teachers of English 

language should be aware about this issue 

and understand students’ behavior in order 

to help teachers in deciding the strategies in 

managing the children classes (Wragg, 2001; 

Brewster, 2003; Qinglanet al., 2004). 

Englishisnotfrequently learned as a 

tool for understanding and teaching 

USorBritish cultural values. However, 

English has become a tool for international 

communication in transportation, 

commerce, banking, tourism, technology, 

diplomacy, and scientific research. Based on 

the fact, it was appropriate that English was 

included in the local contentof school-based 

curriculum in elementary school.Therefore, 

itwas necessary to think system of teaching 

and learning of English to young learners 

(elementary school students) to gain an 

optimal result. (Brown, 2001:118) 

Pelitabangsa elementary school used 

“Kurikulumtingkatsatuanpendidikan (KTSP) 

or School Based Curriculum (SBC)” and 

international standard quality education for 

student by using Cambridge International 

curriculum. The KTSP is designed in order 

that every school can develop the teaching 

and learning process according to the 

student’s character and the students’ 

situation of school. As a result, the teacher 

can develop his methods and techniques in 

the teaching and learning process and 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

54 

increase the students’ competencies too. The 

successful of the implementation of KTSP 

may rely on some factors. These factors 

include a complete readiness of the teacher’s 

teaching, and the teacher’s language 

proficiency, the teacher’s language teaching 

in the teaching and learning process. If those 

factors are fulfilled, the main goal of the 

implementation of KTSP which is to develop 

students’ competencies will be achieved. 

(BSNP, 2006) 

Generally, those ideas indicated that 

physical and psycho-socialenvironment 

played an important role in managing 

English classes for young learners. 

Considering the significance of physical and 

psycho-social environments in managing 

English classes for young learners, this study 

was attempted to investigate physical and 

psycho-social environments in the process of 

teaching and learning English for young 

learners. Therefore, this study aims to 

investigate the strategies applied by a teacher 

in managing the young learner’s classes 

during teaching and learning process and the 

teachers’ reasons for applying physical and 

psycho-social environments strategies as well 

as the students’ perception about the 

teacher’s strategies in managing English 

classes for young learners at PelitaBangsa 

elementary school in Cirebon. 

There were four previous studies 

conducted by the researchers relating to the 

topic about classroom management 

strategies in many aspects. This research was 

different from the previous study. In 

addition, the involvement of those inquiry 

studies is helpful a guideline in conducting 

this research. One of them is the study by 

Saricoban&Bariskan(2005), the setting of the 

study was located at the Preparatoryschool 

of Balkent University. The subjects of this 

study were the teachers and the students of 

the preparatory School. In order to obtain 

data, 40 teachers were given questionnaire, 

containing graded and open-ended 

questions, which were designed by the 

researchers. It aimed that the classroom 

management skills are implemented 

adequately in the classroom and the program 

is generally found effective. The results 

indicated that most of the teachers at Baskent 

University are aware of the classroom 

management principles taught during the 

teacher training program. 

The other study related to Semiotic is 

done by Petra (2013), the setting of the study 

was located at Brno faculty of education. 

The main aim of this bachelor thesis is to 

show a range of methodological skills and 

abilities that teachers have to learn and adopt 

in order to be able to create a successful class 

despite of young learners’ disruptive 

behavior. The result showed some 

improvement in managing discipline 

problems when random positive attention 

was implemented in the class. 

The other study related to the verbal 

and visual expression is done by Açıkgöz 

(2005), the present study administered a 

questionnaire in the Turkish mono-lingual 

setting and was done as an extension of 

earlier studies to provide feedback to Turkish 

teachers. A total of 8  9, 10, 11 grade 

students attending four different state schools 

answered a questionnaire and three open-

ended questions aimed at assessing their 

attitude toward their perceptions of teacher 

characteristics (professional, pedagogical, 

and personal), as well as learning. The 

results might illuminate the ways of reaching 

at a better learning atmosphere through self-

assured and self-esteemed students. 

Hytham in 2015conducted the study 

at the Department of Professional Diploma 

in Teaching Faculty of Education, 

Humanities and Social Sciences Al Ain 

University of Science and Technology. All 

students enrolled in the professional diploma 

in teaching program at Al Ain University of 

Science and Technology formed the subjects 

of the study. This paper investigated to what 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

55 

extent academic staffs at Al Ain University 

of Science and Technology implement 

psychosocial classroom environtment 

elements from the perspective of the 

Professional Diploma Program students. The 

results showed that the scale items got 

positive perception from all the students and 

who believed that their instructors at the 

program displayed good implementation of 

the psychosocial classroom environment 

elements. While the student’s gender did not 

have a significant influence on their 

responses, the branch of study at high school 

affected students’ responses. 

From those four of previous studies, 

the researcher can conclude that there are 

some similarities and differences between 

those five previous studies and the current 

study.  But there is different with the object 

and so on. So, my research focuses on the 

implementation of physical and psycho-

social environments in managing English 

classes for young learners. 

The major theory was derived from 

Evertson (2006); Wragg (2001) and Brewster 

(2003) which are supported by Scott 

&Ytreberg (1990); Gebhard (2006); Haddad 

(2006); Jones (2007); Jacobsen (2009) and as 

well as some supporting theories about 

managing young learner. The strategies 

cover managing learning and behavior 

during the teaching between the teacher, 

students and class environment. There are 

seven terms of classroom management 

which includes: seating arrangement, 

establishing rules, giving reward, providing 

feedback, managing time individual, pair, 

and group work, and monitoring activities, 

and managing time for classroom activities. 

Those terms are categorized into three main 

dimensions of classroom management: 

physical environment, psycho-social 

environment, and classroom activity 

management. But the researcher only 

focused on physical and psycho-social 

environments. The physical environment 

covers the teacher's competence in arranging 

the students' seats to help the students 

concentrate on the activity during the 

teaching learning process. In addition, the 

psycho-social environment deals with the 

teacher's capability in managing the students' 

behaviour by establishing appropriate rules, 

giving rewards and feedback. This area is to 

create a positive atmosphere in the 

classroom. Physical and psycho-social 

environments are in the explanation below 

 

Physical Environment 

According to Donald (2000), the 

physical environment influences students’ 

learning, participation, and involvement in 

class activities. Spend some time deciding 

how to best organize the environment to 

accommodate the various classroom 

activities.  

Bohlinet al. (2009:240) state that 

Arranging desks and furnishing is often a 

compromise between what teacher would 

like and what is possible. The physical 

environment of a classroom is managed as 

the teacher prepares the classroom for the 

students. There are some factors to be 

considered to make the most of physical 

environment. 

1) Visibility: the room must be arranged in 

such a way that all students can see the 

chalkboard, overhead projector or other 

displays 

2) Accessibility: the room should be 

designed in such a way that access to 

high traffic areas, such as the pencil 

sharpener and places students put 

papers, are keep clear and separated 

from each other. 

3) Distractibility: desk should be arranged 

in such a way that potential distractions 

such as movements that are visible 

through doors and windows are 

minimized. 

Seating arrangements become part of 

making pleasant environment for children 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

56 

(Gebhard, 2006). “A good classroom seating 

arrangement is the cheapest form of 

classroom management, its discipline for 

free”. Many experienced teachers 

recommend assigned seating for students to 

facilitate discipline and instruction. They 

argue that students left to their own devices 

will always choose a seat that places the 

teacher at the greatest disadvantage. Best 

practices suggest a few common-sense rules 

to guide classroom arrangements, (1) 

Students should be seated where their 

attention is directed toward the teacher. (2) 

High traffic areas should be free from 

congestion. (3) Students should be able to 

clearly see chalk board, screens, and teacher. 

(4) Students should be seated facing the front 

of the room and away from the windows. (5) 

Classroom arrangements should be flexible 

to accommodate a variety of teaching 

activities. (Dunbar, 2004:3) 

Changing the room’s physical lay out 

may make the classroom a more attractive 

place to study since it may also make 

cooperative work easier, revitalize fatigued 

students, reduce stress within the 

classroomand facilitate learning (Petra, 

2013).  

The classroom should be pleasant 

place and conducive for learning. The room 

allows different seating arrangements which 

accommodate different leaning activities 

(Evertson, 2000; Emmer & Everson, 2006). 

Logical arrangements of furniture and 

equipment can conserve class time and 

reduce interruption and delays.A teacher 

must build a climate that encourages 

learning. This involves the physical facilities 

and organization of the classroom (Lang and 

Evans, 2006). A classroom climate is the 

atmosphere in which students and teacher 

work and interaction between the teacher 

and students occur (Brown, 2001; Lang and 

Evans, 2006). 

In designing seating arrangement in 

the classroom, teacher should consider some 

factor such as visibility, accessibility 

(Evertson as cited in Jacobsen, 2009), In 

considering seating arrangement, factors 

such as students feeling that they belong to 

the class are important. Belonging is a basic 

need; a physical arrangement that promotes 

a sense of belonging increases feelings of 

well-being and helps prevent management 

problems. Again, when considering the 

physical arrangement of your classroom, 

consider management and academic 

objectives. It consider to the type of learning 

students’ interaction in classroom, and 

spaces for individual and group work. 

Further, it is believed that promoting 

various seating arrangements will aid 

students to absorb the material. Therefore, 

the seating types are classified into three 

types namely:  orderly rows, circle and 

horseshoes, and separate table or cluster 

(Harmer, 2007). The following discussion 

will explain each of seating arrangement 

type. 

The first type is orderly rows. This kind 

of seating arrangement works for individual 

and whole class work, and teacher can easily 

do pair work if half the class turn their backs 

to the teacher, or if half the students move 

their chairs over their backs to the teacher. 

This arrangement does encourage natural 

communication since students can only see 

the back of the heads of the students in front 

of them. 

The second type is circle and horseshoes, 

Circle and horseshoes is useful for class 

discussion, games and independent 

seatwork. It is suitable for presentation or 

demonstration because students would 

inevitably face the teacher's back (Harmer, 

2007).  According to Scott &Ytreberg (1990), 

this arrangement lets students do pair work 

easily and leaves a space in middle of the 

classroom for more general activities. It gives 

space to play games, tell stories, act out 

dialogues, etc.  



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

57 

The third type is separate table or cluster. 

This type is useful for group discussion or 

cooperative learning. In addition, it is more 

beneficial so be used in mixed-ability classes 

where different groups of students can 

benefit from concentrating on different tasks. 

In summary, seating arrangement in 

classroom is quite important. In an ideal 

world the classroom would have an area of 

easily moveable desks and chairs. A good 

tables and chairs organization will be 

effective for young learners. Consequently, it 

can provide the students with pleasant and 

conducive environment to learn English in 

the classroom. 

 

Psycho-social Environment 

In terms of psycho-social 

environment, it is very important to create a 

sense of community that has a positive 

communication between the teacher and the 

students in the classroom.  Emmer and 

Evertson (2006) state that this can motivate 

the students to learn, get them involved, and 

help them to learn. The ability of teachers to 

organize classroom and manage the 

students’ behaviors in the classroom is 

critical in order to achieve positive 

educational outcomes, instead of establishing 

the psycho-social environment that makes 

good instruction possible (Emmer &Stough, 

2001). The psycho-social environment covers 

establishing rules and giving rewards and 

feedback (Oliver, 2007).). Thereare some 

strategies that can be developed increating 

psycho-social environment in education such 

as establishing rules, giving reward and 

providing feedback. 

a. Establishing Rules 

Rule is defined as general expectations 

of acceptable and unacceptable behaviors 

that will cover situation, such as expecting 

students to be quite when teacher is talking 

(Waring cited by Nicholls, 2000). It is 

intended to prevent minor disruption during 

the teaching learning process as well as to 

control the students' behavior and lesson 

activity so that a positive interaction can be 

reached. Teacher should be careful in 

establishing the rules. Students have a 

tendency to recommend a laundry list of 

rules.  However, Teachers should provide 

limited structural input so that rules are 

direct, clear, consistent, and encourage 

positive behavior. In addition, teachers must 

make sure that rules are designed to support 

a concept of consequences for inappropriate 

behavior rather than punishment as it is 

suggested by Dunbar (2004). Referring to 

this point, consequences are viewed as an 

end result of a child's inappropriate act. A 

consequence should make sense, be a logical 

ending for an action. It should be the effect 

of behaving inappropriately. 

To sum up, effective management 

requires proactive teachers to define their 

expectations for their students. Therefore, 

the teachers should communicate her/his 

social and academic expectations at the 

beginning of the school year. Finally, it is 

necessary for teachers to establish a list of 

rules that classifies their expectations from 

student behaviours. 

 

b. Giving Rewards 

Nothing works better for students than 

a decent amount of praise. When it comes to 

students however feel free to praise them all 

the time for the smallest things they do or 

say properly. They might be able to 

understand “good”, “very good”, "great" or 

"excellent" but they will surely get “bravo,” 

"super", or "perfect”. Thumbs up, clapping 

hands and a huge smile on a teacher's face 

will definitely help the students realize that 

they did a great job and made the teacher 

pleased (Brewster, 2003). 

Some researches take rewards as 

managing the students' behavior which can 

arouse the students' motivation. In 

particular, Emmer and Evertson (2006) 

propose that effective rewards encourage 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

58 

engagement via a facilitating effect on 

students' positive emotion and on task 

behavior without side effects. 

Emmer and Evertson (2006) also 

believe that rewards have effects which have 

been termed as "the hidden costs of 

rewards”. First, rewards can reduce intrinsic 

motivation for the target behavior or activity, 

It occurs when extrinsic rewards are offered 

in the following way "If you turn in your 

homework, you get one point". Second, 

expected tangible and contingent rewards 

interfere with process and the quality of 

learning. It means the learners' oriented shift 

from the learning material toward de 

extrinsic rewards. Third, rewards undermine 

students' ability to autonomously self-

regulate. In particular, they add that verbal 

praise has been found to both increase and 

decrease intrinsic motivation, depending on 

how and in what context it was delivered. 

Furthermore, praise is only given 

meaningfully-for real effort and good work 

rather than for just completing a task. 

To sum up, reward is given by teacher 

as one of corrective approaches in classroom 

especially for the students who can give a 

contribution to the learning process. The 

teacher can take many forms of reward 

strategies, such as: spoken praise, a few 

comments; extra grade points or individual 

or group award. Reward can quickly 

establish good relationships with the students 

by praising good behavior, commenting on 

good work, making helpful suggestions and 

encouraging students' efforts. 

 

c. Providing Feedback 

Feedback considered as positive 

approach when the teacher gives a correction 

or clarification of students' error. The teacher 

should frequently check for students 

understanding so that they can provide 

correction and explanation needed as it was 

suggested by Emmer and Evertson (2006). 

They also add that feedback should be 

managed as an information rather than 

evaluation for the students. In addition, 

although students perform better and are 

more engaged in classrooms in which they 

receive frequent feedback about their 

performance, teachers may not always used 

feedback appropriately. 

In general, Hattie and Timperley 

(2007) mention four types of feedback, as 

follows: (1) feedback about task or produce, 

(2) feedback about progress, (3) feedback at 

self-regulation level, and (4) feedback to the 

“self”. Then, the following explanation will 

discuss on each types. 

In summary, feedback is considered as 

positive approach when the teacher gives a 

correction or clarification of students' error. 

The importance of feedback for students is 

giving students information about the 

accuracy or appropriateness of a response in 

promoting learning. Feedback gives learners 

information about the accuracy of their 

understanding, and it is also important for 

student motivation because it helps them to 

know how they are progressing in learning 

language. 

 

Young Learners 

Young learners are usually considered 

to be children between six to ten or eleven 

years of age. Since there are marked 

differences in the abilities of children aged 

five and ten, Scott and Ytreberg (1990) 

suggest dividing young learners into two 

groups. The first suggested group is from five 

to seven, and the second group is from eight 

to ten or eleven. 

Young learners “generally display an 

enthusiasm for learning and a curiosity about 

the world around them” (Harmer, 2007:82). 

They are imaginative, keen, outspoken and 

inquisitive. Young learners enjoy repetition 

of routines and activities and they love to be 

creative. They are less inhibited than other 

age groups but their self-control is very poor. 

Since they have a lot of physical energy, 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

59 

physical movement should be an essential 

part of their learning. However, these 

children are not only interested in the 

physical, but also the tangible. They learn 

from everything around them and “their 

understanding comes through eyes and ears 

and through hands”. Young learners learn by 

example and the most important role for a 

teacher is to be their living example (Harmer, 

2007:82-83). These children also have a 

positive attitude to learning and learning new 

things is an adventure for them (“Motivating 

Learning in Young Children”, 2007). 

 

METHODOLOGY 

This study employed a qualitative 

approach since focused on the investigation 

of physical and psycho-social environments, 

the teacher's reasons for applying the applied 

in managing English classes for young 

learners as well as the students’ perception 

about teacher’s classroom managements in 

managing English classes for young learners. 

This study deals with a social phenomenon 

English language with teaching classroom 

situation, which is appropriate to be applied 

in this study.This research used 

observational design. The approach used in 

this research was the qualitative one 

supported by simple statistic calculation 

(percentage) in order to support the findings, 

where as the analysis model used wa the 

inductive type which started from the data or 

facts obtained in the field for abstraction and 

drawing the conclusion. Specifically, a case 

study was used as the method of the study 

because it was intended to explore a 

phenomenon limited by time and activity. 

Creswell (2014) define a case study as 

exploration of a single entity or phenomenon 

(the "case”) bounded by time and activity, 

such as a program, event, process, 

institution, or social group. A case study 

may focus on either examination to a single 

aspect of an individual's life or assessment to 

the social of an individual and his or her 

behavior in society, experiences, roles, 

motivations that affect his or her behavior in 

society (Berg, 2007) this was related to what 

was being investigated in the study. 

 

FINDINGS AND DISCUSSIONS 

findings and discussion of data 

analysis of the study were organized based 

on the statement of the problems that 

underpin of the study. The implementation 

and the relation between physical and 

psycho-social environments in managing 

English classes for young learners,the 

students’ perception of the teacher’s 

classroom managements in managing 

English classes as well as The teacher’s 

reasons for applying physical and psycho-

social environments in managing English 

classes for young learners.The data were 

obtained from observation, questionnaire, 

and interview. Therefore, the data were 

elaborated and analyzed to answer the 

research questions. 

 

The Implementation of Physical 

Environment in managing English Classes 

for Young Learners 

This research conducted in six 

meetings at fourth and fifth grades students 

of PelitaBangsa elementary school in 

Cirebon. One of the findings in this study is 

exploring the implementation of physical 

environment in each classes. Each meeting 

was observed in 60 minutes length. The 

participants consisted of 30 students of 

fourth and fitfh grade et Pelita Bangsa 

elementary school.The data collectionbased 

on the observation can be seen in the 

following figures. 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

60 

Figure 4.1horseshoes    

 

The seating arrangementwas found in 

almost six times of observation. The teacher 

applied seating arrangement in each class 

differently.Based on the observations in each 

class, the teacher used two types of seating 

arrangement, namely horseshoes and orderly 

rows types. The teacher used horseshoes type 

in C#4A and orderly rows in C#5A. 

Figure 4.1 was the seating 

arrangement that used by the teacher namely 

horseshoes type in C#4A. The teacher used 

horseshoes when she taught English class by 

using games. She determined the seating 

arrangement depending on the learning 

activities, when doing games she will 

changes the seating arrangement into 

horseshoes. Because she argued that the 

seating arrangement should be appropriate 

with the material. So, she can see and 

monitor the students easily. The teacher also 

argued that it will make the students more 

focus to learn. See the translated interview 

below. 

Seating arrangement is determined 

depending on the learning activities, if it 

needs coordination between the children 

with their friends such as play games and 

discussion; the seating is arranged into 

horseshoes. In term of seating arrangement, I 

think that horseshoes pattern is the most 

appropriate to any learning activities because 

I am able to see and monitor students. As a 

result, students become more focus to learn. 

(IR#1b) 

(IR#1b) 

Figure 4.2 Orderly rows 

 

This statement indicates that learning 

activity affected teacher's decision in 

arranging seating for students in the 

classroom during learning English. However, 

the teacher tends to believe that her decision 

to use horseshoes seating pattern is applicable 

for many learning activities such as play 

games and discussion. 

Figure 4.2 was the seating 

arrangement that used by the teacher namely 

orderly rows type in C#5A. The teacher In 

managing physical environment, the teacher 

tended to use orderly row (traditional) 

seating arrangement. Only sometime did the 

seating arrangement change for group or in 

pair exercises. It was indicated in the result 

of observation, the field note and interviews. 

When observation was done, the students sat 

in orderly row seating arrangement in grade 

fifth classrooms, each student sat in 4 to 5 

rows consisting 4 or 5 students with their 

own chair and table. Mostly the students 

faced the teacher and whiteboard. 

Additionally, based on the interviews, 

the teacher stated that they frequently 

arrange the students’ seats in orderly row 

because they have their own table and chair. 

She occasionally asks the students to sit in 

pair. Being asked whether she always 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

61 

arranged the students’ seat to be horseshoes 

or circle or separate table, she answered 

scarcely because the students have their own 

seat and table. She told that she only 

arranged their seat especially for practical 

lesson or games. In English lesson, she said, 

because the students used their own 

textbook, she sometimes only replaced one 

student’ seat with another. See the translated 

interview transcript below.   

Scarcely. Because students have their 

own seat and table. Sometimes I change the 

seat arrangement if we have practical lesson 

or games. Because, we use textbook much. 

But I sometimes move change one student’s 

seat with another. (IR#1b) 

 

The Implementation of Psycho-social 

Environment in managing English Classes 

for Young Learners 

The discussion of the first research 

question in this study focused on exploring 

psycho-social environment strategy applied 

by the teacher in managing English classes 

for young learners. Psycho-social 

environment strategywas the classification of 

classroom management strategies based on 

the theory proposed in chapter 2. The 

psycho-social environment focuses on three 

areas establishing rules, giving rewards, and 

giving feedback. Thay were found in almost 

six times of observation. The teacher applied 

those strategies in each class differently. 

Therefore, the discussion was presented 

orderly as it was explained below. 

In terms of establishing ruleswas 

implemented in managing English classes at 

fourth and fifth grades students of Pelita 

Bangsa Elementary school in Cirebon. Based 

on the observation and interview, teacher 

used reward and warning boardin all classes as 

the rules.She argued that the rules were 

established as a tool to control students' 

behavior. Further, the rules were given in the 

beginning of the session. The reward board 

was used to give extra points for students 

who have good behavior in classroom and 

who participate actively in learning English. 

Meanwhile, the warning board was used to 

control students' misbehavior in classroom. 

The control of behavior was applied to keep 

students to be discipline. In addition, the 

teacher also informed students about the 

consequence of breaking the rules. The 

consequence of breaking the rules until three 

times was time out. 

In terms of giving rewards, it was 

implemented in managing English classes at 

fourth and fifth grades students of Pelita 

Bangsa Elementary school in Cirebon. Based 

on the observation and interview, the teacher 

gave rewards by using verbal praise and 

giving extra points to the students. This 

strategy was applied similarly in all classes. 

The praise was delivered verbally by saying 

"good”, “good job”, “very good, honey”, 

“excellent", “that’s right”, “yeah, you're 

right”. 

In terms of providing feedback, it was 

implemented in managing English classes at 

fourth and fifth grades students of Pelita 

Bangsa Elementary school in Cirebon. Based 

on the observation and interview,the teacher 

mostly gave feedback of product in the 

teaching learning activity. She delivered 

feedback of product in form of correction in 

students' spelling error, mispronunciation 

and misconception of the information. Based 

on the observation, the teacher managed the 

feedback spelling error, misconception, and 

mispronunciation directly when students 

answered questions or wrote the answer in 

English. This correction was given to student 

individually. 

 

Students’ Perception about the Teacher’s 

Strategies in Managing English Classes 

The discussion of this section focused 

on revealing the students’ perception of the 

teacher’s strategies in managing English 

classes.Overall, the data showed that the 

teacher used two strategies of classroom 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

62 

management in her teaching activity. 

Therefore, the students had perceptions of 

each the classroom management strategies 

used by the teacher. Theresearcher asked 30 

respondents from 4th and 5th grade students 

of PelitaBangsa elementary school in 

Cirebon to fill up the questionnaire of 

students’ perception about teacher’s 

strategies in managing English classes. The 

questionnaire consisted of 15 statements and 

measured with the positive statement. 

Then,the results of the data were analyzed by 

using Likert Scale. The following explanation 

discussed on the students’ perception of the 

teacher’s strategies in managing English 

classes. (See appendix 10).  The result 

showed that the students’ perception about 

teacher’s strategies in form of percentages. It 

can be seen in the following table. 

 

Table 1. Result of students’ perception 

categories 

No items Results % 

1 58 

2 59.33 

3 71.33 

4 64 

5 69.33 

6 62.67 

7 71.33 

8 66.67 

9 72.67 

10 66 

11 72 

12 72.67 

13 62 

14 63.33 

15 48 

 

Explanation: Score Interpretation Criteria 

0%        - 20%  = Very Weak 

21%      - 40%  = Weak 

41%      - 60%  = Enough 

61%      - 80%  = Strong 

81%      - 100% = Very Strong 

In summary, students’ perception 

about giving feedback used by the teacher 

got positive response from the students. 

Based on the result of the questionnaires that 

answered by the 4th and 5th grade students of 

PelitaBangsa Elementary school in Cirebon. 

Students agreed if the teacher usually helped 

the students to give the correct answer when 

they can’t answer the questions correctly, or 

in the other words, the teacher helps the 

students to answer the questions correctly, 

teacher tells the material by other method if 

students do not understand with the 

material, teacher checks the students’ 

understanding by asking questions to some 

of them. Emmer and Evertson (2006) suggest 

that teacher should frequently check for 

student understanding so that they provide 

correction and explanation as needed. 

 

The Teacher's Reasons for Applying 

Physical and Psycho-Social Environments 

in Managing English Classesfor Young 

Learners 

The discussion of this section focused 

on revealing the teacher's reasons for 

physical and psycho-

socialenvironmentsstrategies overall, the 

data showed that the teacher used four 

strategies of classroom management in her 

teaching activity. Therefore, the teacher had 

reasons applying each of the classroom 

management strategies. The following 

explanation discussed on the teacher's 

reasons for using each of the classroom 

management strategy. 

 

Physical Environment 

Physical environment was concerned 

to the seating arrangement. In terms of 

seating arrangements, the teacher had some 

specific reasons related to the strategy of 

arranging students' seating. It can be seen 

through the following excerpt: 

I used the strategy of seating 

arrangements because I want to create a 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

63 

conducive atmosphere in English teaching 

and learning activities.(IR#1c) 

The data from interview reveals that 

the reason of using seating arrangement was 

to create a conducive atmosphere in teaching 

learning process. It is in line with the study 

proposed by Gelhard (2006) who states that 

seating arrangement is one of the parts of 

making environment for children in learning 

language. 

The teacher said that the seating 

arrangement men pattern has been set up in 

the beginning of the semester by the 

homeroom teacher in each class. But, It can 

be changed in time during English teaching 

learning activity because the teacher believed 

that the seating arrangement was set depend 

on the learning activity. This finding is 

supported by Evertson as cited in Jacobsen et 

al, (2009) who states that when teachers 

decide the seating arrangement of the 

classroom, teachers must consider to the type 

of learning, students' interaction in 

classroom, and spaces for individual and 

group work. Further, the teacher explained 

her reason for using the seating arrangement. 

It can be seen in the following data: 

Seating arrangement is conducted to 

create conducive learning. Conducive 

learning is successfully established when 

student focus in learning and the lesson 

given is well-understand by students. 

Besides, the stating arrangement makes me 

easier monitor the students.(IR#1c) 

Based on the interviews, it showed 

that the seating arrangement affected not 

only to the students' learning but also to the 

teacher's teaching. In particular, the students 

did the task appropriately while the teacher 

monitors students' task easily. This finding is 

in line with Emmer and Evertson (2006) who 

state that the teacher should have 

competence in managing the seating 

arrangement which affects to the teaching 

learning process. Further, the teacher also 

asserted that a conducive atmosphere refers 

to the condition in which students can be 

focus to learn English in the classroom. In 

addition, it also intended to accommodate 

teacher in teaching the lesson. This finding is 

supported by Gebhard (2006) and Harmer 

(2007) who state that the classroom should 

be conducive for learning. This condition 

can be reflected by the use of seating 

arrangement because it is believed that 

promoting various seating arrangement will 

aid students to absorb the material. 

 

Psycho-social Environment 

The psycho-social environment 

strategy focuses on three areas; establishing 

rules, giving rewards and providing 

feedback. 

 

Establishing Rules 

In terms of establishing rules, the 

teacher stated that she used rules so manage 

students' misbehavior. The rules were 

applied because it could help the teacher to 

manage students' discipline in the classroom. 

This condition helped teacher to manage the 

class during leaching and learning activity. 

As a result, it was clear that classroom rules 

establish standards for students' behavior. 

This finding is supported by Wragg (2004) 

and Jacobsen et al. (2009) who believe that 

classroom rules are essential for effective 

management. Further, the rules which are 

clearly stated and consistently monitored can 

do much to prevent management problems 

in the classroom. Further, the teacher 

explained the reason for establishing the 

rules in the classroom. It can be seen through 

the data from the interview stated below: 

The reason for establishing rules is to 

control the students. The students' behavior 

sometimes cannot be controlled. 

Consequently, I established rules in order to 

make the teaching process run in a good 

way. In establishing the rules, I applied 

reward and warning board. When the 

students get reward, they become motivated. 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

64 

However, when they got warning, they will 

pay attention to the rules, overall, the 

classroom rules is applied to control 

students’ misbehavior in the classroom 

during teaching and learning 

English.(IR#2c) 

The teacher's statement revealed that 

the reason for using the rules was to control 

the students’ misbehavior. It also inferred 

that the classroom rules were established 

since the students have low control ability for 

their misbehavior in the classroom. In 

addition, the teacher also made a clear 

classroom rules so that students are able to 

understand and follow the rules. This finding 

is in line with wragg (2001), Qinglanet al. 

(2004)  and Jones (2007) who state that 

children's self control ability is very poor so 

that classroom rules is used to guide and 

limit the students' misbehavior to occur. 

Then, the rules should be established and be 

enforces in reasonable and clearly way in 

order be understood by students. 

In addition, the teacher was consistent 

in applying the rules of warning and reward. 

She asserted that the consistency of applying 

the rule helped her in minimizing students' 

misbehavior and increasing students' 

motivation to be well- behaved in the 

classroom. It is in line with Wragg (2001) 

who states that teachers who are consistent 

seem to have fewer difficulties than those 

who are inconsistent in running the rules. 

 

Giving Rewards 

This classroom management was 

applied by the teacher because teacher 

intended to encourage and increase students' 

motivation. The teacher gave reward in form 

of praise and extra points. The teacher gave 

reward in form of praises because she 

believed that praises can increase student' 

motivation in learning English. She asserted 

that praises can be used as a form of award 

when students act in good behavior and 

attempt to answer teacher questions during 

learning English. Meanwhile, the reward in 

form of extra points is employed to record 

the students' achievement in learning. The 

extra points were accumulated to see each 

student's achievement. Further, the extra 

points were used as a motivation booster for 

students to collect "the stars” from teacher. 

This strategy was used by the teacher since 

she had observed that her students are glad 

to compete with each other to collect the 

reward in learning English. However, she 

admitted that not all students are having a 

good motivation in learning English. 

Consequently, the strategy of giving reward 

is applied as an attempt to overcome this 

condition. 

The finding is in line with Wragg 

(2001) and Brewster et al. (2003) who assert 

that becomes one of strategies in classroom 

especially for the students who can give a 

contribution to the learning process, in 

specific, they state that the teacher can take 

many forms of reward strategies, such 

spoken praise, a few comments, extra grade 

points or individual or group award. 

Moreover, praises can quickly establish good 

relationships with the students by praising 

good behavior, commenting on good work, 

making helpful suggestions and encouraging 

students' efforts. 

In addition, the teacher asserted that 

the reward was also collected by the students 

to decrease the points of warming. As a 

result, it encouraged students to have a 

positive behavior. This finding is supported 

by Jacobsen et al. (2009) who assert that 

classroom reward can be an effective ways 

encourage students' positive behavior. 

Students like everyone, alter their actions 

based on short-term anticipated 

consequences. When trying to foster a new 

behavior, it is important to reward a student 

consistently each time he or she does the 

desired behavior. Once the behavior has 

become an establish habit, rewards can be 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

65 

given every now and then to encourage the 

child to maintain preferred behavior. 

 

Providing Feedback 

This strategy appeared in all classes 

during the times of observations. The 

questionnaires showed that the teacher's 

reason for giving feedback to the students 

was because she wanted to give evaluation 

and reinforcement to the students regarding 

the lessons taught by the teacher. This 

finding is supported by Waring (2001) who 

asserts that feedback gives information about 

students' progress, which allows the teacher 

to evaluate how effective their teaching is, by 

assessing how well learning outcomes have 

been achieved. In addition, feedback can 

also be used as reinforcement for the 

students' understanding on the lesson given 

by the teacher. 

Further, the teacher explained her 

reasons for giving feedback through the 

interviews. The reasons are stated in the 

following excerpt: 

The reason of providing feedback to 

the child is to correct language errors 

produced by students in using English, to 

evaluate the students’ work, and to measure 

the progress of learning achievement of each 

student. Besides, feedback also gives 

information to students about their progress 

in learning English.(IR#4d) 

It indicated that teacher gave feedback 

to students in all classes for three reasons. 

The first reason is because feedback was used 

to revise students' error in using English. 

Second, it was used as an evaluation for 

students' work. Last, it was employed to see 

the progress of students' achievement. It is in 

line with Clifford as cited in Jacobsen et al. 

(2009) who argues that feedback can be used 

by teachers because it gives students 

information about the accuracy of their 

understanding. 

 

 

CONCLUSIONS 

 

The study revealed that teacher used 

physical and psycho-social environments in 

each class. This study also revealed the 

similarities and differences among those 

classroom managements which are applied 

in each class. The differences were revealed 

across classes in terms of seating 

arrangements only. Meanwhile, in terms of 

establishing rules, giving rewards, providing 

feedback and also seating arrangement were 

almost applied similarly in each 

class.Students’ perception about physical 

environment used by the teacher got positive 

response from the students and it can be 

categorized in enough categories. Because, 

Students feel comfortable with chairs and 

tables that occupy in the class. However, 

they did not get exited if teacher always 

changed seating arrangement during 

teaching and learning process and they also 

need more teachers’ variety methodology in 

teaching English. In terms of establishing 

rules, students felt comfortable with the 

whole rules in the classroom. Meanwhile, 

students agreed if the teacher tells about 

what students have to do during the teaching 

and learning process before start the lesson. 

Some of them also agreed if the teacher 

makes sure whether the students have ready 

to learn or not before start the lesson. In 

terms of giving rewards, students felt excited 

when they got good score or answered the 

question correctly, and teacher gave them 

praise. Meanwhile, students need praise 

from the teacher to motivate them in 

learning English. 

In other side, in terms of providing 

feedback students’ perception about 

providing feedback used by the teacher got 

positive response from the students. Students 

agreed if the teacher usually helped the 

students to give the correct answer when 

they can’t answer the questions correctly. 

The teacher’s reason for applying physical 



 

Ubaedillah & Rudi Hartono/English Education Journal 6 (2) (2016) 

 

66 

and psycho-social environments in young 

learner classes, the researcher comes up into 

the conclusion that the teacher applied those 

classroom managements for two major 

reason which include: (1) because the 

classroom managements were essential to 

control students’ behavior in the classroom 

and (2) because the classroom managements 

were beneficial to facilitate students in 

learning English. 

 

ANKNOWLEDGEMENT 

 

I would like to express my sincere 

thanks to PPS Unnes. I would also like to 

express my grateful appreciation to Dr. 

Abdurrachman Faridi, M.Pd for 

encouragement and suggestions.  

 

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