Exploring EFL Teachers’ Classroom Management Approaches and Students Responses to Male and Female Teachers

: The goal of this study is to explore the EFL classroom management approaches and how students respond to classroom management by the male and female English teacher. The subjects of the research were two English teachers and 60 students. This research is based on qualitative research. The data analysis was carried out in three phases: data reduction, data presentation, and conclusions. This study finds four types of classroom management by male English teachers and female English teachers. The first is the seating arrangements, the second is the rules and procedures, the third is the discipline, and the final is the teachers' appearance. Meanwhile, questionnaires and interviews show that there is a positive response to classroom management that has been carried out by English teachers, both male and female.


A. INTRODUCTION
English has been the universal language of the world for decades. It is hard to find a country where learning English has not become the norm (Mahu, 2012). As a global language, English certainly offers a variety of benefits for its users. However, for nonspeaking English countries, English becomes a second language and a foreign language that requires more effort to learn (Larsen-Freeman, 1991).
In Indonesia, English as a foreign language is certainly not used in everyday life. It is only taught in English classes in various schools ranging from elementary school to college level. This condition allows students to get practical English-speaking opportunities if there are English classes or by taking courses outside of school (Ababneh, 2012;Gultom & Saun, 2016). EFL classrooms and other classrooms require certain elements necessary to make it useful and exciting for both the teacher and the learners (Ababneh, 2012).
Teachers are expected to consider the essential components of learning practices in the classroom. Teachers are also expected to understand and study the philosophy of teaching themselves (Benson, 2007;Gauker, 1987;Johnson, 2003). Teaching is about transferring information and a variety of habits that would be proprietary to students (Briefing & Series, 2002;Harris & Harris, 2019;Hismanoglu & Hismanoglu, 2011).
So EFL teachers must bear in mind that neither control nor discipline but setting an appropriate climate for learning in their class is their most important task for classroom management (Ababneh, 2012).
In general, classroom management refers to how a teacher regulates and controls student movements, behavior, and interactions during lessons (Habibi et al., 2018). The teacher's task in the classroom is to create the conditions in which effective learning can occur (Khan, 2011). To make learning effective, a teacher must have the skills to manage the class. That can be done through positive attitudes, intentions, teacher personality, and good relationships between teachers and students. (Bugis, et all. 2018).
It also requires certain organizational skills such as task organization, learning organization, and engineering. Paramita (2013) states that when teachers do not have sufficient knowledge about classroom management, they cannot easily maintain their class and provide a good model for their learning. She also added that if classrooms are not appropriately managed, learning ineffectiveness will be a loss for teacher achievement. Classroom management includes grouping and seating, organizing activities, time management, teacher control, good start and end of lessons, maintaining discipline, using appropriate tools and techniques, providing instruction, and monitoring (Aliakbari & Heidarzadi, 2015;Brown, 2007;Richards, 2015).
Classroom management as one crucial feature of the curriculum has attracted many scholars to research this area (Kang, 2013;Kazemi & Soleimani, 2016;Marashi &  Assgar, 2019; Rahimi & Asadollahi, 2012;Sakui, 2007). Those researches mostly discussed EFL classrooms related to another field. The difference between this study and previous studies is by adding a gender perspective, where students are asked to respond to classroom management conducted by male teachers and female teachers.
Apart from classroom management factors, gender or gender factors also affect teaching English. Murray (1992) in his article " You just don't understand: Women and men in conversation," has seen the differences in language style between men and women. One example is that there is a tendency for men to use language to maintain their independence and maintain their position in the group. Instead, women use language to make connections and identities.
From some of the previous views, researchers were interested to explore the EFL teachers' classroom management approaches in teaching and learning process. This study also intended to get students responses on the way of learning of the male and female teachers in implementation classroom management in MTs Miftahul Khair Namlea.

B. RESEARCH METHOD
This research uses a descriptive qualitative approach. Descriptive qualitative research is data collection research to test research questions or hypotheses related to current circumstances and events and report the state of the object or subject that is accurate (Cresswell, 2008). Primary data used in this research is obtained directly from the source by using observation and in-depth interviews. Secondary data used is data from the school where the researcher conducted the study. MTs. Miftahul Khair. Giving the questionnaire aims to assess the response of students to the implementation of classroom management. Interview techniques are used to obtain more accurate data and be synchronized with the questionnaire's answers.
To analyze the data obtained, use the following steps; (a) Data reduction; the data reduction is the process of selecting, focusing on simplifying, abstracting, and transforming the "rough" data that emerge from records in the field; (b) Presentation of data (Data Display), Presentation of data is preparing a group of information that gives the possibility of drawing conclusions and taking action; (c) Concluding/Verification.

a. Seating Arrangement
The teacher's position in the classroom is a crucial factor in classroom management. To communicate with all students in the classroom, teachers sometimes need to move from one place to another, which requires some free space in the class.
The following table describes the model of seating arrangement in MTs. Miftahul Khair Namlea. He does an orderly raws model in the teaching and learning process She was using orderly raws in the teaching and learning process a. Rules and Procedures Rules and procedures are fundamental to be applied. This expectation deals with any behavior that allows the teacher to respect the students and decrease disruptive behavior that could negatively impact the development of the students' learning. Discipline is all about the rules teachers apply to decrease students' misbehave and make the classroom environment suitable for the smooth running of the teaching and learning process. Every teacher has their own rules and procedures that they cannot accept to be broken by the students. However, if the students did not obey the rules and procedures, the teacher may warn them.

Students' Response on Classroom Management in teaching English
The question from the questionnaire is formulated based on the implementation of classroom management by the English teacher. The form of the questionnaire is closeended, which means the researcher already provided the question. Eighteen questions consist of four questions related to seating arrangement, five questions for rules and procedures, six questions of managing discipline, and the teachers' appearance composed of three questions..  Based on table 6, there were 15 who strongly agree with the statement they like the seating arrangement designed by the English teacher. At the same time, 37 say that they agreed, four students tend to be neutral, and five disagree with the statement above.  Table 7 above shows that they were mostly disagree with the statement they class is stuffy. It can be shown that 49 students disagree while 11 students strogly diasgree with the statement.  Table 8 shows that mostly students tend to agree with statement 4. It is they feel comfortable with the seating arrangement. It can be seen from the result of questionnaire that there were 13 students who strongly agree, 38 students agree, four students remain neutral. In contrast, five students prefer to disagree.

a. Seating Arrangement
b. Rules and Procedure  Table 9 shows that most students agree that the teacher punishes the students who were not disciplined. There were only five students who disagree with the statement. It can be seen that 24 students strongly agree, and 31 students agree that students must not use cellphones in the classroom. In comparison, the rest disagree with the statement.  Table 11 shows that most students agree that students who are always come in and out during the teaching and learning process will be punished. In contrast, there were no students who disagree with the statement.  Table 12 shows that ten students strongly agree, and 46 students agree that the students are not allowed to speak up with their friends during the teaching and learning process. In contrast, the rest tend to choose neutral and disagree. Based on statement 10, where the teacher punishes the students who have bad behavior in the classroom (teasing their friends, making fun, and jokes with their friends during the teaching and learning process) got good responses from the students.  Table 15 shows that most students agree that students are not allowed to cheat during the examination. In contrast, none of the students gave a negative response to the statement above.  In statement 13, students who fought will be penalized got a good response from the students. It can be seen from table 4.13, where most of the students agree with the statement above.  Table 18 shows that 13 students strongly agree, and 47 students agree that students are not allowed to smoke. While none of the student who gave a negative response from the statement. In statement no 15, students cannot eat something in the class during the teaching and learning process got a good response where 57 students agree while none of the students disagree with the statement.   Table 21 shows that most students agree that the teacher's attractive and fun appearance made them feel comfortable in the classroom. It can be seen from the table above that 13 students strongly agree, 44 students agree, while the rest three students tend to choose to be neutral. In statement 18, the students like the teacher who dressed modestly got the students' best response. All students agree with the statement, while none of the students choose to disagree or strongly disagree.

Implementation of Classroom Management
Teachers in carrying out their duties professionally have a function as executors in classroom management. This task is related to the teacher's activities in carrying out the learning process in the classroom. Teachers face several students who come from different social and emotional environments. Therefore teachers are expected to be able to manage the classroom properly and effectively.
In the classroom teaching and learning process, a teacher needs to strive for or create good teaching and learning conditions. Class as the smallest school community can influence student interaction and learning activities, which can affect the classroom atmosphere and student achievement. A conducive classroom atmosphere will be able to lead to the academic and non-academic achievement of students, as well as to the class as a whole.
Every teaching and learning process in this condition must be planned and endeavored by the teacher deliberately to avoid aggravated conditions and develop into a conducive situation. In implementing classroom management, every teacher has their own way of managing their classroom. The researcher divided classroom management into four: seating arrangement, rules and procedures, managing discipline, and teacher's appearance.
In arranging seating arrangements for the students, male teachers tend to use orderly rows, while female teachers prefer orderly rows and horseshoes. They both have reason to choose it. The male teacher used the orderly row model because he didn't want to be complicated with seating arrangements. Besides, setting up seats also takes time, while they only have 120 minutes to teach. Another reason is that the number of students is too large, making it difficult for him to arrange seats as Harmer (2015)  seating arrangements are horseshoes where students do not hesitate to talk or discuss.
As Harmer (2007) explained, the advantage of this type of seating arrangement is that students can face each other so that they can eliminate their awkwardness when discussing.
Discipline is about the rules teachers apply to decrease students' misbehave. Every teacher has their own rules and procedure which they are not acceptable to be broken by the students. However, if the students did not obey the teachers' rules, teachers may have them warn. Rules and procedures are fundamental to be applied. A teacher must do this to control students' behavior. This statement is In line with Oliver and Reschly (2007), who claimed that teachers should be aware of the students' negative and positive actions and prepare feedback for each behavior. In addition, Evertson (2011) asserts that teachers' achievement could be reached by explaining the objectives of the rules and objectives behind using them so that the students will acknowledge and respect them.
English teachers also did this at MTs Miftahul Khair to reduce students' negative behavior. They make rules that all students must obey. Such as students are not allowed to smoke, eat in class, talk during the teaching and learning process, etc.
An appearance is a form of self-image that radiates from a person and a means of communication between an individual and another individual. Appearance is one of the teacher's personalities. A teacher must be a fun attraction for students, for example, in his actions, speech, dress, and problems.
In the learning process, the teacher plays a significant role in generating or increasing all students' attention. With great concentration, students will perform better so that the learning process and results will be better. Therefore, teachers should always make sure that students always pay great attention to learning activities. Teachers behavior is expected to be a good and attractive appearance such as his temperament, how to speak, and how to dress (Kang, 2013;Rivkin et al., 2005; "Teach. Matter Attracting, Dev. Retaining Eff. Teach.," 2008)

Students' Response on Classroom Management in Teaching English
For the results of seating arrangements carried out by male teachers, they received positive responses from students, while for female teachers. However, many students gave positive responses, and some students did not agree with these seating arrangements. Based on these students' interviews, they prefer the type of orderly rows ©Al-Lisan: Jurnal Bahasa (e-Journal) 125 because they are familiar and comfortable with this type of seating arrangement, as what Ahsan (2019) says that basically, everyone likes things that include comfort. These things can consist of relationships, the environment, and other things that make them feel at home. This feeling is called the comfort zone. When in a comfort zone, it makes people feel relaxed, free from pressure, flexible, happy, and free. The comfort zone makes people not want to get out of the area and want to continue to be there because they feel comfortable.
Based on the results of a questionnaire on managing discipline and rules and procedure, either for male teachers or female teachers, students were more likely to choose to agree with the statement. Even though these statements received disagreement responses from some students, for example, in the statement "students are not allowed to use cellphones in the classroom". The interview results revealed that they used cellphones to find out the meaning of vocabulary that they did not know.
Meanwhile, the questionnaire's result about students 'responses to teachers' appearance was that almost 100 percent of students agreed that they like a well-dressed teacher. Beijaard (2004) and Selvi (2010) stated that the students would quickly pay attention to and receive every lesson from the teacher who has good characteristics, various teaching styles, communication styles, and well-dressed.

D. CONCLUSION
Based on the findings and discussion in the previous section, it can be concluded that in implementing classroom management by male English teachers and female English teachers, four categories of implemented classroom management can be taken.
The first is the seating arrangement, the second rules, and procedures, the third is managing discipline, and the last is the teachers' appearance. The results of questionnaires and interviews showed that there is a positive response to classroom management implemented by English teachers, both male and female.