Introduction 
             A.  Background of The study 
                The problems of classroom management in many academic subjects 
             are  an  important  area  of  research  in  general  education  in  many  countries 
             (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999).  Moreover, Sakui 
             (2007) mentioned compared to the level of interest in the field of general 
             education, not enough attention is paid to classroom management issues in 
             language classrooms, and in particular there is little empirical research on 
             classroom management in English as a Foreign Language (EFL). Therefore, 
             the writer was interested in conducting a research related to the classroom 
             management of English teacher in senior high school.  
                Personally, there were two reasons why the writer chose the classroom 
             management as the topic of the paper. The first one was that recently, many 
             people want to be a teacher. The number of students who register into such 
             education programs in universities has increased highly.  In  Satya Wacana 
             Christian University itself the number of students who register to the English 
             Teacher  Education  Program  (ETEP)  which  offers  a  program  to  prepare 
             students to be a teacher has increased year by year. Many students register in 
             ETEP because the program allows them to learn more about teaching English. 
             ETEP offers many teaching skills courses that will help them to be a teacher. 
             The courses are Introduction to Language Education, Teaching and Learning 
             Strategies, Teaching English as a Foreign Language, Psychology of Language 
             Learning, Curriculum Material Development, English for Specific Purposes, 
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             Micro  Teaching,  English  Language  Teaching  Management,  and  Teaching 
             Practicum.  The  writer  believes  that  those  courses  are  very  useful  for  ED 
             students who want to be a teacher, but unfortunately there is no course about 
             classroom management. In the teaching learning process teacher has to deal 
             with students and the teaching-learning process. One of the main things inside 
             the learning process is how teacher manages the classroom. 
                Another  reason  why  classroom  management  is  important  is  that 
             teaching English as a foreign language in Indonesia is not easy. English is not 
             commonly used in daily life. Students‟ anxiety toward English lesson makes 
             the condition becomes harder for both teacher and students. English is one of 
             the main subjects in the national examination for junior high and senior high 
             school. Therefore, considering the importance of English, the teacher‟s role in 
             managing  an  English  classroom  becomes  essential  to  create  a  good 
             atmosphere in an English as a foreign language classroom. 
                Realizing that teacher‟s strategies in managing classroom is important 
             and teacher needs it the writer was interested in doing a study about how 
             teacher manages their English classroom in order to help teacher and also 
             ETEP students to know about how to manage a classroom by this study. 
             B.  Relevant Studies Related to the Study 
                A study about classroom management was conducted by Tsui in 2003.  
             Besides talking about classroom management, Tsui focused more on how the 
             knowledge that the teachers have as expert and novice teachers influences 
             their performance in teaching. One of the aspects that could be observed to 
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             gain  her  purpose  is  by  observing  the  way  teachers  manage  their  EFL 
             classroom in Hong Kong.  
                The findings reported that the critical differences among Marina (the 
             most  expert  teacher)  and  the  three  non-expert  teachers,  as  well  as  the 
             differences among these three teachers, is not so much on what Marina can do 
             that Eva, Ching, and Genie cannot, but it was rather on the way they perceive 
             and understand what they do. There are differences between their conception 
             of teaching and learning and their perception of the same or similar routines 
             that each of them used. Ching‟s understanding of the routines is primarily 
             bound up with her conception of a component teacher, one who is able to 
             keep the students quiet and under control.   
                Another  study  of  classroom  management  was  conducted  by  Saad 
             Shawer and El-Shayed El-behery in 2005 in Egypt. They narrowed the issue 
             into  classroom  management  strategies.  In  their  study  they  mentioned  that 
             there  are  four  classroom  management  strategies  used  by  teachers  they 
             observed. Those strategies are Organizing Strategy, Teaching Management 
             Strategy,  Teacher-student  Relationship  Strategy  and  Teacher  Sanction  or 
             Reward Strategy. 
              
             C.  Statement of the Problem 
             This study was conducted with the following research question:  
             1.  How do teachers manage their classroom? 
               
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             D.  Research Objectives  
                This  study  aimed  at  answering  the  research  question  above.  The 
             results of this study can give suggestions or input for teachers and for those 
             who want to be a teacher in managing their classroom. 
                 
             E.   The Scope of the Study  
                This study dealt with the sitting arrangement, the norms and routines 
             that teachers established the time management and the activity they used in 
             managing senior high school classrooms.  
              
             F.  Significance of the Study 
                The  research  study  could  provide  information  on  the  issues  of 
             classroom  management  for  adolescence  learners.  Although  the  study  talks 
             about adolescence learners, the writer limits the participant and the scope on 
             the high school students only. Further, the study would also be a review on 
             what experts said about adolescence learners and classroom management and 
             its criteria. The study would be beneficial to the teachers, especially English 
             teachers  who  teach  in  a  senior  high  school  because  they  need  skills  and 
             knowledge to manage their class in order to create a good situation in the 
             teaching and learning process. Furthermore, this study would be beneficial for 
             student-teacher  or  students  who  are  willing  to  be  teachers  as  this  study 
             provides  the  necessary  information  of  classroom  management.  This  would 
             expectedly heighten the awareness for teachers on how important classroom 
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