Teacher's Response to Students in the Management of Japanese Language Classes at SMA Negeri 1 Sukasada

Abstract

Education is an important process in developing students' knowledge, skills, attitudes, and potential. This study aims to describe the responsiveness of teachers in classroom management in Japanese language learning at SMA Negeri 1 Sukasada and the obstacles faced by teachers in implementing it. This study uses a qualitative descriptive approach with the subject of Japanese language teachers in class XI Language. Data were obtained through observation twice, semi-structured interviews, and documentation. The results of the study showed that teachers have applied four indicators of responsiveness, namely looking closely, approaching, asking questions, and reacting to disturbances and chaos at each stage of Jugyou Nagare. These applications help create a conducive learning atmosphere and maintain student involvement. The obstacles faced include differences in students' abilities, difficulties in maintaining focus and attention, students who chat or do not participate less, and the condition of students who are tired of afternoon learning. Teachers overcome these obstacles through reprimands, questions, eye contact, approaching students, and providing guidance and explanations.