CLASSROOM MANAGEMENT PRACTICES BY ALIYAH SCHOOL ENGLISH TEACHERS IN GUNUNGKIDUL DISTRICT

Abstrak

This study aims to describe the classroom management practices applied by English teachers in aliyah schools across Gunungkidul District. Although classroom management has been widely discussed, few studies have explored how content, conduct, and covenant management are implemented within the sociocultural and religious context of rural aliyah schools. This study addresses that gap by examining locally grounded and adaptive practices often overlooked in mainstream literature. Using a qualitative descriptive approach, data were collected through observation and interviews with two English teachers from MAN 1 Gunungkidul and MA YAPPI Gubukrubuh. The results showed that both teachers applied contextual and adaptive strategies. In content management, they arranged students’ seating flexibly according to the activity, utilizing media such as story cards, learning videos, and QR code-based quiz applications. In conduct management, they set class rules, used positive reinforcement, and applied reflective approaches such as writing reasons and solutions to violations. In covenant management, they built personal relationships through greetings, empathy, and verbal support, creating a positive and supportive learning climate. These findings suggest that effective classroom management is shaped not only by technical strategies, but also by teachers’ sensitivity to local context, student character, and institutional values.