KURIKULUM 2013 "YES or NO?"

TEMPO.CO, Jakarta - Ketua Umum Pengurus Besar Persatuan Guru Republik Indonesia (PGRI) Sulistiyo gembira dengan keputusan Menteri Pendidikan Anies Baswedan yang membatalkan kurikulum 2013. "Keputusan yang sangat tepat. Sebagai pelaku pendidikan, saya menyambut gembira pembatalan kurikulum mentah itu," kata Sulistiyo saat dihubungi, Jumat, 5 Desember 2014.

Menurut dia, kurikulum itu memang belum siap untuk diaplikasikan. "Masalahnya bukan hanya di kesiapan guru dan sekolah, secara substantif kurikulum itu memang banyak salah," katanya. (Baca: Kurikulum 2013 Dibatalkan, Balik ke Kurikulum 2006)

Sulistyo menjelaskan, ada tiga opsi yang dibicarakan Menteri Anies dan para guru dalam evaluasi kurikulum. Pertama, Kurikulum 2013 dicabut sama sekali. Kedua, dilaksanakan hanya di sekolah unggulan yang siap menjalankan. Ketiga, kurikulum tetap dijalankan sambil diperbaiki. "Ternyata opsi kedua yang diambil menteri," katanya. (Baca: Menteri Anies Baswedan Stop Kurikulum 2013)

Menteri Anies membatalkan pelaksanaan Kurikulum 2013 di 211.779 sekolah di seluruh Indonesia dan kembali menerapkan kurikulum 2006. Sementara itu, sebanyak 6.221 sekolah yang sudah menerapkan kurikulum 2013 selama tiga semester diminta untuk terus melanjutkan sebagai percontohan. (Baca: DKI Setuju Menteri Anies Evaluasi Kurikulum 2013)

Anies meyakini penerapan kurikulum 2006 yang lebih matang akan memantapkan kembali kemampuan siswa dan guru. Penarikan kurikulum ini juga sangat diperlukan untuk mengevaluasi dan memperbaiki Kurikulum 2013. (Baca: Kurikulum 2013, Guru Kesulitan Beri Nilai Murid)

Sulistyo berujar, tak akan ada masalah dalam penarikkan buku, walaupun sudah dicetak dan siap didistribusikan. "Mau bagaimana lagi. Harus bersakit-sakit dulu sekarang, agar senang kemudian," kaatnya. (Baca juga: Ini Reaksi Guru atas Kurikulum 2013)

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Bagi Anda Yang Butuh Buku Kurikulum 2013
http://matematohir.wordpress.com/2014/06/15/buku-pegangan-guru-dan-siswa-kurikulum-2013-edisi-2014/

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CHAPTER I

INTRODUCTION

This chapter consists of background of the study, research question, hypothesis, objective of the study, limitation of the study, significance of the study, and definition of key terms.

1.1  Background of The Study

As International language, English has became an important aspect in our daily live and also has been important for the development of our education. English is learned in every school in Indonesia as foreign language, specially in the junior and senior high school as a compulsary subject for the students. The purpose of teaching and learning English at school is to give the students basic abilities about the paractice of language skill.

In English, there are four skills that must be mastered by the students, They are listening, speaking, reading, and writing skills. But, for junior and senior high school, it is still named and focussed on English subject. The teaching learning process will be succesful when the aim of it can be reached, and it can be looked at by the students’ result of their understanding related to the teachers’ information that is provided on learning English as students’ achievement. The result of students’ learning can be seen by the score they got, and normally, it is supported by students’ participation and behavior in the classroom.

Students’ participation in learning is influenced by physical arrangement of classroom. The physical arrangement of your classroom can influence your students’ behavior and learning (Partin, 2009:2). There are some classroom physical arrangements can be done by the teacher, they are the placement of desks, bookshelves, pencil sharpeners, and cabinets can influence traffic flow, student interaction, as well as noise, attention, or disruption levels but the single most important decision influencing the physical classroom environment is the students’ seating arrangement (Partin, 2009:3)

According to Doum in McCorskey (1999) said that there is some reason to believe that these participation patterns are related to student achievement in the natural environment. He found that when college students were allowed free choice of seating, the students choosing seats nearer the front obtained higher test scores than students seated nearer the back. However, when students matched for previous achievement were assigned seats, this pattern was only partially replicated.

Graham (Accessed 5^th October 2011) “the manner in which seats are arranged in the classroom significantly impacts the quality of education. Seating arrangements have an equally profound effect on the effectiveness of communication both between the teacher and students and amongst the students themselves”.

Based on some references above, It is clear that classroom physical  arrangements specially seat arrangement influence the result of students’ achievement, but it is not enough to prove that opinion, because there are some other factors influencing on it. And after seeing other opinion related to other factors on students achievement, it may be so hard to  judge the students’ achievement on learning English will always be good in the end of the study if only emphezied for the classroom arrangements, especially students’ seat arrangement between students who sit in front position and behind position.

Because of these different opinions related to the factors influencing students’ achievement specially related to students’ sitting position, the reseacher expects that it should be presented by the reseach in order to avoid and minimize the effects of some assumption that “ Students’ Seat Arrangements influences students’ prestation” so that, to reply this problem as the proof, the resecher will try to make the research by the title “ The Influence of Students’ Seat Arrangements to  the Result of Their English Learning at Tenth grade in  MAN 2 Pamekasan  Academic years 2014/2015“

1.2  Research Question

Related to this research, the researcher tries to apply a research questions they are:

1.      Does the students’ Seat Arrangements influence the result of  their English Learning?

1.3  Hypothesis

As the interim answer, the research has hypothesis they are:

          Ho. There is no influence between students’ Seat Arrangements and the result of Emglish learning.

 Ha. There is influence between stuents’ Seat Arrangements and the result of English learning.

1.4  Objective of the Study

The objective of the study on this research is to know the influence of students’ Seat Arrangements to the result of their  English learning at Tenth grade in MAN 2 Pamekasan.

1.5  Limitation of the Study

This research is conducted at the tenth grade of MAN Pamekasan. And it is focussed on influence of students’ Seat Arrangements to the result of their English learning at Tenth grade in MAN 2 Pamekasan.

1.6  Significance of the Study

By conducting this research, the reseacrher greatly expects that the findings will be useful for the readers, the teachers, the students, and the researcher himself as the feedback of this study.

1. The Readers

The researcher hopes that the findings in this study will be able to help the readers to know the influence of students’ Seat arrangements to the result of their English learning

2. The Teachers

The researcher expects that the findings will give advantages for the teachers especially the English teachers. So, they can know does the students’ Seat arrangements influence the result of learning English or not?.

3. The Students

The researcher hopes that the findings in this research will be useful for the students who want to know the influence of their Seat arrangementfor the result of leraning English.

4. The Researcher

As a reseacher, the writer really expects that the findings in this research will help himself to give a specific information and better understanding about the influence of students’ Seat arrangementfor the result of learning English.

1.7  Definition of Key Term

To make this study clear to other researcher and to avoid in misunderstanding on this study, this research has several key terms which are mainly discussed and they have significant roles to clarify.

1.                     Influence

Influence typically means to affect others in a way to have them see a certain point or action and react upon it.

2.                     Classroom management

the provisions and procedures necessary to establish and maintain an environment in which instruction and learning can occur Position

3.                     Seat arrangement

Seat arrangement are a main part in a teacher’s plan for classroom management.

4.                     Result

is the final consequence of a sequence of actions or events expressed qualitatively or quantitatively.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer would try to classify several theories concerning  with classroom management, the influence of classroom management, classroom arrangement, kinds of seating arrangement, the importances of seating arrangement, the impacts of seat lacation, the front of the class vs the back of the class, the definition of achievement, and factors influencing on achievement.

2.1 Classroom Management

Classroom management is important aspect done by the teacher in teaching and learning processes. Kratochwill said Classroom management, often called classroom discipline. And also Evertson and Weinstein in Tom Kratochwill said classroom management has two distinct purposes: “It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth”  (Accesed 25^th November 2011).

Maryellen Weimer says definition for classroom management: “the provisions and procedures necessary to establish and maintain an environment in which instruction and learning can occur” (Accesed 25^th November 2011). Lisa Rodriguez, Ph.D. said that Elements of classroom management vary. In researching this topic, it is clear that a common understanding for the term management might be useful. For this purpose, management refers to issues of supervision, refereeing, facilitating, and even academic discipline.

In addition classroom management is defined the classroom management refers to a process that teachers guarantee the classroom instruction, the order, the effectiveness, deal with some matters, and arrange the time and space, and some other factors, and the purpose of classroom management is to deal with student’s misbehavior. And also it is defined the classroom management refers to managing the student, studying in classroom, the teacher and student’s behavior and the activity; it is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently (Accesed 25^th September 2011).

A weel managed classroom can provides an exciting and dynamic learning experience for everyone envolved. So that classroom management or classroom discipline plays a larg part in educational system. Canter in Patricia Kaliska (2002) explained that in the past, a simple stern look or warning was sufficient to shape up the classroom   

Based on some definition above we can say that the classroom management is classroom discipline as the process of the teacher guarantee the classroom instruction, the order, the effectiveness, deal with some matters, and arrange the time and space, and some other factors, including managing the student, studying in classroom, the teacher and student’s behavior and the activity; it is the way teachers organize what goes on in the classroom. The  purposes of classroom management are not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth, and to deal with student’s misbehavior.

2.2 The Influence of Classroom Management

Classroom management as like as other importance aspect in teaching learning processes must has the influence for students leraning processes.

Patricia Kaliska (2002) said that Behavior theoriests in 1930’s throught present day described frameworks for encouraging and maintainng good behavior. And she also said these theories greatly influenced, and are still influencing classroom management. According to Emmer and stough in kaliska (2002) “ some studies have used students’ achievement or attitude as outcomes. In addition Gordon in kaliska (2002) said that good classroom management can help to ensure protection of the students from physical attacks by other students, dangerous enviromintal conditions such as playing around electrical equipment, and from pychological abuse from peers or adult.

In addition Gordon in kaliska (2002) believes that the teacher has the opputunity to create a learning environment that is kind and respectful in order to to meet the nurturing need. Kounin in kaliska (2002) also said that thought techers who could be that “aware” would be better managers of children in the classroom.

Beside these influence of classroom management above, ther are some other influences on classroom management. An efficent management systems are needed to establish and maintain a positive, learning environment for students. According to curwin and mendler in kaliska (2002) presented a list of global causes of misbehavior that describe the specific roots of classroom deterioration, they are follow:

§  Violence in society

§  Massive media coverage of overt and covert messages regarding “sex, violence, and death”.

§  A throw way social mentality focused on individual indulgence and subsquent escape from family commitment.

§  Unstable home situation

§  A wide range of temperament among children.

2.3 Classroom Arrangement

Classroom arrangement is related to how the classrooms are arraged and it is usually identified by some arrangements in the classroom especially seating arrangement. Fred Jones, the author of Tools for Teaching, says the typical classroom arrangement, with students' desks lined up in neat rows, makes it easy for custodians to do their jobs but tough for teachers to freely walk among their students' desks. In addition Alexandra Ramsden said about seating arrangement that Seating arrangements are a main part in a teacher’s plan for classroom management. Not only do the teachers need to consider the physical arrangement of the room but also the nature of the students involved. (Accessed 25^th September 2011).

According to Harmer in Lotfy (2012:2) also reviewed different seating arrangements in terms of pros and cons in relation to certain activities and interaction patterns. For example, he explained that the rows and columns seating arrangement could suit formal classrooms where the teacher could take a front position for a lecture format while the circles seating arrangement would enable students to face each other while giving the teacher an opportunity to move around students.

According to Scardamalia and Bereiter in lotfy (2012:2) said that classdesign should be flexible, creative, and able to develop problem-solving and information-finding skills. And they also agreed that students should be active participants in the learning process that students should have the chance to interact with the teacher and with each other in order to learn the language.  As defined by Cornell in lotfy (2012:3) “He explains that thinking of furniture and seating arrangements is important in creating a suitable learning environment for students”. In addition,  McCroskey and McVetta  and O’Hare in lotfy (2012:10) “assert that the “kind” and “amount” of communication desired in a certain class are the determinants of the suitable seating arrangement”. And also as described by cornell in Lotfy (2012:12)  “in order to accommodate the shift to cooperative learning, the classroom physical environment should be more flexible in a way that encourages interaction, mutual learning and a “sense of community” among students”.

According to Wannarka and Ruhl in Lotfy (2012:13) “deciding whether students’ behavior is on-task or not depends, to a great extent, on the nature of the activity and the desired communication pattern inside the class. They gave the example that if teachers want to guarantee on-task behavior during individual work, they should arrange their classroom furniture in rows and columns so as to minimize student-student interaction”

In addition Baron in Lotfy (2012:12) believed that seating arrangements should be treated as a priority when thinking of a classroom with maximum on-task behavior.  Downer, Rimm-Kaufman, & Pianta in Lotfy(2012:13) also believe that effective learning takes place when the classroom design “fosters student engagement.” By studying three different seating arrangements, rows and columns, clusters and circles, and their effect on students’ classroom behavior, and also  Rosnefield et al. in Lotfy (2012:13) found that sitting in circles encouraged more student on-task behavior and oral response among students and between the students and the teacher than did the rows and columns. On other hand, Wengel in lotfy (2012:14) stated that there was no one seating arrangement that was better than the other. He has explained that choosing a seating arrangement should be based on the class needs, the interaction patterns aimed at and the teaching styles.

Seating arrangements are need by the teachers in the classroom. Alexandra Ramsden said that The teacher needs to be able to walk around the room without the students having to move their desks. Teachers needs to take into account that students seated in the center or front of the classroom tend to interact more frequently with the teacher and the number of behavioral problems tend to increase as the students sit farther from the teacher (Accesed 25^th September 2011).

2.4 Kinds of Seat Arrangement

   Alexandra Ramsden said that there are six common seating arrangements, they are cluster, rows, table rows, semi- circle, pairs and centers or activity zones. (Accessed 25^th September 2011). And also Jody Lenderman in his article said that” There are several options when it comes to arranging a class, including rows, circles, clusters, activity zones, and pairs.  

1.      Cluster

   Alexandra Ramsden said clusters consist of four or five desks pushed together so every desk is facing another one. The fifth desk, if needed, would be put on the end of the group of four. The classroom would have clusters scattered around, so each cluster would be far enough apart that the student’s chairs wouldn’t hit each other. In this situation the teacher is free to walk around the room without bumping into students desk or chairs and can work with the groups. The groups of students need to be thought about before setting up. The students need to be able to work together. (Accessed 25^th September 2011). On other hand, Cusik in Jody Lenderman analyzed that the cluster arrangement. Clusters are perfect for small group activities. They encourage peer to peer learning and group interactions. She also describes how this setup is a great primer for the business world and how to interact with others. The focus of this arrangement is definitely on the students. This is a very poor choice for tests, unless they too are group oriented. (Accessed at 5^th October 2011).

2.      Desk Rows 

Alexandra Ramsden said a desk row is a traditional classroom seating arrangement of several rows of desks facing the teacher. The student’s desks are not touching each other but are lines up in rows and columns. The teacher is usually only able to walk from the front to the back in this set up, not walk from side to side without making students move. Before assigning seats to children the teacher needs to do a sociogram. The teachers need to quickly map social interactions between and amongst students so they know where to place the children.  Also, they need to decide which students can handle being in the back of the classroom. The students are in a perfect test taking arrangement if the teacher is monitoring the class. In this situation the teacher’s philosophy is probably more adult-run and direct instruction. (Accessed 25^th September 2011). On other hand, Cusik in Jody Lenderman discusses is the desk row arrangement. When using desk rows, the teacher wants the focus of the room, either for a lecture, whole class instruction, or for testing. Student interaction is kept to a minimum as this arrangement is not conducive to discussions or interactions. (Accessed at 5^th October 2011).

3.      Semi-circle

Alexandra Ramsden said Semi-circle seating arrangement is when all the desks touch each other facing the front of the room in a semi-circle shape. The teacher can easily see each student and they can see him/ her and the instructional aids. The philosophies of the teacher using this arrangement can be direct instruction, child run or collaborative. Each philosophy could be implemented into this classroom setting. Because all the students can see each other they can have debates and discussions amongst themselves. The students can give ideas on how they want to do an activity and the seating arrangement could probably accommodate the activity (Accessed 25^th September 2011). In addition, Cusik in Jody Lenderman said circle arrangements. This setup is perfect for group discussion lessons. The students can see each other and any materials posted to aid in the discussion. The focus of this type of class falls more on the students, with some guidance by the teacher (Accessed at 5^th October 2011).

4.      Table rows

Alexandra Ramsden said Table rows consist of long tables that are placed in rows that are perpendicular to the front and back of the room. The students sit next and across from each other. This set- up is typically found in science labs and writing workshops. It is a good arrangement for group work and large group projects. The philosophy of the teacher who would set up their classroom with table rows is probably collaborative learning. They motivate their students by letting them work together, and it helps students learn how to learn. The problem with this set-up is there are students that are at the end of the tables in the back of the room that will not be able to see during the direct instruction time. Also, it is hard for the teacher to see all the students and watch their faces and behavior. It allows the student for a lot of socializing and it is very bad in a test situation. None of the students are facing the front of the room when sitting at the table (Accessed 25^th September 2011). On other hand, Cusik in Jody Lenderman said that table rows are basically a halfway point between desk rows and clusters.  They are generally used in science type classes as they allow for lectures, then group work. The groups are larger than in clusters, allowing more space for projects. This arrangement is more beneficial when there is an activity, like an art or science project (Accessed at 5^th October 2011). 

5.      Activity Zones

Alexandra Ramsden said activity zones or centers seating arrangement are very common in the primary grades, especially kindergarten. This is where there are usually about five or six tables set up in the room. A number is given to each table and an activity. At each table that the students go to they will be actively engaged in the activity. The teacher�s philosophy is probably more collaborative learning. The students are doing their individual work but they are all helping each other.  At the young age where this seating arrangement is mostly used it is very hard for the students to monitor and help the students. At times the class can get loud and out of hand (Accessed 25^th September 2011). On other hand, Cusik in Jody Lenderman said that this arrangement is used when there are several groups of students working on different topics. She recommends zones only for older students as there can only be minimal supervision. If needed, the teacher can lecture the class, but needs to make sure everyone has a seat that is conducive to learning. These classrooms tend to be louder since there is a lot of interaction and self-regulation among the students (Accessed at 5^th October 2011).

6.      Pairs 

Alexandra Ramsden said that Having the students sit in pairs seating arrangement is when the two student’s desks are together and spaced away from other pairs. This arrangement allows the teacher to walk around the classroom and monitor all the students. Previous the seating arrangement the teacher needs to decide which students can be paired together and not misbehave or lower their academic stamina. The teacher philosophy is probably a mix between adult run and collaborative learning. Pairs allow the students to work together and independently (Accessed 25^th September 2011). In addition, Cusik in Jody Lenderman said that the pair’s arrangement is similar to desk rows, only the students are grouped at a table for two. As in the desk row setup, the teacher can easily be the focus of the room. On the other hand, the teacher can easily switch that dynamic to be student based by assigning role plays or other small group activities. Students are also required to develop social interaction skills. This social interaction is more important in this setup than the others as only two people are doing most of the interaction (Accessed at 5^th October 2011).

2.5  The Importance of Seat Arrangements

Graham (Accessed at 5^th October 2011) “the manner in which seats are arranged in the classroom significantly impacts the quality of education. Seating arrangements have an equally profound effect on the effectiveness of communication both between the teacher and students and amongst the students themselves”. Hillman and Brook in Ahmed Razman Abdul Latiff .et al. (Accessed at 1^st December 2011) said that prior studies found that the seating arrangements and seating selection directly affect students' course performance. Students who are sitting in front of the classroom can directly establish eye contact with the instructor while those at the back of the class are less likely to do so. Millard and Stimpson in Ahmed Razman Abdul Latiff .et al. (Accessed at 1^st December 2011) “found that even though no effects on grade from seating location were found, increasing distance was related to decreases in self enjoyment in the class, interest and motivation”. And Brooks and  Rebeta in Ahmed Razman Abdul Latiff .et al. also found that gender a factor in seat location choice and student performance. They found that female students are more likely than male students to sit in the front.

Safa Zerin said that changing seating arrangement plays a vital role to make the learners more involved in the in the class. And Jim Scrivener in Safa Zain also said that Changing seating arrangements can help students interact in different people. Moreover, students who are weaker have lees chance of hiding themselves and students who are stronger have lees chance to doinate in the class in this seating arrangement, which show a much greater sense of equality (Scrivener, 1994. Accessed at 1^st December 2011). Additionally, Ming-Tak and Li Wai-Shing in Zafa Zerin believes that a good seating arrangement is one which facilities specific learning taks and activities and communicates a teacher’s beliefs learning and teaching.(pg-48,49 Accessed at 1^st December 2011).

Besides the importances of seating arrangement above, Alexander Poirier also said in his article that seating arrangement has a number of interesting psychological effects on the students in the classroom. They are:

1.      Interaction

With the desks arranged around the perimeter of the room, every student is given a view of the instructor and a view of his fellow students. This shifts the focus of the class from strictly teacher-student interaction to a teacher-student and student-student interaction. This type of layout is ideal for courses that wish to facilitate student-student interaction, but may cause undesired student-student interaction during times when teacher-student interaction is desired.

2.      Participation Frequency

In Robert Sommer's study "Personal Space," he found that students who sit in the front and center rows of a classroom participate more than other students. He extended this study to perimeter-style seating arrangements and found that "students sitting directly across from the teacher were the most frequent participants." Students who sat to the left and right of the teacher were less likely to participate in the classroom activities, regardless of their previous participation patterns.

3.      Student Preference/Class Enjoyment

A study by James McCorskey and Rod McVetta found that student desk arrangement preferences vary depending on the type of course being taken. They found that students preferred "the more interaction-restricting, traditional seating arrangement for required courses" and "the more interaction enhancing horseshoe ... arrangements for elective courses." It can be inferred, then, that a student who is placed in her preferred desk arrangement will enjoy the class more and, inversely, a student placed in the less preferred seating arrangement will enjoy the class less.

4.      Teacher Control

With the desks arranged around the perimeter of the classroom, all eyes are on the teacher and the teacher can clearly see each and every student. Making the teacher the center of the classroom's focus, exposing every student to his gaze and giving the teacher the ability to move easily throughout the room establishes the teacher's authority. While working in this "exposed" seating arrangement, students are less likely to slack off for fear of their instructor's catching them. (Accessed 1^st December 2011).

Based on these theories above, it is clear enough that seating arrangement in the classroom is important in learning processes both in physical effect or psychological effects.

2.6  The Definition of Achievement

Conducting this research is related to the definition of achievement. So that, we have to know some definitions of achievement. Travers (1970: 447) in H. M. Sofyan Isnian, S.Pd defined that achievement is the result of what an individual has learned from some educational experiences. Additionally, De Cecco & Crawford (1977) in H. M. Sofyan Isnian, S.Pd also defined that achievement is the expectancy of finding satisfaction in mastering challenging and difficult performances. Besides that, Garrison, Kingston, and McDonald (1955-1964: 331) in H. M. Sofyan Isnian, S.Pd have defined achievement as the progress pupils make toward the goals and objectives of the curriculum, they then assert further about the definition that achievement may be the one’s ability or the extent of his/her knowledge in a specific content area. (Accessed at 2^nd December 2011).

Based on the opinions above the writer concludes that achievement is the result, the successfulness, the extent or ability, the progress in learning educational experiences that the individual indicate in relation with his/her educational learning.

2.7  Factors Influencing on Achievement

As importance element of teaching and leraning process, achievement is influenced by some factors.  Mike Taafe and Everarda G. Cunningham in his article said that Such factors were found on achievement include motivation, quality of teaching and social integration (Accessed at 2^nd December 2011). Additionally, Julie P. Noble (2006) said that the psychosocial factors are included in affecting achievement. There are some psychosocial factors on achievement, they are: Self-concept, positive attributions, self-efficacy, and problem-solving skills and interpersonal communications skills, family background, high school attended (Accessed at 5^th October 2011). Besides that, Students’ participation in learning that support students’ achievement is influenced by physical arrangement of classroom. The physical arrangement of your classroom can influence your students’ behavior and learning (Partin, 2009:2). There is some classroom physical arrangements can be done by the teacher, they are the placement of desks, bookshelves, pencil sharpeners, and cabinets can influence traffic flow, student interaction, as well as noise, attention, or disruption levels but the single most important decision influencing the physical classroom environment is the students’ seating arrangement (Partin, 2009:3)

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