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Students’ Misbehaviors in an English Classroom and the Strategies to Manage Them: Pre-service Teachers’ Perspective
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
SarjanaPendidikan
Lestari Handayani 20120540078
English Education Department Faculty of Language Education UniversitasMuhammadiyah Yogyakarta
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APPROVAL SHEET
Universitas Muhammadiyah Yogyakarta Faculty of Language Education English Education Department We hereby approve the Skripsi of
Lestari Handayani 20120540078
Candidate for the degree of Sarjana Pendidikan
August, 23th 2016 Puthut Ardianto, S. Pd., M. Pd. The Skripsi Supervisor
August, 23th 2016 Indah Puspawati, S. Pd. M. A. The Examiner I
August, 23th 2016 Puput Arfiandhani, S. Pd., M. A. The Examiner II
Accepted Yogyakarta, August, 23th 2016
Gendroyono, S. Pd., M. Pd
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Author’s Declaration of Originality
I honestly certify that the skipsi entitled “Students‟ Misbehavior in an English Classroom and the Strategies to Manage Them: The Pre-service Teachers‟ Perspective” is purely my own work. I do not cover the work of other people in
every part of this skipsi. Some quotations included in this skripsi use the standard rules of scientific research.
Yogyakarta, June 2016
The writer
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Acknowledgement
Alhamdulillah, thanks to Allah SWT who always blesses me His mercy. I would like to address my gratitude to my supervisor Mr. Puthut Ardianto, M. Pd who has been willing to guide me until I finish this study. Thanks to my beloved father Bapak Legiman, my old sister Mbak Ndan and my two old brothers Mas Bas and Mas Didik who always support and remind me to finish my study. Special thank for my beloved mother who are always in my heart. I do miss you, Ma‟e.
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Table of Content
Approval Sheet ... ii
Author‟s Declaration of Originality ... iii
Acknowledgement... iv
Table of Content ... v
Abstract ... ix
Chapter One Introduction ... 1
Background of the Study ... 1
Statements of the Problem ... 2
Limitation of the Problems ... 3
Research Question ... 3
The Objectives of the Research ... 3
Significance of the Research ... 4
Outline of the Research ... 5
Chapter Two Literature Review ... 6
Misbehavior ... 6
Definition ... 6
Types of misbehavior... 7
The strategies to handle common students‟ misbehavior ... 12
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The Internship Program at EED UMY ... 25
Objectives and significances ... 25
Activities in the internship program ... 26
Conceptual Framework ... 31
Chapter Three Methodology ... 33
Research Design ... 33
Setting and Participant ... 34
Data Collection Method ... 35
Data Analysis ... 36
Chapter Four Finding and Discussion ... 38
Findings ... 38
Discussion ... 63
Chapter Five Conclusion and Recommendation ... 72
Conclusion ... 72
Recommendation ... 75
References ... 77
vii List of Figures
viii List of Tables
Table 1 Coaching schedule ……...………27
Table 2 The component of scoring………31
Table 3 A summary of students‟ misbehaviors faced by the pre-service teachers
of EED UMY ………..………...39
Table 4 A summary of the strategies used by the pre-service teachers…..…..…..49 Table 5 Non-verbal intervention strategies applied by the pre-service
teachers………...52
Table 6 Verbal intervention strategies applied by the pre-service
teachers………...54
Table 7 Non-verbal and verbal intervention strategies applied by the pre-service teachers………...57
Table 8 Other strategies applied by the pre-service
ix Abstract
This research aims at exploring the pre-service teachers‟ perception about students‟ misbehavior faced when they participated in the internship program as well as the strategies used to handle those misbehaviors. Qualitative descriptive design was employed in this study. There were six participants and they were selected by using purposive sampling. The data were collected through semi-structured and one-on-one interview with the participants. To get detailed information, this study employed follow up questions. The findings of this study indicated that the
participants faced various misbehaviors. These misbehaviors were categorized into four categories (verbal interruption, off-task behavior, physical movement intended to disturb, and disrespecting to teacher and students). Moreover,
motivational problem was found in this study because it was a recurring problem. The participants had various strategies to handle students‟ misbehaviors. These strategies were non-verbal intervention, verbal intervention, situational assistance, moderate response, combination strategy (non-verbal, verbal, and situational assistance), and other strategies.
ix Abstract
This research aims at exploring the pre-service teachers‟ perception about students‟ misbehavior faced when they participated in the internship program as well as the strategies used to handle those misbehaviors. Qualitative descriptive design was employed in this study. There were six participants and they were selected by using purposive sampling. The data were collected through semi-structured and one-on-one interview with the participants. To get detailed information, this study employed follow up questions. The findings of this study indicated that the
participants faced various misbehaviors. These misbehaviors were categorized into four categories (verbal interruption, off-task behavior, physical movement intended to disturb, and disrespecting to teacher and students). Moreover,
motivational problem was found in this study because it was a recurring problem. The participants had various strategies to handle students‟ misbehaviors. These strategies were non-verbal intervention, verbal intervention, situational assistance, moderate response, combination strategy (non-verbal, verbal, and situational assistance), and other strategies.
Chapter One Introduction
This chapter presents background of the research, statements of the problem, limitation of the problem, research question, the objective of the research, significance of the research, and outline of the research.
Background of the Study
In educational field, teachers are exposed by many problems in the classroom. One of the problems is students‟ misbehavior. Misbehavior is the action of misbehaving (Oxford online dictionary) or behaves badly (Cambridge digital dictionary). In addition, Çimen and Çepik-Kiriş (2015) also agreed that students‟ misbehavior had become the most challenging aspects of classroom management. Thus, teachers need to be aware of the problems.
Misbehavior on students is faced not only by teachers, but also by pre-service teachers. It is not an easy task for the pre-pre-service teachers because they have to spend much time and energy to deal with students‟ misbehavior (Leung & Ho, 2001; Shen, Zhang, Caldarella, Richardson, &Shatzer, 2009 as cited in Sun & Shek, 2013). Moreover, misbehavior on students also caused problem or difficult situation on teachers. It is supported by Allen (1996) as cited in Walters and Frei (2007) that misbehavior contributes to stress and tiredness on teacher.
common and unacceptable misbehavior among students. Another study by Zakaria, Reupert, and Sharma (2013) examined Malaysian primary pre-service teachers‟ perception of students‟ disruptive behavior and their strategies to prevent and manage such behaviors. Making noises, disturbing peers, and not doing school works were top three misbehaviors reported by some Malaysian primary pre-service teachers.
Moreover, based on the researcher‟s experiences as a pre-service teacher, she found that misbehaviors occurred in the classroom and she had difficulties in dealing with them when she did teaching practice in the internship program for three years since she was in the first semester. Walking around the classroom and being noisy were the most common misbehaviors done by students. At that time, the researcher‟s colleagues also have the similar problem in dealing with students‟ misbehaviors. Each person has different perspective on students‟ misbehaviors; hence their strategies to handle students‟ misbehaviors are different as well.
Based on the fact above, the researcher is interested in conducting a research about students‟ misbehavior. This research would see students‟
misbehavior according to EED UMY pre-service teachers‟ perspective and will attempt to find out the strategies that the pre-service teachers used to handle the students‟ misbehaviors based on their experiences.
Statements of the Problem
Based on the background of the study and the researcher‟s experience as a pre-service teacher mentioned earlier, the researcher needs to conduct this
task for them, because they are not used to dealing with them. Moreover, the researcher found difficulties in handling students‟ misbehaviors when she did the
internship program. She was stressful, upset, and confused when she had to manage the students who misbehaved in the classroom. The researcher conducted this research to find out how the pre-service teachers‟ view on misbehaviors done by students and the strategies to manage them based on their experience.
Limitation of the Problems
There are two types of misbehavior; surface behavior and chronic discipline problem (Levin & Nolan, 1996). This research focused on surface behavior, like verbal interruption, off-task behavior, physical movement intended to disturb, and disrespecting to teachers and students. This research intended to reveal the pre-service teachers‟ understanding about the students‟ misbehaviors and see how the pre-service teachers of EED UMY handled these students‟ misbehaviors in the classroom.
Research Question
This research attempted to find two main questions regarding the background of the study:
1. What are the students‟ misbehaviors faced by the pre-service teachers of EED UMY in the classroom?
2. How do the pre-service teachers of EED UMY handle the students‟ misbehaviors in the classroom?
The Objectives of the Research
1. To find out the students‟ misbehaviors faced by the pre-service teachers of EED UMY in the classroom.
2. To know the strategies used by pre-service teachers of EED UMY to manage students‟ misbehaviors in the classroom.
Significance of the Research
The research has advantages for pre-service teachers, teachers, educational institution, and other researchers. The advantages of this study are:
For pre-service teachers. This research is hoped be used to evaluate and reflect for pre-service teachers to enhance their classroom management skill especially on managing misbehaviors. By knowing the strategies to handle misbehaviors occurred in the classroom, pre-service teachers can learn how to face students‟ misbehaviors better.
For teachers. This research gives information about misbehavior faced by the pre-service teachers, and it is expected to be an evaluation for teachers in supervising the pre-service teachers. Teachers can give direction to the pre-service teachers to manage students‟ misbehavior effectively.
For educational institution. Through this research, EEDUMY will know the problems faced by the pre-service teachers in the internship program.
EEDUMY will provide or give more lessons to the pre-service teachers about how to face students‟ misbehavior effectively. Moreover, in the coaching section of the internship program, schools can give material about strategies to handle
misbehavior.
use particular research method to conduct a research about chronic behavior in order to get deeper data. Hopefully, this research is useful for other researchers on conducting their research.
Outline of the Research
This skripsi consists of five chapters with different contents. First chapter was about background of the research, statement and limitation of the problem, research question, the objectives of the research, significance of the research, and outline of the research. This chapter gave information about the reason why the researcher is interested in conducting this study. Chapter two was literature review that explained about the literature theory of this study and conceptual framework. This chapter gave information about theories related with the topic which were used as the basic theories of the research. Chapter three provided the methodology that the researcher uses to conduct this study. This chapter showed how the
Chapter Two Literature Review
This chapter discussed some important aspects related to the study. First, this chapter explained misbehavior which consists of some definitions and types of misbehavior, and strategies to deal with students‟ misbehaviors. Second, this chapter presented some definitions of pre-service teacher. Third, the researcher presented several studies related to the study. Finally, this chapter explained the conceptual framework of the research.
Misbehavior
The researcher would explain three parts of misbehavior. The first part is about the definition of misbehavior. The second part would point out the types of misbehavior. The last one is the strategies to face students‟ misbehaviors in the classroom.
Definition. There are many researchers defining the term of misbehavior. Levin and Nolan (1996) used term „discipline problem‟ to mean misbehavior. They defined “discipline problem as behavior that interferes with the teaching act,
interferes with the rights of others to learn, psychologically or physically unsafe or destroys property” (Levin & Nolan, 1996, p. 22). According to Burden and Byrd
Types of misbehavior. Burden and Byrd (2003) classified misbehavior into four general categories. First is hyperactivity which has high level of activity and nonaggressive contact. These behaviors are unable to sit still, talk too much,
hums and make other noises, overly anxious to please, and awkward and poor general coordination. Second is inattentiveness that has high level of distractibility. Behaviors includes: not staying with games and activities, not completing projects,
not following directions, and withdrawing from new people and being shy. Third is „conduct disorder‟ that has high level of defiance. For example cannot accept correction, be moody, fight, tease others, and discipline does not change behavior for long. The last is impulsivity that has constant demand for attention. For example reckless and act carelessly, have lots of accidents, and get into things.
Cothran and Kulinna (2007) categorized misbehavior into six types, such as aggressive (fighting), low engagement or irresponsibility (pretends to be sick), fails to follow directions (not pay attention), illegal or harmful (bringing weapons to class), distracts or disturbs others (talking), and poor self management (temper tantrums). Moreover, they also classified items of misbehavior into three severity categories: mild, moderate, and severe behaviors (Cothran & Kulinna, 2007). The result showed that giggling, forming cliques, showing off, cannot sit still, not paying attention, being lazy, always be the first or the best, not following
examples of severe behavior are bullying, fighting, doing sexual harassment, displaying gang symbols, using drug, smoking and bringing weapons to class.
Stephen, Kyriacou, and Tønnessen (2005) examined how pre-service
teachers in Norway and England perceive students‟ misbehavior. They
categorized misbehavior into six main headings. First is aggression toward other students (bullying, physical aggression, and using mobile phone during the lesson). Second is delinquent behavior (bringing striking or stabbing weapon into the classroom and using or under the influence of substance abuse). Third is oppositional deviance (persistent breaking of class or school rules, giving
aggressive argument to the teacher, being cheeky or rude remarks or replies to the teacher, skipping lesson or truanting from school). Fourth is passive deviance (getting out of seat without permission, being late for school or lesson, talking out of turn). Fifth is anti-social behavior (racist remarks and vandalism). The last is off-task behavior (intentional work avoidance, interrupting other students).
Other researchers, Sun and Shek (2013) examined teachers in Hong Kong about junior secondary school students‟ misbehavior in classroom and identified the most common, disruptive, and unacceptable student problem behaviors. There were seventeen main categories and six of them were divided into subcategories.
These misbehaviors were doing something in private (dealing with personal stuff, doing homework, using electronic device, irrelevant reading, irrelevant drawing),
talking out of turn (calling out, making remark, having disruptive conversation), verbal aggression (teasing classmates, attacking classmates, quarreling with classmates, speaking foul language), disrespecting teachers (disobedience/
non-attentiveness/ daydreaming/ idleness, sleeping, out of seat (changing seat,
wandering around the classroom, catching, running away from the classroom), habitual failure in submitting assignment, physical aggression (striking classmates,
pushing classmates, destroying things), copying homework, non-verbal
communication (via body language, facial expression, papers), clowning, playing, lateness to class, eating/ drinking, have not yet prepared textbook well, and
passive engagement in class. Among the misbehaviors reported by teachers, talking out of turn was the most common and disruptive problem behavior and
followed by non-attentiveness, daydreaming, and idleness. Then, the most unacceptable problem behavior was disrespecting teachers in terms of
disobedience and rudeness, followed by talking out of turn and verbal aggression.
In addition, Levin and Nolan (1996) divided misbehavior into two types. These types are surface behavior and chronic discipline problem.
Surface behavior. Levin and Nolan (1996) stated that the most common types of misbehavior faced by teacher day-by-day are called as surface behavior. It is because these behaviors are typically not result of personal problem but these
are normal developmental behavior of children. These behaviors are verbal interruption, off-task behavior, physical movement intended to disturb, and
disrespecting to teachers and students (Levin & Nolan, 1996).
First is verbal interruption that disturbs learning activity verbally, such as
talking out of turn, humming, laughing, calling out, and whispering (Levin & Nolan, 1996). Talking out of turn is referred to student activities like chatting themselves on irrelevant topic that potentially disturb learning activities, calling
remarks on somebody or something without teacher‟s permission (Sun & Shek,
2012; 2013). Talking out of turn is also can referred to student call out answers without raising hands (Ding, Y. Li, X. Li, & Kulm as cited in Sun & Shek, 2013).
Moreover, according to Sun and Shek (2013), TOOT (talk out of turn) is the most common and unacceptable misbehavior among students.
Second one is off-task behavior. It is an action done by students that do not
focus on the instructional activities (Burden & Byrd, 2003). Off-task behavior includes doing irrelevant to the class learning, daydreaming, sleeping, combing
hair, not paying attention, playing with something, and doodling (Sun & Shek, 2012; Levin & Nolan, 1996; Burden & Byrd, 2003). In the case of students who are daydreaming, Levin and Nolan (2003) stated that those students do not have
discipline problem, they may be motivational problems. Levin and Nolan (2003) also give other examples of motivational problems, such as students who refuse to
turn in homework, who are not prepared for class, and who give the teacher “dirty looks”.
Third is physical movement intended to disturb. It includes visiting,
passing notes, sitting on the desk or on two legs of the chair, changing seats, walking around, and throwing paper (Levin & Nolan, 1996; Sun & Shek, 2012).
According to Sun and Shek (2012), “these problem behaviors would become more serious and spread over if without proper teacher control” (p. 5).
The last is disrespecting to teachers and students, such as verbal aggression, teasing, and vulgarity. Disrespecting to teachers also includes disobedience (i.e. refusing instructions) and rudeness (i.e. talking back and arguing teachers) (Sun &
verbal aggression is verbal expression which is more aggressive. These behaviors
are attacking, quarreling, teasing, and speaking foul language.
Chronic discipline problem. Groundwater-Smith, Ewing, and Le Cornu as
cited in Hartono (2011) stated that chronic misbehavior is an inappropriate and or excessive behavior that has potentially threaten the safety and classroom learning environment. Students who have this problem are “often difficult to deal with” (Levin & Nolan, 2003, p. 44) and will keep misbehave although teacher have been applied all the preventive and coping technique (Levin & Nolan, 1996). Levin and Nolan (2003) also stated that “students with chronic discipline problem suffer
from low self-esteem and have a low success-to-failure” (p. 48). They disturb the learning and teaching process, interfere with the work of others, challenge teacher
authority, often try to persuade others to misbehave on a fairly consistent basis, and sometimes intimidate other students and prevent their peers from engaging in
classroom activities (Levin & Nolan, 1996; 2003).
The examples of chronic discipline problem or more serious problem are bullying, fighting, and vandalism (i.e. breaking windows, blocking toilets with toilet paper, scratching teachers‟ cars, puncturing teachers‟ car tires, and
damaging plants and trees). The form of bullying are name calling, taunting, mocking, intimidating other learners, physical abuse (i.e. kicking, hitting, punching and deliberate pushing and shoving), and emotional abuse (i.e. malicious gossip and ganging up to deliberately ostracize victims) (Marais & Meier, 2010).
behavior. First, pre-service teachers are still the beginner; they might not have more experienced yet. Second, surface behavior is common problem faced by the pre-service teachers, which is easier to be found than the chronic discipline problem. Moreover, chronic behavior needs particular research method like observation to conduct a research.
The strategies to handle common students’ misbehavior. When
misbehavior occurs, teachers have to stop or get student back on-task. Burden and Byrd (2003) said that intervention is needed when off-task and misbehavior exist.
Teachers decide the intervention based on their knowledge of who is misbehaving, what misbehavior is, when misbehavior occurs. They give definition of
intervention as teacher‟s action to stop misbehavior by student and get them back
to the learning activities (Burden & Byrd, 2003).
Levin and Nolan (1996) explained how to handle common misbehavior
problems that occur in the classroom. They mentioned the decision-making hierarchy of intervention skills belongs to three tiers, such as nonverbal
intervention, verbal intervention, and use logical consequences. Nonverbal and
verbal interventions are meant to stop the off-task behavior and restore order (Burden & Byrd, 2003).
Nonverbal intervention. The first tier of hierarchy of intervention skills is nonverbal intervention. It consists of four techniques, such as planned ignoring,
signal interference, proximity control, and touch control (Levin & Nolan, 1996; 2003).
Planned ignoring. According to Levin and Nolan (1996), “planned
lessens and eventually disappears” (p. 160). This is a technique to reduce behavior
that has little interference (e.g. pencil tapping, body movements, book dropping, calling out answer rather than raising hand, daydreaming, whispering, passing a
note, and interrupting the teacher) by ignoring that behavior. This method has risk where student will feel that teachers are not aware with the situation in the
classroom and they maybe will continue doing misbehavior.
Signal interference. Levin and Nolan (1996) said that this method is talking to a student that her/his behavior is not appropriate without disturbing
other students. Teacher can do this method by staring at students and giving signal that her/his behavior is not appropriate (i.e. shaking head to indicate “no”). Make sure the message or signal is clear and do not make students confused. Levin and
Nolan (1996) give example of signal interference behavior such as making eye contact to handle the students who are talking to her/ his neighbor, pointing a seat
when the student walks around, and holding up an open hand to stop student‟s calling out.
Proximity control. The definition of proximity signal is “any movement toward the disruptive student” (Levin and Nolan, 2003, p. 30). This method is
used when signal interference doesn‟t work. Teachers just walk to the student
while still conducting the lesson to get students back on-task. Teachers can combine both signal interference and proximity control to get effective method.
Touch control. Touch control is “a light, nonaggressive physical contact
Verbal intervention. If nonverbal intervention is not quite successful,
teacher can use verbal intervention. Various verbal interventions are described below. There are three major categories (Levin & Nolan, 1996), namely:
Hints. It is verbal attempts to face behavior that indirectly address the
behavior itself where it lets student know that he/she behavior is inappropriate (Levin & Nolan, 1996). There are three specific techniques that are classified as
hints:
First is adjacent (peer) reinforcement. It gives students a chance to control
his/her own behavior without any intervention on the part of the teacher that calls attention to the student or his/her behavior (Levin & Nolan, 1996). Teachers can use this technique when there is a student who misbehaves and at the time the
teacher also finds another student who behaves appropriately, then the teacher communicates or commends the appropriate behavior one to the other student. In
other word, the teacher communicates the student who misbehaves what is expected (Burden & Byrd, 2003). Levin and Nolan (1996) give the example: Suzanne is calling out the answer without raising her hand first, and then the teacher will say “Suzanne, I really appreciate your raising hand to answer the
question.”
Second, calling on the student or Name-Dropping. This technique is to get student‟s attention. Teacher can call student‟s name and ask his/ her to answer the
Third is humor that is used to solve problems and it gives positive
relationship between students and teachers. Teachers should be careful that the humor is not sarcastic (Burden & Byrd, 2003).
Question awareness effect. Questions are used by teacher to ask the
student whether he/she is aware about his/her behavior and its effect to other people (Levin & Nolan, 1996). There is only one questioning technique and it is
called as questioning awareness of effect. Teacher gives question to students whether they are conscious of the impact of their behavior has on others. The form of the question is rhetorical question. For example: “John, are you aware that
when you call out answers without raising your hand, it robs other students‟ chance to answer the question?” (Levin & Nolan, 1996, p. 175).
Requests/ demand. Levin & Nolan (1996) stated that request/demand is the teacher‟s direct statement toward the misbehavior and teacher wants misbehavior
to stop. There are eight techniques of request or demand, namely:
First, sending an “I messages”. This technique is to help the disruptive
student recognize the negative impact of his behavior on the teacher. There are
three parts of “I message”:
(1) a simple description of disruptive behavior, (2) a description of its
tangible effect on the teacher and/or other students, and (3) a description of the teacher‟s feeling about the effect of misbehavior. For example, “John,
when you call out answers without raising your hand (1), I cannot call on any other student to answer the question (2). This disturbs me because I would like to give everyone a chance to answer the questions (3).” (Levin
Second is direct appeal. According to Levin and Nolan (1996), direct
appeal is requesting students to stop their misbehavior politely. The example on using direct appeal is „John, please stop calling out answer so that other student
will have a chance to answer‟. Burden and Byrd (2003) stated that direct appeal
gives students sense of ownership for deciding to get back on task and to do as teacher expected. Levin and Nolan (1996) warned teachers not to use direct appeal if students seem to doubt teacher‟s ability to take command in charge.
Third is positive phrasing. It is changing negative phrases into positive
phrases in order students can get positive outcome. It takes form of “As you as you do X (behave appropriately), you will do Y(a positive outcome)” or “When you do X (behave in appropriate way), then you can do Y(a positive outcome” (Levin & Nolan, 1996; Burden & Byrd, 2003). For example, “John, you will be
called as soon as you raise your hand” (Levin & Nolan, 1996, p. 176).
Fourth is “are not for‟s”. Levin and Nolan (1996) stated that this technique
is appropriate to elementary and preschool students when they misuse property or
materials. It is also effective in redirecting behavior in a very positive way. For example when student is tapping a pencil on a desk, teacher can say, “Pencils are not fortapping on a desk. Pencils are for writing.”
Fifth is reminder the rules. This method is used when student‟s
misbehavior occur and help them to get back on-task. Burden and Byrd (2003)
give an example: when students push his/her friend off then the teacher might say “Anna, the rule state that students must keep their hands and feet to themselves.”
Sixth is Glasser‟s triplets. It was found by William Glasser with the
students who misbehave. These questions are “(1) what are you doing? (2) Is it
against the rules? (3) What should you be doing?” (Levin & Nolan, 1996, p. 177). The use of these questions is for classroom which has the rules of classroom and it
has been dealt by both teacher and students before. Teacher asks these questions with the expectation that students who misbehave will answer the questions honestly, but not all students answer them honestly. Example of using Glasser‟s
triplets is when there is a student who is answering questions without raising the hand. Teachers can use Glasser‟s triplet questions to the student and if the student
chooses either answering dishonestly or not replying at all, teachers can response by saying “No, Boy, you were calling out the answer. That is against our
classroom rules. You must raise your hand to answer the question” or “Boy, you
were calling out the answer. It is against the rules. You should raise your hand if you want answer the question.”
Seventh is explicit redirection which consists of an order to stop
misbehavior and get back to appropriate behavior. The redirect is made in form of teacher command which has advantages like its simplicity, clarity, and closed
format (Levin & Nolan, 1996). The example of using explicit redirection is when student are calling out the answer without raise the hand, then teacher can say “Ann, stop calling out the answer and raise your hand if you want to answer the
question.”
phrase “that is not the point” at the beginning of the first and second repetition
when the student tries to excuse or defend his/her behavior (Levin & Nolan, 1996). Logical consequence. If nonverbal and verbal interventions do not work
successfully, teachers can use logical consequence. It is an event arranged by the teacher that is directly and logically related to the misbehavior (Dreikurs,
Grundwald, & Pepper as cited in Burden & Byrd, 2003). Burden and Byrd (2003)
point out the purpose of moderate response or use logical consequence is “to remove desired stimuli to decrease unwanted behavior” (p. 296). According to
Burden and Byrd (2003), consequence should be reasonable, respectful, and related to the student behavior. Example of using logical consequences is “You have a choice”. This technique gives students a choice what kind of consequences
that deserve for him/her. It makes students responsible with their behavior. Example: “Joe, you have a choice of not bothering students near you or move to
the back of the class.”If teachers have applied “You have a choice” but the student keep excusing or misbehaving, then teachers can give the consequence to the student like “John, you bothered your friend next to you; therefore you decided to move to the back of the class. Please move.” In addition, teachers can
combine both “broken record” and “You have a choice” when the student begins
to argue and tries to sidetrack.
Furthermore, Burden and Byrd (2003) also has similar explanation as
explained by Levin and Nolan (1996; 2003) earlier. They explained a three-step response plan is to restore order and get back on task the students who off-task and misbehave. These steps are providing situational assistance, using mild
Situational assistance. This step is used when there are students who
off-task for short time or pause from instructional/activities like daydreaming, looking out of window, playing with objects (i.e. comb, pencil, and gadget), or taking a
short break from the work (Burden & Byrd, 2003). According to Burden and Byrd (2003), the purpose of providing situational assistance is “to help students to cope
with the instructional situation and keep the students on task” (p. 284). This step
includes:
Remove distracting objects. When teacher sees students bring irrelevant or
distracting objects (key, comb, gadget, or magazine), teacher can just walk over to the student and collect the object. Burden and Byrd (2003) suggested that teacher should be kind and firm (no discussion is necessary) to inform the students that
the object can be picked up after class and inform the students that they should store such objects in an appropriate place before school.
Provide support with routines. Students may be curious about what will happen during the class period or during the day. “They like to know where, when,
why, and with whom they will be at various times” (Burden & Byrd, 2003, p.
289). Teacher can provide or announce and post the daily schedule for the students (i.e. routines for entering and leaving the classroom, distributing
classroom papers and materials, and participating in group work), because it is useful for them and it gives the students sense of security and direction as well.
Reinforce appropriate behavior. Reinforce appropriate behavior and
adjacent/ peer reinforcement have the same explanation. According to Burden and Byrd (2003), the use of this approach is more usually used in elementary
Boost student’s interest.When students‟ interest decreases, teacher can
help them by expressing interest in the students‟ work. For example, when a
student shows to be off-task as working in a small group, the teacher can walk
over and ask how the group is doing or ask about the group‟s progress. Burden and Byrd (2003) suggested teachers to “take a matter-of-fact, supportive attitude
when trying to boost student interest” (p. 290).
Provide cues.According to Burden and Byrd (2003), “cues are signal that it is time for a selected behavior” (p. 290). Cues like „close the door at the start of
class‟ or „a bell sound to signal time to finish small-group work‟ are used for ask
students to do something. To use cues technique, teachers should choose an appropriate cue and explain its use to the students; teachers also have to use the
same cues consistently (Burden & Byrd, 2003).
Help students overcome hurdles. If there is a student who has difficulty
with a specific task, teachers can help the student to deal with the problem to keep the student keep on task. “Hurdle helping may consist of encouraging words from
you, an offer to assist with a specific task, or making available additional materials or equipment” (Burden & Byrd, 2003, p. 291). For example, a student
who is drawing has difficulty to draw straight line, then the teacher help the
student by handing the ruler.
Redirect the behavior. Redirect means that teachers lead students who
misbehave to back to an appropriate behavior. Teachers can use „redirect the behavior‟ when students are losing interest or being off-task. Burden and Byrd
(2003) explained that teachers can “ask them to answer a question, to do a
Alter the lesson. Sometimes the lesson given by teachers is unsuccessful or not run as well as teachers‟ wish, and students show not interest in the lesson. To
handle those problems, teachers can change the activity with the more interesting
activities such as game, small-group discussion, or other activities that require their participation. It can gain students‟ interest in the lesson.
Provide non-punitive time-out. “A time-out is a period of time that the
student is away from the instructional situation to calm down and recognize his or her thoughts” (Burden & Byrd, 2003, p. 291). This activity is to refresh students‟
mind that become frustrated, agitated, or fatigued. For example, teachers can ask students to run an errand, go get a drink, massage shoulders‟ student next to him
or her, or do other tasks that are not related to the instructional activity.
Modify the classroom environment. The classroom environment like the arrangement of desks, chairs, tables, or other items may contribute to off-task
behavior. Teachers can rearrange or modify the classroom to create the efficient pattern of the classroom by examining the disturbance and identify the element. Mild responses. If students keep misbehaving even after teachers give the
situational assistance, teachers should use mild responses. “Mild responses are non-punitive ways to deal with misbehavior while provide guidance for appropriate behavior” (Burden & Byrd, 2003, p. 292). Mild responses include
nonverbal and verbal responses.
Nonverbal responses. Nonverbal responses are used to get students back
on-task. These responses are planned ignoring, signal interference, proximity control, and touch control. Nonverbal responses have the same explanation as
Verbal responses. The purpose of verbal responses is to get the students
who misbehave get back on-task with limited disruption and intervention. These responses are call on the student during the lesson, use humor, send an I-message,
use positive phrasing, remind students of the rules, give students choices, ask “What should you be doing?‟, and give a verbal reprimand. Six of verbal
responses are the same as Levin and Nolan (1996) explanation as explained earlier.
Moderate responses. If students keep misbehaving although teachers have applied both situational assistance and mild responses, teachers should apply moderate responses. Moderate responses are used to “remove desired stimuli to
decrease unwanted behavior” (Burden & Byrd, 2003, p. 284). The form of
moderate responses is logical consequence that include withdraw privileges,
change the seat assignment, have the student write reflections on the problem, place the student in a time-out, hold the student for detention, contact the parents,
and have the student visit the principal.
Withdraw privileges. If students misbehave related to the type of privilege offered (i.e. a trip to the library, use of computer, use of special equipments or
games, or other valued), logical consequence would be to withdraw the privilege. Burden and Byrd (2003) give the example: “if a student mishandles some special equipment, then the student would lose the privilege of using the equipment”(p.
298).
Change the seat assignment. Another form of moderate responses is
student‟s seat, if inappropriate interaction or irrelevant chatting occurs. It may
decrease misbehavior among the students.
Have the student write reflection on the problem. The form of this logical
consequence is reflection of the problem. According to Burden and Byrd (2003), the written reflection includes some questions such as:
What is the problem? What did you do to create the problem? What should
happen to me? What should I do next time to avoid problem? Other questions to describe the rule that was broken, why the student choose to
misbehave, who was bothered by the misbehavior, what more appropriate behavior could be chosen next time, and what should happen to the student the next time the misbehavior occurs. (p. 299).
Place the student in a time-out. When students interfere with the lesson like talking or disrupting the class, teacher can take time-out. Time-out means
exclude students who misbehave from the group. Teachers can provide an area as time-out area, such as a chair or a desk in a corner. Burden and Byrd (2003) stated that “as general rule, time-out should no longer than 10 minutes” (p. 299).
Hold the student for detention. Burden and Byrd (2003) explained that detention means “detaining or holding back students when they normally would
be free to go or do other things” (p. 300). This logical consequence is for student
behaviors that waste class time. Teachers may ask students to work on the social
studies paper or do other tasks that are not completed during lesson because of misbehavior. Burden and Byrd (2003) gave do‟s to use detention, such as:
Make sure the student understands the reasons for the detention. It should
thirty minutes after school would be reasonable. Confer with the student
and work out a plan to help the student avoid detention in the future and to move toward self-control (p. 300).
Contact the parents. If teachers have done all efforts to stop the
misbehavior but the students keep misbehaving or showing a pattern of repeated misbehavior, teachers can contact the parents by sending a letter or calling them to
inform them about the problem and ask for their involvement. If the problem is more serious, then teachers can make a conference with the parents.
Have the student visit the principal. If a student gets more serious misbehavior such as fighting, teachers may send the student to the principal. Burden and Byrd (2003) stated that “the principal may talk with the student in an
effort to use his or her legitimate authority to influence the student to behave properly” (p. 300).
Based on the strategies to handle misbehavior that have been mentioned above, it can be concluded that to handle students‟ misbehavior, it depends on the
student misbehavior‟s degrees that occur in the classroom. Teacher needs to know
first about who is misbehaving, what the misbehavior is, and when the misbehaviors occur, and then they can decide the right strategy to be applied.
Pre-service Teachers
official and common term refers to all education students. Moreover, “pupil teacher” is used to refer to a senior pupil who acted as a teacher of younger children (Craft as cited in Abas, 2015).
Then, English Education Department is the department which produces English educator candidates. The students of EED learn courses related to
education to prepare to be future educator. Irawati as cited in Riyani (2015) stated that “pre-service English teacher is English department students who are prepared to be a professional teacher in the future” (p. 23).
In conclusion, pre-service teachers are college students of education department who study about education and will be future educator. They study the subjects related to education as the requirement to be professional teachers, like teaching and learning, pedagogical, material training, professional and social training.
The Internship Program at EED UMY
English Education Department of UMY is a department that produces English teacher‟s candidates. The pre-service teachers are given not only about the theory, but also practice in the real situation. Theory is about pedagogy. It is given in the lectures activity, while the practice is conducted in schools. Hence, EED UMY uses the term “internship” to mean “practicum program”. It is one of courses that must be taken by the pre-service teachers as the requirement to graduate from the faculty of education. Moreover, the internship program is conducted from the first to the sixth semester.
pedagogical competence, professional competence, Islamic character competence, social competence, and technology competence; second is to train the teaching skill of the pre-service teacher in the real situation (i.e. schools); and the last one is to give experience for the pre-service teachers about the tasks of teacher.
Through the internship program, the pre-service teachers will get the significances of the internship program, such as: first, the pre-service teachers have teaching experiences in the real situation; second, the pre-service teachers will know the tasks of teacher; third, the pre-service teachers will know the things related to school.
Activities in the internship program. Based on the internship guidebook (2015), there are four activities in the internship program, such as preparation, coaching, implementation, and evaluation of the internship program.
Preparation. The internship preparation activity will be conducted on August to October each year. This activity is under coordination of EED UMY laboratory coordinator. The internship preparation includes socialization of the program, registration, permission to conduct the internship program from school, coordination with school, and coordination with teachers of school as the
supervisor.
Table 1
Coaching schedule
Meeting Time Topic Output Conducted
by
1 90
minutes
English teaching program,
Curriculum used by school, and Students‟ characteristic at school.
Teacher
2 90
minutes
Planning of the practicum
program and lesson plan
Time table for the practicum program; lesson plan Teacher
3 90
minutes
Coaching for lesson plan Lesson plan Teacher
4 90
minutes
Coaching for lesson plan Lesson plan Teacher and
lecturer
5 90
minutes
Submission of the lesson
plan
Lesson plan Teacher
6 90
minutes
Coaching for teaching
material
Teaching
material
Teacher
7 90
minutes
Coaching for teaching
material
Teaching
material
Teacher and
lecturer
8 90
minutes
Submission of the
teaching material
Teaching
material
Teacher
Submission of the score Teacher
Implementation. There are eight steps of the implementation of the internship program, such as the handover of the interns, observation, teaching practice, peer assessment, monitoring, the return of the interns, write the final report, and scoring.
The handover of the interns. In the end of the coaching program, the handover of the pre-service teachers will be given by the lecturer to schools which have been selected by the laboratory coordinator of EED UMY. In this stage, there is handover of the pre-service teachers to the headmaster officially. After the pre-service teachers have been received as a part of the school, they have to obey the school‟s rules.
Observation. Observation will be conducted twice a semester by the pre-service teachers before they start the teaching practice. There are two kinds of observation, such as school environment observation and observation of learning and teaching activity at school.
First is school environment observation that will be held on the first week and it is around one week the pre-service teachers will get information about the school. The purpose of this observation is to give the pre-service teachers
orientation to know about the school environment. Through this activity, the pre-service teachers are expected to know about the school environment, school administration and organization, students‟ background, and activities of extra and
intra curricular at school.
properly by observing the teacher while he or she is teaching. It is expected that the pre-service teachers can observe the teaching and learning process, it includes students‟ characteristic, teaching method used by the teacher, interaction between
teacher and students, and interaction among students. After the pre-service teachers have conducted the observation, they have to write the result of the observation. It is one of documents for the final report.
Teaching practice. Teaching practicum will be conducted on the beginning to the end of the even semester. It starts around January or depends on school‟s
academic calendar. The pre-service teachers should conduct the teaching practice at least three times in one semester.
Peer assessment. The pre-service teachers should assess each other. They should attend the teaching practicum of their colleagues to give assessment. The pre-service teacher who observes others has to fill the feedback form as the individual task.
Monitoring. The monitoring is conducted by the lecturer (DPL). The lecturer has to monitor the pre-service teachers at least twice a semester. In
addition, he or she is responsible to check the progress of the pre-service teachers. It is done by seeing their teaching activity in the classroom. Besides, the lecturer has to reconfirm the information by asking the supervisor at schools. On the other hands, the lecturer will know the real situation that is faced by the pre-service teachers. Hence, it can be used to evaluate the pre-service teachers‟ capability in teaching students.
practicum, have taught at least three times, have done all the task given by the teacher, the pre-service teachers do not have obligations with school, have coordinated with both school and the lecturer. The time of the return of the pre-service teachers depends on the agreement of both school and DPL.
Write the final report. The pre-service teachers have to make a final report individually. The report is written in narration form (1000 – 1500 words) and in Indonesian language. The report is given to lecturer at least 1 week after the teaching practice is done. Contents of the final report are description of the classroom, description of the practicum implementation, and discussion. First is description of the classroom. The pre-service teachers should describe class that is taught by them. The description also includes number of teaching and the material that he or she has taught. Second is description of the practicum implementation. It is about description of the teaching process. The pre-service teachers should describe the most successful teaching method used by them, the activities during teach students, and what makes the teaching and learning process run well. Third is discussion. It is about analysis of practicum activities that the pre-service teachers did in this semester. It includes whether the practicum runs well or not and the obstacles faced by the pre-service teachers. In addition, the pre-service teachers should attach some documents, such as RPP/ lesson plan, attendant list of teaching and observation, colleagues‟ assessment, and feedback of observation.
Table 2
The component on scoring
Component Percentage Assessor
1. Teaching ability (hard skills: teaching
material mastery, delivery of the teaching
material, and classroom management; soft
skills: time management, individual
responsibility, and team work).
60 % Lecturer
2. Peer assessment 20 % Pre-service
teacher and
lecturer
3. Final report and the result of observation. 20 % Lecturer
Evaluation of the internship program. The last activity of the internship program is evaluation. The evaluation of the internship program is conducted at the end of semester. Schedule of evaluation is made and controlled by EED UMY and school. Moreover, evaluation is conducted by EED UMY and is coordinated with the school.
Conceptual Framework
This section discussed the related concepts which are summarized from theoretical framework. Misbehavior will occur if teacher lack of control students‟
behavior or they might be unprepared. There are two types of misbehavior have mentioned by Levin and Nolan (1996) earlier. These types of misbehavior are surface behavior and chronic discipline problem. However, in this study, the
researcher would find out the surface behavior done by students based on the-pre-service teachers‟ experience.
mention three methods, such as nonverbal intervention, verbal intervention, and
use logical consequences. Moreover, Burden and Byrd (2003) also explained a three-step response plan, such as provide situational assistance, mild responses,
and moderate responses. The researcher also wants to know the strategies are used by the pre-service teachers in handle students‟ misbehaviors. Finally, the
[image:42.595.127.519.328.580.2]framework present in flowchart as follow.
Chapter Three Methodology
This chapter is about the methodology of this research which consists of
four parts: research design, setting and participant, data collection method, and data analysis. First, research design explained about what kind of research
approach and research method used in this study. Next, in setting and participant,
the researcher explained where this study was conducted and the amount of participant in this study. Then, in data collection method involved the way to
gather the data. The last is data analysis that explained the procedure in analyzing the data.
Research Design
The nature of this study is to explore understanding of the pre-service teachers of EED UMY about students‟ misbehaviors. Therefore qualitative
research design was applied in this study. Qualitative research was employed in this study and it is usually characterized by the words form instead of numbers to “exploring a problem and developing a detailed understanding of a central phenomenon” (Creswell, 2012, p. 16). In addition, it is “to gain a genuine
understanding of person or situation” (Furlong, Lovelace, & Lovelace, K, 2000, p. 532).
To be more specific, this study took a qualitative descriptive method.
described descriptive research as a study designed to describe the participants who
involve in the study.
Setting and Participant
Setting. This study was conducted at the English Education Department of Universitas Muhammadiyah Yogyakarta. There were three reasons why the researcher chose that setting. Firstly, EED UMY is a department that produces
teacher candidates. Therefore, this department must have the pre-service teachers that will be appropriate to be the participants needed by the researcher. Second,
there is the internship program in EED UMY. At EED UMY, the internship program is one of courses that must be taken by the pre-service teachers as the
requirement to graduate from the Faculty of Education. It is conducted for six semesters and it is start from the first to the sixth semester. In the odd semesters (1st, 3rd, and 5th semester) the students of EED UMY are given coaching about
school environment, lesson plan, and teaching material. Then in the even semesters (2nd, 4th, and 6th semester), they conduct the teaching practice of the
internship program in schools. Third, the researcher is one of students in EED of UMY. Therefore, it would be accessible to conduct the study. The researcher started to collect the data on April 2016.
Participant. The researcher used the purposive sampling to choose the participants where the researcher purposely selected the participants to find out
the central phenomenon with particular criteria (Creswell, 2012). Moreover, purposive sampling is appropriate to investigate particular types of case for in-depth data from the participants (Neuman, 2003). There were six participants with
First, the participants are students of EED UMY batch 2012. Second, the
participants should have done all six teaching practices in the internship program, since in the first semester until the sixth semester. Hence, the participants who
have the second criterion can give rich information regarding their experiences in dealing with students‟ misbehaviors. Third, the participants have experiences in dealing with students‟ misbehavior. For the third criterion, the researcher had
asked the participants first whether they had experiences with students‟ misbehavior or not. From all the six participants, the researcher had found all
participants who met the criteria. The participants were two males and four females.
Data Collection Method
The researcher used qualitative method to collect the data. Qualitative data collection is a data collection in form of words or pictures (Neuman, 2003). In this
research, one-on-one interview was employed in collecting the data in order to focus in exploring the participants‟ perception. It is also supported by Creswell
(2012) that one-on-one interview is appropriate to participants who are not
doubtful, who are communicative, and who can give idea comfortably. The researcher applied semi-structured interview in which the researcher provided an
interview guideline (see Appendix 1). To gather deeper and more accurate data, the researcher also asked the participants by using follow up questions.
Before conducting the interview, the researcher made appointment with the participants and asked the participants first whether they have experiences with students‟ misbehavior or not. After that, the researcher met with participant 1
University Residence due their free time before the come to classroom. Then, the
researcher asked the participants about their experiences in dealing with students‟ misbehavior when they conducted the internship program in the semester 2, 4, and
6 and it took around ten to fifteen minutes for each participant. To gather the information, the researcher used a recorder application on a mobile phone to record all answers from the participants. The researcher asked several questions to
the participants in Indonesian language. It is to prevent misunderstanding between the researcher and the participants.
Data Analysis
The researcher used interview to collect the data. After the interview had been completed, the researcher analyzed the data. The aim of this step is to
interpret the data in order to answer the research questions. In this study, there are three steps to analyze the data, such as transcribing, member checking, coding,
and interpreting the result.
The first step was transcribing the result of interview from each participant. Every word and sentence spoken by the participants was transformed into written
form. The second step was verifying the data. It was to know whether the data was valid or not. The researcher did member checking to the participants by asking
them about the accuracy of the information which have been given. When the researcher did member checking to the six participants, it turned out that three out
of six participants did not agree to several statements on the transcription. Consequently, the researcher changed what has been agreed by the participants. Moreover, the researcher reconfirmed the data gained to get in depth information.
the data. It makes short phrase from the result of transcribing. In other word, this
process took the main point of transcribing from each participant. Walker and Myrick (2006) pointed out three Strauss‟s coding phases, such as open, axial, and
selective. Open coding is a process to locate themes and give sign or label as attempt to reduce the mass of data into categories (Neuman, 2003).Then, axial coding is to making connections among themes and focus on the initial coded
themes more than on the data (Neuman, 2003). In this step, the researcher put the data into each category. Lastly, selective coding in which identify the main
themes of the study. It involves scanning data and previous codes (Neuman, 2003). When the coding process had completed, the last step was interpreting the result of the interview with the literature review in the chapter two. This process
was to answer the research questions. Here the researcher attempted to discover students‟ misbehavior faced by the pre-service teachers and their strategies to
Chapter Four Finding and Discussion
This chapter presents the result of this study. The researcher reposts the finding and then the researcher connects it with the theory. This chapter contains the finding and the discussion of this study.
Findings
The finding of this study reported the data from the interview. There are two major findings revealed from this research based on the research questions. First is about misbehaviors faced by the pre-service teachers. The second part of this finding reports strategies used by the pre-service teachers to handle the students‟ misbehavior.
Students’ misbehaviors faced by the pre-service teachers. Based on the
Table 3
A summary of students’ misbehaviors faced by the pre-service teachers of EED UMY
Types of misbehavior
Misbehavior Number of
participants (6)
Category Subcategory
Verbal interruption
Talking out of turn Chatting 6
Calling out/shouting 3
Making other noises Tapping desk and singing 1 Giving irrelevant/ funny answer 1 Off-task behavior Doing irrelevant activity/ doing something in private
Playing gadget/hand
phone 4
Doing homework for other subject
1
Playing with something 1
Sleeping 3
Not paying attention 4
Physical movement intended to disturb
Cannot sit still/ out of seat
Changing seat 3
Walking/running around 2 Sitting on the desk 2 Walk out of classroom 3
Throwing paper 1
Crossed leg during the lesson 1 Disrespecting to teacher and students Verbal aggression
Teasing other students 2
Teasing teacher 1
Speaking foul language 1
Rudeness
Throwing bread over
teacher 1
Throwing small pieces
paper over teacher 1 Underestimating the
pre-service teacher‟s skill 1
Disobedience Refusing instruction 3 Copying assignment 2 Teasing the pre-service
teacher (flirting) 1
out of turn (includes chatting and calling out/shouting), giving irrelevant/funny answer, and making other noises.
Talking out of turn. Based on the interview data gained, the participants reported misbehavior done by students are chatting and calling out. These misbehaviors include in talk out of turn. First is chatting during the lesson. It is reported by all of the participants. As reported by Participant 4, she said “that makes noisy in classroom is chatting with friend …” (P.4.3). Moreover, there was
a participant who pointed out that chatting or makes conversation with friend disturb other students. She said “…and there is student who makes conversation
with his/her friend. Sometimes it disturbs concentration of others, something like that” (P.3.3). Second form of talking out of turn is calling out. It is reported by three out of six participants. Participant 2 said that calling out done by students makes noisy in classroom. He said “the form of being noisy was calling out or
shouting. They were calling out, it was for children. I mean it is for elementary school students. They were calling out, being noisy, and chatting with their friends…” (P.2.6).
Giving irrelevant/ funny answer. One out of six participants reported another misbehavior done by students. Participant 5 said that when he taught in vocational high school, students like to give funny answer. He also gave an example: when he asked about students‟ name, the students did not give their real name, as Participant 5 said,
For example when I asked „what is your name?‟ she answered „Angel, just
call me Angel‟ yeah something like that. Actually, they thought that it was
are in classroom, right? So far I did not have problem with their „jokes‟.
Something that funny for them in classroom was fine for me (P.5.6). Making other noises. Another misbehavior done by students is making other noises like singing and tapping the desk. However, it includes in verbal interruption. When Participant 4 was asked to mention misbehaviors occur in the internship program, she reported that there is a student who was tapping on the desk and singing during the lesson. Participant 4 said “when I did the internship in
senior high school, there was a student who was tapping on the desk and singing” (P.4.16).
Off-task behavior. The second misbehavior that was found based on the interview result is students being off-task. This misbehavior includes doing irrelevant activity or doing something in private, sleeping, and not paying attention.
Doing irrelevant activity or doing something in private. The participants reported that students do irrelevant activity or do something in private during the lesson like playing gadget/ hand phone, doing homework, and playing with objects. First is playing gadget/ hand phone. It is reported by four out of six participants. As mentioned by Participant 3 and Participant 6, they said “there were students who were busy with their gadget” (P.3.4);“yes, I have experience of dealing with students‟ misbehavior, for example, when I was explaining the material, the students were chatting or playing hand phone” (P.6.2). Other
“busy with themselves, like doing something… they‟re playing something on their desk instead of paying attention on me” (P.4.23).
Sleeping. Sleeping is the next off-task behavior among students. There are three out of six participants reported sleeping as misbehavior done by students. When the researcher asked Participant 6 to confirm her explanation, she said “oh yes, it (sleeping) also includes in misbehavior. He/she was sleeping when I am explaining the material” (P.6.10). Similar to Participant 6, Participant 3 also reported that there were students who were sleeping during the lesson and it was done by male students. She said “there were some students, I mean male students in senior high school were frequently sleeping in the back row of the classroom”
(P.3.1).
Not paying attention. The form of not paying attention is students do not listen to the teacher‟s explanation. Four out of six participants mentioned not paying attention as misbehavior done by students. As mentioned by Participant 1, she said “there were students who do not want to listen to theteacher, and so on”
(P.1.11). Another form of not paying attention is students joke themselves during the lesson. As mentioned by Participant 4 that there were students who joked in the lesson.
Physical movement intended to disturb. There are two forms of physical movement intended to disturb reported by the participants, such as cannot sit still or out of seat (including changing seat, walking/ running around, sitting on the desk, and walking out of classroom) and throwing paper.
walking or running around, sitting on the desk, and walking out of classroom. First is changing seat that was reported by three out of six participants and second is walking or running out that was reported by two out of six participants. For the first and the second form are almost same which is students were walking around and then they sat on other‟s chair. As mentioned by Participant 1, she said
“students liked to walk around and it disturbed their friends. Then they sat on chair‟s friend and then they were chatting…yeah mostly like that” (P.1.16).
Moreover, there are two out of six participants mentioned that students who cannot sit still have particular reason and the participants understood it. As mentioned by Participant 1 and Participant 4, “…actually the student is smart, he is hyperactive. So, he cannot sit in one place. He has to learn freely” (P.1.27);“for example in elementary school, students of elementary school commonly like to playing, so they like to moving around” (P.4.1).
Another form of cannot sit still is sitting on the desk. When the researcher asked about misbehavior that was found in the internship program, there were two out of six participants mentioned that there were students who sat on the desk during the lesson. Participant 1 said “…and then moving around or changing seat,
and sitting on the desk, something like that” (P.1.10). In line with Participant 1, Participant 5 also mentioned it as the form of misbehavior. He said “maybe the form of misbehaviors are just like being noisy,
