vii ABSTRACT
Suprehatiningsih, Ch. Sella. (2015). Classroom Management in English Class of Pangudi Luhur Elementary School Yogyakarta. Yogyakarta: Sanata Dharma University.
This study aims to describe the students’ misbehaviors which happen in
English class of Pangudi Luhur Elementary School Yogyakarta, to analyze the situations of classroom around which the misbehaviors happen, and to identify the strategies of the teacher handles those misbehaviors. Teaching young learners may be challenging. Young learners have physical energy and poor discipline. A challenging part of teaching is there are unexpected events that occur in the classroom, such as a behavior problem or misbehavior. Many teachers say that it is difficult to deal and control the learners’ misbehaviors.
The research problems of this study are (1) What young learners’ misbehaviors are found in the Pangudi Luhur English class? (2) When do the
classrooms’ misbehaviors happen? (3) What are the teacher’s strategies to manage the students’ misbehaviors?
This research is a qualitative study. The researcher used observations and interviews as the data gathering technique. The observations were conducted in two classes. The first class was class 2 PL 4; the researcher conducted the observations on August 10, 2015 and August 24, 2015. The second class was class 2 PL 2; the researcher conducted the observations on August 15, 2015 and August 21, 2015. Meanwhile, the interview of the English teacher was conducted after the every learning and teaching process had done.
The findings showed that there were two categories of misbehaviors which happened in English class of Pangudi Luhur Elementary School Yogyakarta. The first category was verbal misbehavior (VMB) which consisted of chatting, shouting, laughing, singing, asking again, talking back the teacher, and crying. The second category was physical misbehaviors (PMB) which consisted of walking around, teasing classmates, running away, destroying things, playing, changing seats, dancing, drinking, sleeping, clapping, and rolling. There were three situations of classroom management that cause the misbehaviors happen. They were grouping and sitting, giving instruction and monitoring, and timing.
The findings also showed the English teacher’s strategies to control those students’ misbehaviors. They were rule, giving motivation, and using voice and body language.
viii
ABSTRAK
Suprehatiningsih, Ch. Sella. (2015). Classroom Management in English Class of Pangudi Luhur Elementary School Yogyakarta. Yogyakarta: Sanata Dharma University.
Penelitian ini bertujuan untuk menggambarkan kenakalan peserta didik yang biasa terjadi di kelas bahasa Inggris di SD Pangudi Luhur Yogyakarta, menganalisis situasi di sekitar kelas yang menyebabkan kenakalan itu terjadi, dan mengidentifikasi strategi yang digunakan guru untuk menangani kenakalan peserta didik tersebut. Mengajar anak-anak mungkin menantang Anak-anak memiliki energi fisik dan disiplin yang buruk. Hal yang menantang dari mengajar adalah adanya kejadian yang tak terduga di dalam kelas, seperti masalah prilaku atau kenakalan. Banyak guru mengatakan bahwa menangani dan mengontrol kenakalan peserta didik itu sulit.
Rumusan masalah dalam penelitian ini adalah (1) kenakalan peserta didik apa saja yang ditemukan di Pangudi Luhur kelas bahasa Inggris? (2) Kapan kenakalan di kelas terjadi? (3) Strategi apa yang digunakan guru untuk menangani kenakalan peserta didik tersebut?
Penelitian ini adalah sebuah studi kualitatif. Peneliti menggunakan observasi dan wawancara sebagai teknik pengumpulan data. Observasi dilakukan di dua kelas. Kelas pertama adalah kelas 2 PL 4; peneliti menlakukan observasi pada tanggal 10 Agustus dan 24 Agustus 2015. Sedangkan kelas kedua adalah kelas 2 PL 2; peneliti melakukan observasi pada tanggal 15 Agustus dan 21 Agustus 2015. Sementara itu, wawancara terhadapa guru bahasa Inggris dilalukan setiap kali proses belajar mengajar selesai.
Temuan dalam penelitian ini menunjukkan bahwa ada dua kategori kenakalan yang terjadi di kelas bahasa Inggris di SD Pangudi Luhur Yogyakarta. Kategori pertama adalah kenakalan verbal (VMB) yang terdiri dari, mengobrol, berteriak, tertawa, bernyanyi, bertanya lagi, berbicara kembali dengan guru, dan menangis. Kategori kedua adalah kenakalan fisik (PMB) yang terdiri dari berjalan-jalan, mengganggu teman sekelas, berlarian, merusak sesuatu, bermain, mengubah tempat duduk, menari, minum, tidur, bertepuk tangan, berguling-guling di lantai. Ada tiga situasi dari pengelolaan kelas yang menyebabkan kenakalan terjadi, yaitu pengelompokan dan posisi duduk, memberi instruksi dan mengontrol, dan waktu. Temuan dalam penelitian ini juga menunjukkan strategi yang digunakan guru bahasa Inggris untuk mengontrol kenakalan peserta didik, yaitu aturan, memberi motivasi, menggunakan suara dan bahasa tubuh.
CLASSROOM MANAGEMENT
IN ENGLISH CLASS OF PANGUDI LUHUR
ELEMENTARY SCHOOL YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ch. Sella S.
Student Number: 111214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
CLASSROOM MANAGEMENT
IN ENGLISH CLASS OF PANGUDI LUHUR
ELEMENTARY SCHOOL YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Ch. Sella S.
Student Number: 111214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
DEDICATION PAGE
I dedicate this thesis to: My beloved parents
Maturnuwun Bapak Antonius Sukirno and Ibu Lucia Sugiarti
Hidup akan memperlakukanmu sama seperti kamu memperlalukan hidup. -Antonius Sukirno-
Hidup ini penuh perjuangan, jangan menyerah dan putus asa, kegagalan merupakan pengalaman yang terindah untuk meraih sukses.
vii ABSTRACT
Suprehatiningsih, Ch. Sella. (2015). Classroom Management in English Class of Pangudi Luhur Elementary School Yogyakarta. Yogyakarta: Sanata Dharma University.
This study aims to describe the students’ misbehaviors which happen in English class of Pangudi Luhur Elementary School Yogyakarta, to analyze the situations of classroom around which the misbehaviors happen, and to identify the strategies of the teacher handles those misbehaviors. Teaching young learners may be challenging. Young learners have physical energy and poor discipline. A challenging part of teaching is there are unexpected events that occur in the classroom, such as a behavior problem or misbehavior. Many teachers say that it is difficult to deal and control the learners’ misbehaviors.
The research problems of this study are (1) What young learners’
misbehaviors are found in the Pangudi Luhur English class? (2) When do the
classrooms’ misbehaviors happen? (3) What are the teacher’s strategies to manage
the students’ misbehaviors?
This research is a qualitative study. The researcher used observations and interviews as the data gathering technique. The observations were conducted in two classes. The first class was class 2 PL 4; the researcher conducted the observations on August 10, 2015 and August 24, 2015. The second class was class 2 PL 2; the researcher conducted the observations on August 15, 2015 and August 21, 2015. Meanwhile, the interview of the English teacher was conducted after the every learning and teaching process had done.
The findings showed that there were two categories of misbehaviors which happened in English class of Pangudi Luhur Elementary School Yogyakarta. The first category was verbal misbehavior (VMB) which consisted of chatting, shouting, laughing, singing, asking again, talking back the teacher, and crying. The second category was physical misbehaviors (PMB) which consisted of walking around, teasing classmates, running away, destroying things, playing, changing seats, dancing, drinking, sleeping, clapping, and rolling. There were three situations of classroom management that cause the misbehaviors happen. They were grouping and sitting, giving instruction and monitoring, and timing. The findings also showed the English teacher’s strategies to control those
students’ misbehaviors. They were rule, giving motivation, and using voice and
body language.
viii
ABSTRAK
Suprehatiningsih, Ch. Sella. (2015). Classroom Management in English Class of Pangudi Luhur Elementary School Yogyakarta. Yogyakarta: Sanata Dharma University.
Penelitian ini bertujuan untuk menggambarkan kenakalan peserta didik yang biasa terjadi di kelas bahasa Inggris di SD Pangudi Luhur Yogyakarta, menganalisis situasi di sekitar kelas yang menyebabkan kenakalan itu terjadi, dan mengidentifikasi strategi yang digunakan guru untuk menangani kenakalan peserta didik tersebut. Mengajar anak-anak mungkin menantang Anak-anak memiliki energi fisik dan disiplin yang buruk. Hal yang menantang dari mengajar adalah adanya kejadian yang tak terduga di dalam kelas, seperti masalah prilaku atau kenakalan. Banyak guru mengatakan bahwa menangani dan mengontrol kenakalan peserta didik itu sulit.
Rumusan masalah dalam penelitian ini adalah (1) kenakalan peserta didik apa saja yang ditemukan di Pangudi Luhur kelas bahasa Inggris? (2) Kapan kenakalan di kelas terjadi? (3) Strategi apa yang digunakan guru untuk menangani kenakalan peserta didik tersebut?
Penelitian ini adalah sebuah studi kualitatif. Peneliti menggunakan observasi dan wawancara sebagai teknik pengumpulan data. Observasi dilakukan di dua kelas. Kelas pertama adalah kelas 2 PL 4; peneliti menlakukan observasi pada tanggal 10 Agustus dan 24 Agustus 2015. Sedangkan kelas kedua adalah kelas 2 PL 2; peneliti melakukan observasi pada tanggal 15 Agustus dan 21 Agustus 2015. Sementara itu, wawancara terhadapa guru bahasa Inggris dilalukan setiap kali proses belajar mengajar selesai.
Temuan dalam penelitian ini menunjukkan bahwa ada dua kategori kenakalan yang terjadi di kelas bahasa Inggris di SD Pangudi Luhur Yogyakarta. Kategori pertama adalah kenakalan verbal (VMB) yang terdiri dari, mengobrol, berteriak, tertawa, bernyanyi, bertanya lagi, berbicara kembali dengan guru, dan menangis. Kategori kedua adalah kenakalan fisik (PMB) yang terdiri dari berjalan-jalan, mengganggu teman sekelas, berlarian, merusak sesuatu, bermain, mengubah tempat duduk, menari, minum, tidur, bertepuk tangan, berguling-guling di lantai. Ada tiga situasi dari pengelolaan kelas yang menyebabkan kenakalan terjadi, yaitu pengelompokan dan posisi duduk, memberi instruksi dan mengontrol, dan waktu. Temuan dalam penelitian ini juga menunjukkan strategi yang digunakan guru bahasa Inggris untuk mengontrol kenakalan peserta didik, yaitu aturan, memberi motivasi, menggunakan suara dan bahasa tubuh.
ix
ACKNOWLEDGEMENTS
First of all, I would like to thank God for His blessing, love, strength, and guidance for me during the process of finishing my thesis. I believe that this achievement is nothing without Him. I would also thank Mother Mary for her grace in my life.
I would like to express my gratitude to my beloved advisor, Dr. Retno Muljani, M.Pd., for her guidance, kindness, support, and patience to help me in finishing my thesis. I also thank to her for her time to read and to give beneficial feedback for my thesis. I sincerely thank Miss Pipin for her support and time to read and give feedback to my thesis.
My special thanks go to Bruder FX. Teguh Suparno, FIC, S.Pd., the headmaster of SD PANGUDI LUHUR YOGYAKARTA. I thank him for giving me permission to conduct this study. I would also give thanks to Mr. Toro, the English teacher of SD PANGUDI LUHUR YOGYAKARTA for his willingness that I could conduct the research in his classes.
I would like to express my deep gratitude to my parents, Bapak Antonius
Sukirno and Ibu Lucia Sugiarti for their love, prayers, and support for me during my study and finally I can finish my thesis. I would also like to thank my brother and my sister, Patrik Karitas Budi Witjaksono and Angelio Laras Genoveva for their prayers, and support. I would also give my sincere gratitude to
Mbah Samingun, Mbok Warsi, Mbah Tubiran, Mamak Tuyem, Om Prapto,
x
I would also like to express my deep gratitude to Bapak Pareng and Ibu
Ruri Manoni for their prayers, and support for me during my effort in finishing my thesis. I thank Gabriel Bintang Galuh Wahyu Utomo for the love, care, understanding, and support for me in my life. I would like to thank him for his motivation to finishing my thesis.
My special gratitude goes to my friends, who make my life colorful. First, Fransiska Trimurniati, Fransiska Dona, Rosa Anindya Puspitasari, Merry Trisnamurti, Stefanny Olive, Br. Titus, Sr. Leo, Veronika Erlina for the love, support, and sharing from the beginning until the end of my study. Second, mbak
Deta, lek Tiyok, lek Cahyo, mas Leo, Ucok, Liris, mas Heri, Dian, Dwi, Yeni, Tika, Angga, Henny, PPL’s Friends, and KKN’s friends kelompok 16,
especially Gandha and Kiki for every moment we shared in togetherness.
I would thank UNISON team for the lesson that I have got during my involvement into the team. I also would like to thank “Team Nari” KMPKS for supporting me finishing my thesis. Finally, I would also thank to everyone who are not mentioned here, for the prayers, care, love, support, and help during the process of finishing my thesis. God may widen His blessing to all of them.
xi
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
CHAPTER II. REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Description ... 9
1. Classroom Management ... 10
2. Misbehavior ... 16
3. Young Learners ... 20
B. Theoretical Framework ... 22
CHAPTER III. RESEARCH METHODOLOGY ... 24
A. Research Method ... 24
B. Research Setting ... 25
C. Research Participants ... 25
D. Research Instrument and Data Gathering Technique ... 25
E. Data Analysis Technique ... 27
xii
CHAPTER IV. RESEARCH RESULTS and DISCUSSIONS ... 35
A. Research Results ... 35
1. The Types of Misbehaviors... 35
2. The Situations around which Misbehaviors Occur ... 44
3. The Teacher’s Strategies ... 46
B. Discussions ... 48
1. The Types of Misbehaviors... 49
2. The Situations around which Misbehaviors Occur ... 51
3. The Teacher’s Strategies ... 54
CHAPTER V. CONCLUSIONS and RECOMMENDATIONS ... 57
A. Conclusions ... 57
B. Recommendations ... 59
REFERENCES ... 60
xiii
LIST OF TABLES
Table Page
2.1Types of Misbehaviors by Scientific World Journal 2012 ... 18
2.2Modified Types of Misbehaviors of Scientific World Journal 2012 ... 19
3.1List of Themes and Sub Themes of Misbehaviors ... 31
xiv
LIST OF FIGURES
Figure Page
2.3Basic Skills of Classroom Management ... 12 3.1Example on How the Researcher Categorized the Interview Transcript ... 29 3.2Example on How the Researcher Categorized the Results of Taking
Notes ... 30 3.3Data Display of Students’ Misbehaviors ... 32 3.4A Summary of All Types and Codes Used to Display All Categorized or
xv
LIST OF APPENDICIES
Appendix Page
Appendix A. Permission Letter ... 63
Appendix B. Questions Guideline ... 65
Appendix C. Sample of the Results of Interview ... 67
1 CHAPTER I INTRODUCTION
In this chapter, the researcher describes the introduction of the study. The introduction provides some information related to the research background, the research problems, the research limitation, the research objectives, and definitions of terms which are used this chapter.
A. Research Background
Young learners are different from older learners. They have different
characters. In the researcher’s experiences, young learners are naughty, active,
and noisy, and they like to run around and shout to each other. That experience happened when the researcher was in the six semester and took English for Young Learners (EYL) course and got an assignment to do some observations in an Elementary School. At that time, the researcher did the observation in Mangunan Elementary School. The researcher had different experiences when she conducted Program Pengalaman Lapangan (PPL) in a vocational high school. The students were found quiet and little bit noisy. However, they could be control well.
concentrate for long time if they are interested; they can be easily distracted but also very enthusiastic (p. 27).
Suyanto (2007) says young learners include the students of elementary school who are six to eight years old. In addition, Scott and Ytreberg (1990) suggest dividing young learners into two groups. The first suggested group is a group of students from five to seven, and the second group is from eight to ten or eleven (p. 1). This study will focus on the first group of young learners who are seven years old (the second graders of Pangudi Luhur Elementary School Yogyakarta).
Because of the unique characteristics of young learners, the elementary school teacher needs classroom management skills to control the students. In fact, handling classroom management is not easy because there are more than 20 young learners having characters and habits, and even some misbehaviors of the young learners. Richards and Nunan (1990) explain that classroom management
refers to the ways in which students’ behavior, movement, and interaction during
a lesson are organized and controlled by the teacher. In line with it, Carolyn and Edmund (2013) say that classroom management is a broad concept that
encompasses the set behaviors and strategies that teacher use to guide students’
behavior in the classroom.
comments on the board, talking at improper times, and playing with personal belongings (Verial, 2011).
Maya and Nila (2014) had done a research on misbehaviors of students in classroom in a private National Plus School Jakarta. The goal of their study was to find out misbehaving students an English Classroom based on their observation and to investigate the strategies employed by experienced teacher and novice teacher in handling misbehaving students.
In this study, the researcher attempts to investigate the misbehaviors which happen in the classroom, the way of the English teacher handles those behaviors and the situations which cause those misbehaviors. As we know that in classroom, there will be well-behaved students, and misbehaviors students which make the teacher often gets distressed when he or she has to handle the class. The results from that investigation will be presented in descriptive form. The researcher gives description of the misbehavior which happens, the situations
around which misbehavior occurs and the teacher’s strategies in handling those
misbehaviors.
B. Research Problems
In relation the topic of the study, it is expected that the result of the study would be able to answer the following questions.
1. What young learners’ misbehaviors are found in the Pangudi Luhur’s English class?
3. What are the teacher’s strategies to manage the students’ misbehaviors?
C. Research Limitation
In this study, the researcher attempts to focus on common students’ misbehaviors, the way the English teacher handles those behaviors, and the situations which cause those misbehaviors in Pangudi Luhur Elementary School Yogyakarta. The researcher assumes that well-behaves usually do not create
problem. The students’ well-behave support the learning teaching process. Since
this study is only a preliminary study so other more comprehensive studies should follow it.
The researcher chose Pangudi Luhur Elementary School Yogyakarta because, Pangudi Luhur Elementary School Yogyakarta gives opportunity for the students to learn English. Pangudi Luhur Elementary School Yogyakarta provides English extracurricular activities for its students, and the researcher was asked as the instructor/ teacher from August 2015 until April 2016. Thus, Pangudi Luhur Elementary School Yogyakarta is selected to be the research setting.
D. Research Objectives
There are three research objectives in this study. They are as follows: 1. To describe the students’ misbehaviors which commonly happen in
English classes.
3. To identify the strategies of the teacher handles those behaviors.
E. Research Benefits
The study would be beneficial to some people. It is expected that this research would give benefit for the teachers of English for Young Learners (EYL), the English Language Education Study Program (ELESP), and further studies.
1. The Teachers of EYL
This study will help a English teacher to improve his/ her ability in teaching young learners, especially in managing the classroom . It can help them to improve their teaching performance, by knowing the situations that cause the students to conduct misbehaviors, and the strategies to deal with the misbehaviors. .
2. The English Language Education Study Program (ELESP)
3. Further Studies
This study provides some information that can be used by the other researchers as references for their study. Since this study is a preliminary study, other studies to continue investigating the related topic are suggested.
F. Definition of Terms
The researcher uses some terms from some experts. There are three terms of this study. They are classroom management, misbehaviors, and young learners. 1. Classroom Management
According to Carolyn and Edmund (2006) classroom management is a broad concept that encompasses set of behaviors and strategies that teachers use to guide student behavior in the classroom. Meanwhile, Johnson and Bany (as cited in Clark & Starr, 1991) explain that classroom management is the process of establishing and maintaining the internal environment of the group and the classroom conditions for the attainment of educational gols which consist of provision and procedure.
2. Misbehaviors
Charles (2005) divides the term of behavior into four types. The first term is behavior. It is everything people do, good or bad, right or wrong, helpful of useless, productive or wasteful. The second term is desirable school behavior which means students show self-control, responsibility and consideration and respect for others, and usually involves cooperation and helpfulness. The third term is misbehavior. It is a behavior that is inappropriate for the setting or situation in which it occurs. The last term is classroom misbehavior which means behavior that through intent or thoughtlessness interferes with teaching or
learning, threatens or intimidates others or oversteps society’s standards of moral,
ethical, or legal behavior.
In this study, classroom misbehavior is a behavior that disturbs teaching and learning situation in the English classroom. The students make inappropriate movements, and produce inappropriate verbal comments during the process of teaching and learning.
3. Young Learners
constructing their own thinking by acting upon the physical and social environment.
In this study, young learners are children at the age of seven who learn English at Pangudi Luhur Elementary School Yogyakarta. They are active; however, some cannot concentrate, run around and make a lot of noise during classes.
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the discussion of any literature related to the topic discussed. As stated in the previous chapter, the objective of this study is to find
out and describe the students’ misbehaviors which common happen in the English
classroom, to know the way the English teacher handling those behaviors and to investigate the situations which cause those misbehaviors. It is important to base the study on some related theories to see how the study should be conducted so that the expected result can be obtained. Related opinions and views from the experts are considered to provide a strong foundation for this study.
This chapter will be divided into two parts, namely the theoretical description and the theoretical framework. In the theoretical description, the researcher will show some related literature of the researcher. Whereas, the theoretical framework will show the summary of related literature which will be used to answer the problem formulations.
A. Theoretical Description
1. Classroom Management
Successful teaching often depends on the ability of the teacher to control the classroom. Teachers are responsible for managing and controling the process of learning. It is because when they lose to control classroom, they can get stress and frustrated.
a. The Definition of Classroom Management
Classroom management is considered an essential part of teaching and learning process. According to Wong and Wong (2005), classroom management is all of the things that a teacher does to organize students, space, time, and materials so that student learning can take place (p. 84). Sternberg and Williams (2002, p. 384) add that classroom management is a set of techniques and skills that allow a teacher to control students effectively in order to create a positive learning environment for all of the students.
Kean University (2009) research conclude sthe following:
Classroom management, as appled to teaching, involves everything that a teacher must do to carry out his/her teaching objectives. It includes preparation of plans and materials, structuring of activities into time block, direct teaching of skills and subject matter, grouping of pupils to provide for the most efficient use of teacher and pupil time, plans for transition periods-changing from one activity to another or from one place to another pupil involvement and motivation, and adequate control of pupils behavior. (“Classroom Management”, para. 1)
and the classroom conditions for the attainment of educational goals which consist of provision and procedure.
In this study, classroom management refers to the methods, strategies and skills of teachers which are used to maintain, control, and manage learners’ behaviors including misbehaviors. As we know, the classroom environment in young learners is crowded, multidimensional, fast-paced unpredictable and puvlic. Classroom management refers to the wide variety of techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. However, this study focuses on misbehaviors which happen in an English Young Learners classroom, the situations of classroom
around which the misbehaviors happen, and the teacher’s strategies in handling
those misbehaviors.
b. Classroom Management and the Teacher
A teacher is a role play in classroom management, and they are responsible for creating a well-organized classroom. The teacher has to invest a great deal of time and effort in creating it.
Figure 2.1. Basic skills of classroom management. This figure illustrates the basic skills of classroom management (source: Scrivener, 2005, p.80).
Evertson (2007) states the key components which affect the success in classroom management are the development of a quality relationship between teacher and students, good communication, and keeping children on task. By knowing and understanding the students the teacher can develop the relationship with the students. Gower, Philips and Walters (2008) emphasize that the teacher has to consider balancing between being friendly and maintaining discipline (p. 21).
c. The Main Areas of Classroom Management
Scrivener (2005) says that a teacher should be aware of a constant movement every five minutes which might be, for most students, uncomfortable (p. 87). Walking around the classroom helps the teacher motivate students to participate in classroom actively. However, Gower, Philips, and Walters (2008) point out that too much movement from the teacher might distract the students (p. 25).
2) Giving Instruction and Monitoring
Giving the right instruction for young learners is difficult and challenging. The instruction should be clear and unnecessary confusion for students.
According to Lemlech (1999), “students want and need to know what, how, and
why.” It means that students must understand what the teacher wants them to do
(p. 11).
A teacher should not start explaining until students are listening and watching (Gower, Philips, & Walters, 2008, p. 40). Harmer points out that instructions should be as simple as possible and logical (1998, p. 4). In addition, Scrivener suggests using wordy instruction in young learners classes are ineffective and may cause disruption and interruptions (2005, p. 90). In spite of giving clear instructions, students may have difficulties in following. Hence, the teacher should walk around the classroom and monitor if the students get confusing (Scrivener, 2005, p. 93).
Lemlech (1999) suggests three monitoring functions that affect classroom
instructions and of work-in-progress, verifying short-and long-term accomplishments, and checking upon student behavior (p. 21).
3) Timing
Time management is one of the important classroom management tools.
Lemlech (1999) says that a teacher’s ability for effective timing appears to be
instinctive in some teachers whilst others have to develop it (p. 23). Thornbury (2010) suggests that the teacher in young learners’ classroom should keep “the
pace of the lesson fairly upbeat”. When planning the lesson, it is wise to consider
using time-controlled activities such as group work, role plays, etc. (Mckenzie, 2006). He adds that transitions from one activity to another need to be smooth enough for students to easily follow.
d. Managing Students’ Problems Behavior
No teacher wants to have poor discipline in classroom. Therefore, having good classroom discipline still has behavior problems which occur. Cohen, Manion, and Morrison (2005) suggest establishing adequate rules controlling
students’ misbehavior as the most effective way to prevent misbehavior (p. 295).
Battagia points out that the teacher has to “remember to dislike the behavior, not
the students (2006). Supported by Cohen, Manion, and Marrison, the teacher should not criticize the students, but their behavior (2005, p. 304). These are some
strategies which can be used in managing the students’ misbehavior.
a. Rules
“…the teacher is punctual, well prepared for the lesson, treat students
consistently, and fairly, try not to let personal feelings about individual students influence the way the teacher treats them as members of the
group, does not ignore problems” (pp. 60-61).
Setting correct rules helps creating a predictable atmosphere that maintains classroom discipline, decrease disruption and encourage students to use self-control (Davies, 2007). In addition, Gower, Philips, and Walters (2008) say that
“the most rules are based on moral, personal, legal, safety, and educational
considerations” (p. 295). In conclusion the rules that are design must be easy to
understand and manageable. Students have to know what is or what is not acceptable.
b. Motivation
According to Donyel (1998, p. 117) motivation has been seen widely accepted by a teacher as one of the key factor that influence the success of language learning classroom (as cited in Brewster et al. (2007, p. 218). Brewster et al. (2007) add that giving the motivation for the students can make them learn more effectively and enjoyable (pp. 218-219). However, according to Harmer,
“Teacher is not ultimately responsible for students’ motivation since real
motivation occur within each individual (1998, p. 8). c. Voice and Body Language
Choosing an appropriate quality of voice may irritate students and may cause disruptive behavior (Harmer, 1998, p. 17). It means that the way a teacher uses the tone, pace, and volume of their voice has an impact to the students.
help reduce unnecessary teacher talking time in classroom and increase students’
understanding and participation during lessons. Scrivener supports the statement,
he suggest developing a set of gesture in order to increase students’ talking time
(2005, p. 95).
2. Misbehavior
a. The Definition of Misbehavior
Charles (2005) divides term of behavior into four terms concerning behavior. They are behavior, desirable school behavior, misbehavior, and classroom misbehavior. However, this study focuses in classroom misbehavior.
According to Albert classroom misbehaviors inappropriate acts associated
with students’ pursuit of mistaken goals, which are attention seeking (“Look at
me”), power seeking (“You can’t make me”), revenge seeking (“I’ll get even”), or
withdrawal (dropping out). Such misbehavior appears when the students fail to achieve their prime goal of acceptance in the classroom.
b. Types of Misbehavior
There are 12 types of misbehavior. They are doing something in private, talking out of turn, verbal aggression, disrespecting teacher, sleeping, out of the seat, physical aggressing, non-verbal communication, clowning, playing, lateness to class, eating/ drinking (Scientific World Journal, 2012).
Table 2.1 Types of Misbehaviors by Scientific World Journal 2012
Category Subcategory
Doing something in private
Dealing with personal stuff Doing homework
Using electronic device (for texting, playing games, surfing webpage, listening to music
Disrupting teachers Disobedience/ refusing to carry out instructions Rudeness/ talking back, arguing with teacher
Non-verbal communication Via body language, facial expressions, papers Clowning
Passive engagement in class
study focuses on misbehaviors which disturb the teaching learning process. Besides, the researcher incorporates several categories into one category. The modified types of misbehaviors are provided.
Table 2.2 Modifiedtypes of misbehaviors of Scientific World Journal (2012)
3. Young Learners
a. The Definition of Young Learners
Suyanto (2007) and McDevit and Ormrod (2010) mention that young learners are students who are in the age 6 – 12 years old or who are studying in elementary school. Additionally, Suyanto (2007) categorizes young learners into two groups namely, a younger group in which the students are in the age of 6-8 years old, and an older group in which the students are in the age of 9-12 years old. Based on the grade level, they also can be put into two groups. They are lower classes and upper classes. The lower classes include students from grade 1, 2, and 3, whereas the upper classes include students from grade 4, 5 and 6.
According to Slattery and Willis (2001) young learners are developing as thinkers, understanding the difference between the real and the imaginary. They can plan and organize how best to carry out an activity, work with others and learn from others, be reliable and take responsibility for class activities and routines.
In this study, young learners are the students in the age of six to seven years old. Young learners are active, emotional, and thinkers. They like play, run, and walk around. They have good expressions to show what their feeling, such as are anger, frustration, and boredom.
b. Young Learners in Language Classroom
Piaget (1970) says that young learners are actively constructing his or her own thinking by acting upon the physical and social environment. Young learners learning strategies are influenced by their physical and their environment. Accordingly, it will be difficult to teach young learners if they are not ready yet to learn (Anning, 1991).
In learning language, young learners respond the language well through concrete things (visual things) rather than abstract things. They need physical movements and real activities to stimulate their thinking. They will be enthusiastic if they are taught using fun activities or being involved in activities and they like to work together. They love to play, and the best learning is when they are enjoying themselves.
B. Theoretical Framework
The objectives to be achieved in this study, as stated in chapter I, are to
describe the students’ misbehaviors which commonly happen in English
classroom, to analyze the situations of classroom around which the misbehaviors happen, and to identify the strategies of the teacher to handle those behaviors. In order to address the research problems, this study implements three major theories, namely, the theories on classroom management, classroom misbehaviors, and young learners.
Young learners are the students who are in the age six to twelve years old. They are in Elementary School (Suyanto, 2007; Teresa & Jeanne, 2010). While Piaget (1970) says that young learners are actively constructing their own thinking
by acting upon the physical and social environments. Young learners’ learning
strategies are influenced by their physical and their environments.
Furthermore, in answering the first research problem, namely, what the young learners’ misbehaviors that happen in English classroom are, the
researcher will use the theories of type of misbehavior in the classroom. The researcher needs to know the types of misbehavior in the English classroom. Therefore, the researcher implements the theory of types of misbehaviors which have been modified by Scientific World Journal (2012).
Scrivener (2005, p. 87), Gower, Philips, and Walters (2008, p. 40), Harmer (1998, p. 4), Scrivener (2005, p. 93), Thornbury (2010), and Mckenzie, (2006).
While for the third research problem, namely, what the teacher’s strategies to manage the students’ misbehaviors are, the researcher uses the
theories of managing students’ problems behavior by Davies (2007), Gower,
Philips, and Walters (2008, p. 295), Brewster et al., (2007 pp. 218-219), and
Harmer (1998, p. 17). The researcher observes the teacher’s strategies in handling
classroom misbehaviors. All of the answers to those research problems will be presented in the descriptive forms.
24 CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher will discuss how the study will be conducted. This chapter consists of six parts. They are the research method, the research setting, the research participants, the instruments and data gathering technique, the data analysis techniques, and the research procedure.
A. Research Method
In this study the researcher attempted to analyze the students’
misbehavior, the situations and the teacher’s strategies in handling misbehaving in
English classroom. To accommodate the study, the researcher conducted qualitative research. A qualitative research is an inquiry process of understanding a social or human problem, based on building a complex, holistic pictures, formed with words, reporting detailed views of informants, and conducted in a natural setting (Creswell, 1994).
toward complex social phenomena without tendency of impoverishes the rich information or data into members.
B. Research Setting
The researcher conducted this study at SD Pangudi Luhur Yogyakarta which is located at Jl. P. Senopati 18, Prawirodirjan, Gondomana, Yogyakarta. The research was conducted on August, 10, 15, 21, and 24, 2015. The researcher conducted the research one hour per day.
C. Research Participants
This research was conducted by observing the English classroom in SD Pangudi Luhur Yogyakarta grade two, and interviewing the English teacher. The observation was conducted in two classrooms, each of class consisted 30 students. The classes were chosen by interviewing the teacher, which one cooperative class, and which one non-cooperative class.
D. Instruments and Data Gathering Techniques
The research instrument aimed to get data to answer research problem. Therefore, the instruments that were used were observation, and interview.
1. Observation
this instrument. Ary et al (2010) say, “Field note is the most common method of
recording the data collection during observation.” Marshall and Rossman (2006)
as cited in Ary et al. (2010) state that field notes contained what the observer has
seen and heard. In this study, the focus was on the students’ misbehaviors, the
situations, and the teacher’s strategies in handling the misbehaviors.
The researcher would observe the classroom four times or in other word four meetings. Two meetings were conducted in 2 PL 4 and two other meetings were conducted in 2 PL 2. The researcher recorded the process of learning and teaching process, while the researcher took note. The researcher wrote the
students’ misbehavior that they did, the situation, and the teacher’s strategy to
manage it in the format of taking notes. 2. Interview
Fatterman in Fraenkel and Wallen (1993) say, “Interview is the most
important data gathering technique a qualitative research possesses.” In addition,
Ary et al. (2010) say, “Interview is used to gather data from people about
opinions, beliefs, and feelings about situations in their own word”. The researcher
used interview to get the teacher’s opinions and feelings about classroom
misbehaviors, the situations, and the teacher’s strategies in handling the
misbehaviors.
was conducted after every process of learning and teaching was done. There were eight items of the interview list. The questionings covered the areas of the misbehaviors which found in English class, the classroom situations in which
misbehaviors happen, and the teacher’s strategies in handling students’
misbehaviors.
During the interview, the researcher recorded the interviews in order to avoid missing data, and the researcher also took notes to make sure that the researcher had collected and saved the data.
E. Data Analysis Technique
In this study, the researcher analyzed the data based on the theories of the types of misbehaviors (Scientific World Journal, 2012). The researcher also refers to the theories of common classroom management areas by Harmer (1998, p.4), Scrivener (2005, p. 87 & p. 93), Mekenzie (2006), Gower, Philips, and Walters (2008, p. 40), and Thornbury (2010).
students’ misbehaviors and interview results about the situations which occurs
misbehaviors happened, and the teacher’ strategies in handling those misbehaviors
were selected and irrelevant data were thrown.
*The blue color indicates the situation in the classroom, the yellow color
indicates the misbehaviors, and the gray color indicates the teacher’s strategies
Figure 3.1 Example on How the Researcher Categorized the Interview Transcript
*The blue color indicates the situation in the classroom, the yellow color indicates the misbehaviors, and the gray color indicates the teacher’s strategies
Figure 3.2 Example on How the Researcher Categorized the Results of Taking Notes
Table 3.1 List of Themes and Sub Themes of Misbehaviors
Talking back with teacher VMB 5
Asking again VMB 6
acceptable, compact from so that the analyst can see what is happening and either draw justified conclusion (p.11). In this study, the researcher presented the data in descriptive form, and it would be supported by table. The last step is verification. The researcher concluded the finding of the research. Below is the example of data display of this study.
Figure 3.4 A Summary of All Types and Codes Used to Display All Categories or Themes
F. Research Procedure
class or not? The fourth step was transcribing the data gathered from the interview. The fifth step was comparing the data of observations with the data of interviews. The sixth step was data reduction. The researcher chose the important things of the data, and focused on it by giving the color of the data. Then, the researcher classified the misbehaviors that have been found into the types of misbehaviors which relate with the expert. The next step was data display. The results of the observation and interview in descriptive way, and was supported by table. The last step was verification. The researcher concluded the results of the research.
35 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter consists of two parts. The first part is the research results and the second part is the discussion. In the research results part, the researcher describes the common misbehaviors of the young learners in the study, the situations around which the misbehaviors occur, and the teacher’s strategies in handling the misbehaviors. Then, in the discussion part, the researcher describes the results of the study.
A. Research Results
There are three sections in this part. The first section is describing the types of misbehaviors in the English classroom. The second section is providing the data on the situations around which misbehaviors occur. Then, the last section
is describing the teacher’s strategies in handling the misbehaviors.
1. The Types of Misbehaviors
drinking, rolling in the floor, and shouting. Those types were found in observation which has been done four times.
The first type was chatting (VMB 8). This type happened when the researcher conducted the first observation. While the teacher was giving the instructions, the students chatted (VMB 8). Besides, when the teacher was explaining, there were some students who did not pay attention. Instead they chatted with their friends who sat next to them (VMB 8).
This type also was found in the second observation which done. The teacher gave the instruction about what they would learn. However, the students were still noisy and did not pay attention to the teacher. They chatted (VMB 8) with their friends, the first time they just wanted to borrow stationery from their friends, yet they talked and told each other.
(…they chatted with their friends who sat next to them which caused them unable to finish their task (VMB 8). Besides, borrowing the stationery made them chatted with their friends who sit back to them….)
- #TR
(…ngobrol sama teman disebahnya yang mengakibatkan teman yang
diajak ngobrol itu tidak selesai mengerjakan tugasnya. Ngobrol sama
belakangnya hanya karena pinjem alat lalu jadinya ngobrol…) (Interview
2)
that, the teacher invited the students to open page ten of their books and they asked to sing a song together with the title Merry-Go-Round. Moreover, there were students who chatted (VMB 8).
By interviewing, the teacher said that there were students who did misbehavior, such as chatted, and played. He added that there was a student who enjoyed with himself, and he did not more pay attention to the teacher.
(…there are four up to five students who did misbehaviors. One of them is
NK. He seems to enjoy his own world. If he had interacted with his friends, he did not pay attention to me. I had admonished him so he can
pay attention, yet he still did not do that….) - #TR
(…Ada sekitar empat sampai lima orang, terutama satu anak yang namanya NK, dia itu seperti asyik dengan dunianya sendiri, kalau sudah berinteraksi dengan teman disampingnya, omongan saya tidak dihiraukan. Saya sudah menegur biar dia memperhatikan saya tapi ya begitulah…) (Interview 3)
The second type was walking around (PMB 6). The researcher found this type in all of the observation which had been conducted. When the students did the exercises from the teacher, they walked around the classroom frequently
(PMB 6). They walked around to see their friends’ answer, disturb their friends,
and ask the teacher again about the instruction.
Besides, this type was found when the teacher explained the material, there were some students who walked here and there (PMB 6). In the fourth observation, this type was found when the teacher asked the students to prepare their books before the lesson was started. While the students prepared them, they walked around the classroom (PMB 6). Next, the teacher asked the students to take their stationery. While the students were taking their stationery, they walked around (PMB 6). Then, the teacher explained the using of yes, I do, and no, I do not to the students. However, the students did not pay well attention to the teacher. They walked here and there in classroom (PMB 6).
The third type was teasing classmates (PMB 1). This type was found in the first observation. While the students were doing the exercises, there were some of them who teased his friends (PMB 1). The examples of teasing were
those students saw their friends’ work and took his friend’s eraser.
In the second observation, the researcher also found this type. This type happened in the same situation with the first observation. There were some
students who teased his friends by seeing their friends’ work (PMB 1).
a ruler. The other example were taking his friend’s work without permission,
touching his hands on his friend’s head, and swinging her friend’s seat.
The fourth type was destroying things (PMB 18). The researcher found this type in all of the observation. In the first observation, while the students were doing their work, there were some students who destroyed things. They dropped the stationery supplies, ruler, and pencil.
Then, in the second observation, this type was found when the teacher gave the instruction. There were some students who hit the table by a pencil. Another example of destroying thing was there was a student who wrote in the wall using a pencil. This example was found in the third observation, when the teacher asked the students to do the exercises which were in handout. The researcher also found this type in fourth observation, that there was a student who her violin unintentionally.
The fifth type was playing (PMB 12). This type was found in the first observation. At that time there was a student who played his ruler and pencil. He made them like an airplane. Then, another example of playing was playing a scissors. A student cut a paper using a scissors. This one happened in the second
observation when the teacher walked around to monitor the students’ work.
The sixth type was running away (PMB 8). In the first observation, the researcher found one of students who ran away in the classroom when the teacher
monitored the students’ work. Then, the researcher also found this type in the
fourth observation. This type happened when the teacher asked the students to prepare their books. At that time, there was a student who ran away the classroom. However, the researcher did not find this type in the second and third observation. The seventh type was laughing (VMB 7). The researcher found this type
in the first observation. There was a student who laughed at his friend’s drawing.
Then, the researcher also found this type in the second observation. When the
teacher entered the class, he gave greeting, “Good morning”, and the students
answered, “Good morning mister Toro.” Then, the teacher said, “Are you ready to
learn English?” the students did not answer teacher’s greeting, they laughed instead (VMB 7). This is due to the students did not know how to answered, and then the teacher taught them how to answer the greeting.
Besides, in the third observation, this type was also found. The students
laughed because of the teacher’s drawing. The teacher drew a picture to support
the explanation.
The eighth type was singing (VMB 9). The researcher found this type only in the first observation and the second observation. The researcher did not find this type in the third and fourth observation. In the first observation, this type happened when the students were doing their work. Then, in the second observation, this type happened when the bell ran; at the end of the learning and
not really disturb the learning process. He added that if there was student who singing loudly, then, he or she would disturb the learning process
The ninth type was asking again (VMB 6). This type was found in all of the observation which had been conducted. The students always asked again to teacher when they were doing the exercises. They asked the teacher to repeat the instruction frequently or give to help finishing their work.
The tenth type was changing seats (PMB 5). The researcher found this type in all of the observation, except the first observation. In the second observation, this type happened when the teacher walked around the classroom to
monitor the students’ work. At that time, there was a student who changed seat.
Then, in the third observation this type was found when the teacher explained the material. In the fourth observation, the teacher explained the using of yes, I do, and no, I do not to the students. However, the students did not pay attention well; there was a student who changed seat.
The eleventh type was talking back with teacher (VMB 5). The researcher only found this type in the second observation and the fourth observation. In the middle of the learning and teaching process in second observation, there was an interruption. While the teacher was distributing the school fee card to the students
by calling the students’ name one by one, the students talked back (VMB 5). They
repeated what the teacher said.
The twelfth type was dancing (PMB 16). This type was only found in the second observation. There were some students who danced because of the bell of ending the learning and teaching process rang. Nevertheless, there were some students who did not finish their work.
The thirteenth type was crying (VMB 10). It was same with the twelfth type. The researcher only found this type in the second observation. At the end of the learning and teacher process, when the bell rang, the students were noise. Moreover, there were four students who cried (VMB 10). They could not finish the task on time. Two of them felt confused how to answer the questions in the task.
The fourteenth type was sleeping (PMB 4). This type was only found in the third observation. While the students were doing the exercises, there were two of them slept. They did not finish their work until the end of the learning and teaching process.
The fifteenth type was clapping (PMB 15). The researcher only found this type in the third observation. When the students were doing their exercises, suddenly there were three of them who clapped their hands.
The sixteenth type was drinking (PMB 14). This type was only found in
the first observation. One of the rules in the classroom was “Don’t drink and
eating”. However, there was a student who drank in the classroom.
third observation. When the students were doing their exercises, there was a student who rolled in the floor.
The last type was shouting (VMB 1). This type happened when the researcher conducted the first observation. When the teacher walked around the
classroom to monitor the students’ work, there were some students who shouted.
Some of them called the teacher, “mister, mister”. They wanted to ask questions about the exercises and the other just shouted calling their friends. The next example of shouting was when the bell rang. The students shouted together,
“Horeee” then the classroom became very noisy. The teacher counted one up to
three to control the students quietly. After that, the teacher invited the students to pray.
Then, the researcher also found this type in the second observation. The student shouted because they were instructed to write in tegak bersambung style. This type was also found in the third observation and the fourth observation. When the teacher was explaining the material, suddenly there were some students
who shouted, “hoee”, calling his/ her friends’ name, “yes”.
In addition, the teacher stated that usually in classroom of elementary school, there were certain problems. He mentioned the misbehaviors which happened.
The students of Elementary School especially grade two certainly made problems in the classroom, which is called misbehaviors, such as walked around (PMB 6), chatted with their friends (VMB 8), and asked again although I have given explanation (VMB 6). - #TR
In an interview, the teacher said that there were students who did misbehavior, such as chatted, and played. He added that there was a student who enjoyed with himself, and he did not more pay attention to the teacher.
(…there are four up to five students who did misbehaviors. One of them is
NK. He seems to enjoy his own world. If he had interacted with his friends, he did not pay attention to me. I had admonished him so he can pay attention, yet he still did not do that….) - #TR
(…Ada sekitar empat sampai lima orang, terutama satu anak yang namanya NK, dia itu seperti asyik dengan dunianya sendiri, kalau sudah berinteraksi dengan teman disampingnya, omongan saya tidak dihiraukan. Saya sudah menegur biar dia memperhatikan saya tapi ya begitulah…) (Interview 3)
The following part is a part of an interview transcript with the teacher
(…the actors were the same with the last week, JS, KV, NN, and the
student who sat next to you, mbak SL. The other students walked (PMB 6), and asked me (VMB 6). - #TR
(… pelakunya sama seperti minggu kemarin, JS, KV, NN, dan yang duduk
disebelah mu tadi mbak SL. Nah, kalau yang lain cuma maju-maju kedepan, dan tanya-tanya ini gimana pak…) (Interview 4)
2. The Situations around which the Misbehaviors Occur
There are three situations that the misbehaviors occur. The first situation
was when the teacher walked around the class to monitor the students’
understanding about the materials and to explain an instruction again to the students who did not understand. The second situation was when the teacher explained the materials and gave instructions. The students did not listen and watch the teacher. The third situation was timing.
The first situation was when the teacher walked around the class to
monitor the students’ understanding about the materials and to explain an
around the students to monitor them and check their understanding. Besides, the teacher motivated the students to finish their tasks. Firstly, the teacher explained materials in whole of class, and then he explained more to students individually.
Therefore, some students who did not listen to the teacher’ explanation, they
created inappropriate movements and produced inappropriate verbal comments which made the classroom noisy.
The teacher explained that it was the consequence. However, the noise did not disturb the other classroom. The part of an interview transcript as follow.
In addition, when the students were asked to do the task, the teacher walked around the classroom to monitor the students. He checked the students’ work, and gave the instruction again if the students did not understand.
When the researcher conducted the second observation, the researcher found there were some students who did not finish their task. They said that they did not know how to do the task. They did not understand. Yet, the teacher asked them to finish although the time was up. Meanwhile, in the fourth observation, the researcher also saw that was unable to be distributed completely because the time was up. Therefore, the exercise for the students was not done in the class, but it at home.
The last situation was timing. The teacher stated that the situation which
is commonly related the students’ misbehavior was the time, and the most was
when the transitions from one activity to another activity. The students could not be well controlled.
…when the activity of learning process was paused, e.g. moving activity,
if I gave the order, usually the students would be interrupted by moving….
- #TR
(…cuma pas jeda mau pindah proses belajar yang lain, misalnya pindah, sekarang mengerjakan ini, pas memberi perintah itu, mereka itu ribut…). (Interview 3)
3. The Teacher’s Strategies
The most strategy that was used by the teacher in controlling the students’
The first strategy was giving a rule. The teacher gave the rule at the first time when he entered the class 2 PL 2 in second observation. The teacher explained that the students of class 2 PL 2 were different from students of class 2 PL 4. They were more noise.
…making an agreement, if they make noise, the students will clean the
yard of school, and stay in classroom. Mister will give a punishment. The punishment is writing “I am a good student” in one full of sheet…. - #TR (…membuat perjanjian kalau membuat keributan maka anak-anak harus piket diluar kelas, membersihkan halaman sama tinggal dikelas bersama mister. Mister memberi hukuman menulis dibuku, I am a good student satu lembar penuh....) (Interview 2)
Meanwhile, in the third observation which was conducted in class 2 PL 2, the teacher also gave a rule. The students who were noisy and not ready to learn had to go to the library. Those rules were effective to control the students at that time.
The second strategy was giving motivation. The teacher controlled the
students’ work by motivating them. The teacher asked the students to finish their
(..Aku belum pernah buka PAUD , belum pernah mengajar di paud. Gimana ya, tadi sih mister bilang ayo semangat sedikit lagi kok. Tidak
apa-apa mamanya masih menunggu…) (Interview 2)
The last strategy was using body language and voice. The teacher used
body language to get the students’ attention. Such as, the teacher put the finger on
his lips, and the teacher counted one up to three while showed his finger. Meanwhile, the teacher used the quality of voice. Actually, he was angry but he tried not to expose his anger to the students. He used smooth voice like a child to admonish the students who did misbehaviors in classroom.
“…my tone was not angry but it like resembled voice of children. For
example, if you were noisy, you would not take a rest….” - #TR
(…nadanya tak bikin bukan nada marah cuma nada seperti anak kecil saja, misalnya nanti kalau ramai gak istirahat loh…) (Interview 1)
B. Discussion
In this part, the researcher analyzes the types of misbehaviors, the situations of classroom around which the misbehaviors happen, and the teacher strategies in handling the misbehaviors which are stated in the research result. In analyzing, the researcher uses the theories which are stated in chapter II. There are three sections in the discussion part. The first section is the discussion of the types of misbehaviors. Next, the second section is the discussion on the situations of the classroom around which the misbehaviors happened. The last part is the
discussion on the teacher’s strategies in handling the misbehaviors.
