CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
Based on the findings it were presented that, the form of teacher‟s discipline is categorized data two, they are teachers‟ being on time and teachers‟
classroom management.
Teachers‟ discipline in coming on time has positive effect on building the students‟ character in their diligence either in coming as well or doing assignment given by the teacher, it is supported by (Todd Smith, 2017).
Improving students‟ relationships with teachers has important, positive and long –lasting implications for both students‟ academic and social development. Solely improving students‟ relationships with teachers would not produce gains in achievement. However, those students who had close, positive and supportive relationships with their teacher‟s would attain higher levels of achievement than those students with more conflict in their relationship. Picture students who feels a strong personal connection to her teacher, talks with her teacher frequently, and receives more constructive guidance and praise rather than just criticism from her teacher. The students was likely to trust her teacher more, show more engagement in learning, behave better in class and achieve at higher levels academically positive teacher-student relationship draw students into the process of learning and promote their desire to learn (assuming that the content material of the class was engaging, age-appropriate and well matched to the students skill). (Sara RimmKaufman, PhD & Lia Sandilos).
Character that was needed to achieve student learning success. Good character who could make decisions and were ready to take responsibility for the
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results decisions that had been made Junior High School students were students who come around 12 to 16 years were children who the transition of children into adolescence that they wanted to make them into behaving imitating their idols.
The way to form good character for students so that one day they could become citizens of a good society who were focused and confident tolerant honest disciplined hard working creative, others and peace-loving is through the application of the discipline of school discipline.
The types of student characters that were often influenced by the discipline of teachers in SMP Aisyiyah Paccinongang were when students entering class diligently doing the assignments given by the teacher.
Character is matter that would certainly be applied in everyday life in any aspect. With the character of people could judge someone and that value would gave us the impression whether negative or positive in accordance with our character. Discipline is an example of character that could make people judges us.
Discipline is usually related to time and regulations. But the fact was discipline is a difficult character to form in Indonesian society. Though discipline should be the price of patents in everyday life. And this was a challenge for teachers as direct practitioners of education in order to be able to instil good character for their students.
Like the strategy used by the English teacher SMP Aisyiyah Paccinongang was more directed to the strategy of preventive discipline where the teacher give suggestions and choices to students to improve, when a teacher offered a verbal
warning or a suggestion for correcting behaviour while a student was disobeying an established classroom rule, the teacher was using supportive discipline.
Preventive discipline applied at SMP Aisyiyahn Paccinongang, where teacher believe that the best way to prevent classroom misbehaviour was to provide a stimulating curriculum that involves students so successfully that they spend little time thinking of misbehaving. It is support by Charles, M D :2005.
Discipline culture created by the English teacher at SMP Aisyiyah Painongang when teaching in the classroom. Creating a culture of discipline in the classroom also provided as good example for students such as when English teacher dressed neatly politely and do not interact and also become a culture for VIIAGrade students at SMP Aisyiyah Painongang.
As for some of the disciplinary functions of teacher who often became a benchmark in becoming a teacher one of the was class management. SMP Aisyiyah Paccinongang classroom management was very important in the war in the teaching and learning process, such as classroom management.
The teacher is a leader and was someone who would be emulated by students in the school environment. So the teacher must set a good example for his students to be emulated. Because teacher behaviour became the basis for students to became fully human beings with the soul of Pancasila. Especially with the formation of disciplinary character. Teacher were expected to in still that value of discipline in every teaching and learning activity in class. Because if teacher had managed to instil the values of discipline to his students, then the student would get success. Success here means the success of teaching which would be
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largely determined by the condition of the classroom which was under the control of teacher who had been able or successfully discipline his students well.
Another form of teacher‟s discipline is Classroom Management Classroom management in encourage students to do assignment and English teacher always conducted interviews with students to learn what problems exist in students‟ who were leaning English made students more focused on the material provided by the teacher, both in focused on the material and on the students in learning, It is supported by the Great Schools Partnership; 2014.
Based on the discussions made by the research in SMP Aisyiyah Paccinongang, Ibu Nur Hasanah Ak, S.Pd, as an English teacher had good classroom management skills. Starting from opening to closing the lessons the teacher was able to control and guide students well so that the learning that was well done. When the teaching and learning process the teacher was able to steal the attention of students could being focused on the learning being taught.
On the other hand, the lack of students activity in responding to teacher questions. This was caused by several factors, among others; the lack of vocabulary mastered by students, shame, limited student knowledge.
Effective classroom management paves the way for the teacher to engage the students in learning. In addition to helping the teacher doing his or her job effectively, students‟ cooperation developed through classroom management could also mould students into students has character.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the findings and discussion, the researcher put conclusion is presented according with the data which have analyzed in the previous chapter.
From all the data analysis about the influence of teacher‟s discipline to the students‟ character in teaching learning process (A Study at the Seventh Grade of Junior High School Aisyiyah Paccinongang) concluded;
1. There are some forms of teacher‟s discipline, namely in terms of punctuality, both on time arriving at class and also and leaving the class, also applying of classroom management.
2. The influence of teacher‟s discipline in terms of on time and the applying of classroom management gave a positive influence on students in increasing the enthusiasm to learn, students were diligent entering the classroom and did the tasks by the teacher.
The core of the conclusion above was that the influence of teacher‟s discipline in terms of on time and the applying of classroom management gave a positive influence on students.
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B. Suggestions
Based on the conclusions, the researcher gave same suggestions as follow:
1. For the English teacher, becoming a professional teacher was the responsibility of every teacher, for that discipline of a teacher to change student characters from bad characters into better characters. Thus creating generations of people who are educated and have character in the future.
2. For the students, the main purpose of education was to realize students who have characters. Efforts to realize students with character are direct actions taken by including teachers, students and the community.
3. For the next researcher, the study of teacher and learner talk in the classroom interaction can be extended by conducting the research in other different content and setting. The next researcher may investigate the teacher and learner used based on social status or class, occupation, geography, education, gender and ethnicity.
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Appendix 1 17, September, 2019
Observation Checklist for the Teacher and Students
Adopted Masadda 2016
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently enter in
the class.
3 English teacher on time arrived in
the class.
4 English teacher made to use of
teaching time.
5 The importance of timeliness for
teacher in entering the classroom. 6 Students diligently entered class,
when English lessons took place.
7
Students were enthusiastic about learning, when the English teacher arrived on time in the class.
8
Students complain when the English teacher arrived in the class with on time.
9
Students appreciate the English teacher when they arrived on time in class.
10
More students understood or knew the material when the English teacher on time to entered the class.
More students knew the material
19, September, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently entered
in the class.
Check homework before starting the lesson.
3 English teacher on time arrived in
the class.
4 English teacher made use of
teaching time.
5
The importance of timeliness for teachers in entering the classroom.
6 Students diligently entered class
when English lessons took place. 7
Students were enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
9
Students appreciate the English teacher when they arrived on time in the class.
10
More students understood or knew the material when the English teacher on time to entered the class.
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24, September, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently entered
in the class.
3 English teacher on time arrived in
the class. On time 12.15 p.m
4 English teacher made use of
teaching time.
5
The importance of timeliness for teachers in entering the classroom.
6 Students diligently entered class
when English lessons took place. 7
Students are enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
There are some students who are not happy , when the English teacher arrives on time 9
Students appreciate the English teacher when they arrived on time in the class.
10 More students understood or
knew the material when the English teacher on time to entered in the class.
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26, September, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently entered
the class.
3 English teacher on time arrived in
the class. It‟s too late
4 English teacher made use
teaching time.
Give advice,
enthusiasm and quiz before starting the material
5
The importance of timeliness for teachers in entering the classroom.
Although there are some students who are.
6 Students diligently entered class
when English lessons took place. 7
Students are enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
9
Students appreciate the English teacher when they arrived on time in class.
10
More students understood or knew the material when the English teacher on time to entered
the class.
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1, October, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. Come late,
2 English teacher diligently entered
in the class.
3 English teacher on time arrived in
the class. 12.40, p.m
4 English teacher made use of
teaching time.
5
The importance of timeliness for teachers in entering the classroom.
6 Students diligently entered class
when English lessons take place. 7
Students are enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
9
Students appreciate the English teacher when they arrived on time in the class.
10
More students understood or knew the material when the English teacher on time to entered the class.
Appendix II Interview for students
St 1: (Adopted Ulfa 2015)
A. Was your English teacher diligent in class?
“Apakah guru bahasa Inggris anda rajin masuk kelas”
“Yes, Mam, never came late”
B. Were you motivated in learning, when your English teacher is diligent in class?
“Apakah anda termotivasi dalam belajar ketika guru bahasa Inggris anda rajin masuk kelas”
“I’m motivated, because my English grades are good”
A. Did your English teacher arrive at class?
“Apakah guru bahasa Inggris anda tiba di kelas tepat waktu, sesuai denganjadwal yang di tentukan”
“Sometimes fast sometimes slow, but more often it comes fast”
B. Did your English teacher manage the time when teaching?
“Apakah guru bahasa Inggris anda menghargai atau memanfaatkan setiap waktu ketika pelajaran bahasa Inggris berlangsung”
“Yes, because Mam, it’s never too late to go class”
A. Did you like the English teacher when come on time to class?
“Apakah anda senang kepada guru bahasa Inggris ketika tepat waktu memasuki kelas”
“Yes”
B. Who was the first person in the class, teacher or student?
“Siapakah yang pertama berada di kelas ketik a memasuki jadwal pelajaran bahasa Inggris, guru atau siswa?
“Me and friends”
A. Were there any students who arrive late in the class when English lessons took place?
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“Apakah masih ada siswa yang terlambat tiba di kelas ketika pelajaran bahasa Inggri sberlangsung”
“There is often one student, but if the teacher is on time, there are no students who are too late”
B. Were you more comfortable to learn when your English teacher comes on time in teaching?
“Apakah anda lebih nyaman belajar ketika guru bahasa Inggris anda tepat waktu”
“Like it or not the name of the school must follow the existing rules”
A. Did you understand more material, when an English teacher enters the class early to teach/not late?
“Apakah anda lebih mengetahui banyak materi, ketika guru bahasa Inggris lebih awal memasuki kelas untuk mengajar/tidak terlambat”
“No much, honestly, I don’t like English lessons”
B. Did students who often skip class when the English teacher is on time to enter the class?
“Apakah siswa yang sering bolos/malas menjadi rajin memasuki kelas, ketika guru bahasa Inggris tepat waktu memasuki kelas”
“Yes”
St 2:
A. Was your English teacher diligent in the class?
“Apakah guru bahasa Inggris anda rajinmasukkelas”
“Yes”
B. Were you motivated in learning, when your English teacher was diligent in the class?
“Apakah anda termotivasi dalam belajar ketika guru bahasa Inggris anda rajin masuk kelas”
“Yes”
A. Did your English teacher arrive in the class?
“apakah guru bahasa Inggris anda tiba di kelas tepat waktu, sesuai dengan jadwal yang di tentukan”
“Yes, on time always”
B. Did your English teacher manage the time when teaching?
“Apakah guru bahasa Inggris anda menghargai atau memanfaatkan setiap waktu ketika pelajaran bahasa Inggris berlangsung”
“I often ask all us about the material that was learned before”
A. Did you like the English teacher when come on time to class?
“Apakah anda senang kepada guru bahasa Inggris ketika tepat waktu memasuki kelas”
“I like, because she is good”
B. Who was the first person in the class, teacher or student?
“Siapakah yang pertama berada di kelas ketika memasuki jadwal pelajaran bahasa Inggris, guru atau siswa?
“Students, still Mam is not too late”
A. Were there any students who arrive late in the class when English lessons take place?
“Apakah masih ada siswa yang terlamba ttiba di kelas ketika pelajaran bahasa Inggris berlangsung”
“What often happens, students are always in class, after that Mam just arrived in class”
B. Were you more comfortable to learn when your English teacher comes on time in teaching?
“Apakah anda lebih nyamanbelajar ketika guru bahasa Inggris anda tepat waktu”
“Yes, I’m comfortable”
A. Did you understand more material, when an English teacher enters the class early to teach/not late?
“Apakah anda lebih mengetahui banyak materi, ketika guru bahasa Inggris lebih awal memasuki kelas untuk mengajar/tidak terlambat”
“A lot, because when I don’t know the material, I always ask questions”
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B. Did students who often skip class when the English teacher is on time to enter the class?
“Apakahsiswa yang sering bolos/mala smenjadi rajinmemasuki kelas, ketika guru bahasa Inggris tepat waktu memasuki kelas”
“If an English teacher enters, there are no students who often skip classes, but for teacher of other”
St 3:
A. Was your English teacher diligent in class?
“Apakah guru bahasaInggrisandarajinmasukkelas”
“Diligent, when Mam does not enter, must report or someone is replaced.”
B. Were you motivated in learning, when your English teacher is diligent in class?
“Apakah anda termotivasi dalam belajar ketika guru bahasa Inggris anda rajin masuk kelas”
“Yes, because the way to explain it is better understood more clearly”
A. Does your English teacher arrive at class?
“Apakah guru bahasa Inggris anda tiba di kelas tepat waktu, sesuai dengan jadwal yang di tentukan”
“Rarely, which is clearly the worst?”
B. Did your English teacher manage the time when teaching?
“Apakah guru bahasa Inggris anda menghargai atau memanfaatkan setiap waktu ketika pelajaran bahasa Inggris berlangsung”
“Yes”
A. Did you like the English teacher when come on time to class?
“Apakah anda senang kepada guru bahasa Inggris ketika tepat waktu memasuki kelas”
“Yes, because I like,, Mam”
B. Who was the first person in the class, teacher or student?
“Siapakah yang pertama berada di kelas ketika memasuki jadwal pelajaran bahasa inggris, guru atau siswa?
“Students, because by chance the English hour is in class 7A the last hour so students rarely go to class”
A. Were there any students who arrive late in class when English lessons take place?
“Apakah masih ada siswa yang terlambat tiba di kelas ketika pelajaran bahasa Inggris berlangsung”
“NO”
B. Were you more comfortable to learn when your English teacher comes on time in teaching?
“Apakah anda lebih nyaman belajar ketika guru bahasa Inggris anda tepat waktu”
“Yes, because if I ask, certainly always answered the same, Mam”
A. Did you understand more material, when an English teacher enters the class early to teach/not late?
“Apakah anda lebih mengetahui banyak materi , ketika guru bahasa Inggris lebih awal memasuki kelas untuk mengajar/tidak terlambat”
“Yes, because understand”
B. Did students who often skip class when the English teacher is on time to enter the class?
“Apakahsiswa yang sering bolos/malasmenjadirajinmemasukikelas, ketika guru bahasa Inggris tepat waktu memasuki kelas”
“Yes, because the teacher is diligent especially she students must be diligent”
Appendix III Documentation
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