FINDINGS AND DISCUSSION
A. Research Findings
1. The Types of Students’ Misbehaviors
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CHAPTER IV
a. Students’ Misbehavior based on Observation Result
From a total of 6 observations conducted in schools, the types of misbehaviors recorded are displayed into 3 tables according to their components that influenced those misbehaviors. The tables are Table 4.1, Table 4.2, and Table 4.3.
Table 4.1 The Distribution of teachers’ gender in accordance with the problems they encounter in the classroom.
NO Types of Surface
Misbehavior Total (n=2) Total Persentage
(100%) Gender
1. Verbal interruption Female 8 53%
Male 6 40%
2. Off-task behavior Female 10 67%
Male 10 67%
3. Physical movement Female 11 61%
Male 3 17%
4. Disrespecting to the teacher and students
Female 8 38%
Male 4 19%
Table 4.1 showed the types of students misbehaviors that faced by male and female teachers in accordance with the problems they encounter in the classroom. It showed that female teacher was more faced many types of students‟
misbehaviors than male teacher. The students‟ misbehaviors that faced by the female and male teachers are:
1. Verbal Interruption
Based on the table 4.1 above, it showed that female teacher faced student misbehavior in the form of verbal interruption ( talking of turn, humming, laughing, calling out and whispering) were 8 or 53%. Whereas, male teacher had the student misbehaviors in the form of verbal interruption (talking of turn, humming, laughing, calling out and whispering) were 6 or 40%.
2. Off–task Behavior
Based on the table 4.1 above, it showed that female teacher faced students‟
misbehaviors in the form of task behavior (day-dreaming, sleeping, combing hair, not paying attention and doodling) were 10 or 67%. Whereas, the male teacher faced students‟ off–task behavior (day-dreaming, sleeping, combing hair, not paying attention and doodling) were 10 or 67%.
3. Physical Movement
Based on the table 4.1 above, it showed that female teacher faced students‟
misbehavior in the form of physical movement (visiting, passing notes, sitting on the desk, on two legs of chair, walking around and throwing paper) were 11 or 61%. Whereas, the male teacher had students‟ physical movement such as visiting, passing notes, sitting on the desk, on two legs of chair, walking around and throwing paper were 3 or 17%.
4. Disrespecting to the Teacher and Students
Based on the table 4.1 mentioned previously, female teacher had students misbehavior in the form disrespecting to the teacher and students (arguing to the teacher, teasing to the teacher, talking back or with friend, vulgarity,
verbal aggresion, speaking foul and listen to the music) were 8 or 38%.
Whereas, male teacher had students‟ misbehavior in the form of disrespecting to the teacher and students (arguing to the teacher, teasing to the teacher, talking back or with friend, vulgarity, verbal aggresion, speaking foul and listen to the music) were 4 or 19%
Table 4.2 The distribution of teaching experiences of the English teachers in accordance with the students misbehavior.
NO Type of Surface Misbehavior
Total (n=2) Total Persentage
(100%) Teaching
Experience
1. Verbal
interruption
1-5 years 8 53%
6-10 years 6 40%
2. Off-task behavior
1-5 years 10 67%
6-10 years 10 67%
3. Physical movement
1-5 years 11 61%
6-10 years 3 17%
4. Disrespecting to the teacher and
students
1-5 years 8 38%
6-10 years 4 19%
Table 4.2 showed that the most problems are seen in the teachers with the least experience. The teachers with the least problems are the most experienced ones. Teacher who faced a lot of problems is a teacher with the teaching experience of 1-5 years. The teacher with 6-10 years of experience had less problems than teacher with 1-5 years of experience. The students‟ misbehaviors that faced by the teachers are:
1. Verbal Interruption
Teacher with 1-5 teaching experiences had the student misbehaviors in the form of verbal interruption (talking of turn, humming, laughing, calling out and whispering) were 8 or 53%. Whereas, teacher with 6-10 teaching experiences had the student misbehaviors such as verbal interruption (talking of turn, humming, laughing, calling out and whispering) were 6 or 40%.
2. Off–Task Behavior
Teacher with 1-5 teaching experiences had the student misbehaviors in the form off-task behavior (day-dreaming, sleeping, combing hair, not paying attention and doodling) were 10 or 67%. Whereas, teacher with 6-10 teaching experiences had the students‟ misbehavior in the form of off–task behavior (day-dreaming, sleeping, combing hair, not paying attention and doodling) were 10 or 67%.
3. Physical Movement
Teacher with 1-5 teaching experiences had the student misbehaviors in the form of physical movement (visiting, passing notes, sitting on the desk, on two legs of chair, walking around and throwing paper) were 11 or 61%.
Whereas, teacher with 6-10 years had students‟ misbehaviors in the form of physical movement (visiting, passing notes, sitting on the desk, on two legs of chair, walking around and throwing paper) were 3 or 17%.
4. Disrespecting to the Teacher and Students
Teacher with 1-5 teaching experiences had the student misbehaviors in the form of disrespecting to the teacher and students‟ (arguing to the teacher, teasing to the teacher, talking back or with friend, vulgarity, verbal aggresion,
speaking foul and listen to the music) were 8 or 38%. Whereas, teacher with 6-10 years had students‟ misbehaviors in the form of disrespecting to the teacher and students (arguing to the teacher, teasing to the teacher, talking back or with friend, vulgarity, verbal aggresion, speaking foul and listen to the music) were 4 or 19%.
Table 4.3 The distribution of the status of the school where the teachers teach in accordance with the problems they encounter in the classroom.
NO Type of Surface Misbehavior
Total (n=2)
Total Persentage (100%) Status of the school
1. Verbal interruption Private 8 53%
State 6 40%
2. Off-task behavior Private 10 67%
State 10 67%
3. Physical movement Private 11 61%
State 3 17%
4. Disrespecting to the teacherand students
Private 8 38%
State 4 19%
Table 4.3 showed the types of students misbehaviors that faced by teachers who teach in different status of the school. The result showed that teacher who taught in private school was more faced many types of students‟ misbehaviors than teacher who taught in state school. Teacher who taught in private school had the student misbehaviors such as :
1. Verbal Interruption
Teacher who taught in private school had students‟ misbehaviors in the form of verbal interruption (talking of turn, humming, laughing, calling out,
and whispering) were 8 or 53%, Whereas, teacher who taught in state school had the student misbehaviors (talking of turn, humming, laughing, calling out and whispering) were 6 or 40%.
2. Off–Task Behavior
Teacher who taught in private school had students‟ misbehaviors in the form of off-task behavior (day-dreaming, sleeping, combing hair, not paying attention and doodling) were 10 or 67%. Whereas, teacher who taught in state school had students‟ off–task behaviors (day-dreaming, sleeping, combing hair, not paying attention and doodling) were 10 or 67%,
3. Physical Movement
Teacher who taught in private school (visiting, passing notes, sitting on the desk, on two legs of chair, walking around and throwing paper) were 11 or 61%. Whereas, teacher who taught in state school had students‟ misbehaviors in the form of physical movement (visiting, passing notes, sitting on the desk, on two legs of chair, walking around and throwing paper) were 3 or 17%.
4. Disrespecting to the Teacher and Students
Teacher who taught in private school had students‟ misbehaviors in the form of disrespecting to the teacher and students (arguing to the teacher, teasing to the teacher, talking back or with friend, vulgarity, verbal aggresion, speaking foul and listen to the music) were 8 or 38%. Whereas, teacher who taught in state school had students‟ misbehaviors in the form of disrespecting to the teacher and students (arguing to the teacher, teasing to the teacher,
talking back or with friend, vulgarity, verbal aggresion, speaking foul and listen to the music) were 4 or 19%.
b. Students’ Misbehaviors based on Interview Result
After the researcher did an interview with all of those research participants (1 teacher from SMAN 15 Makassar and 1 teacher from SMA Muhammadiyah Makassar), the researchers found that most types of misbehaviors that mostly faced by the teachers are verbal interruption, off-task behavior, and physical movement.
The first problem is about verbal interruption. Those misbehavior included talking out turn (asking nonsense question without teacher permission), calling out (answer question without raising hands), and laughing. Teachers said this kind of students misbehaviors are the most misbehaviors that always faced by that teachers in their daily life. It is also supported by the participant 1:
“The kinds of misbehavior that I always faced in the classroom is students answer question without raising hand. Many of them was also always asking nonsense question that out of the topic”.
The second problem is about off-task behavior. It is an action done by students that do not focus on the instructional activities. Off-task behavior included irrelevant to the class learning, sleeping, not pay attention, playing with something (handphone or pen), and refuse to turn in homework.The explaining of this misbehavior is suppoted by partcipant 1:
“The most frequent and common misbehavior in the classroom was students using a cellphone to watch YouTube or chatting with their friends. Besides that, another misbehavior was talking to his friend with a topic that out of the learning material. The most severe misbehave I have ever met was sleeping in class and eating during the learning process”.
The third problem is about physical movement. It is action done by students that do something physical movement that distrubs learning-teaching process. It included passing note, can not sit, and throwing something (paper or pen). There are four forms of cannot sit still or out of seat reported by the participants. These misbehaviors are changing seat, walking or running around, sitting on the desk, and walking out of classroom. First is changing seat that was reported by two out of six participants and second is walking or running out that was reported by two out of two 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 2:
“Students liked to walk around and it disturbed their friends. Then they sat on their friend‟s chair and then they were chatting…yeah mostly like that”.
Moreover, there are two out of three participants mentioned that students who cannot sit still have particular reason and the participants understood it.
As mentioned by Participant 2 :
“…actually the student is smart, he is hyperactive. So, he cannot sit in one place. He has to learn freely.”