FINDINGS AND DISCUSSION
B. Discussion
1. Types of Students’ Misbehaviors
Based on the results of the observation and interview, the most frequent misbehaviors that occured in the classromm clasified into 4 types. There were verbal interruption, off-task behavior, physical movement and disrespecting to teachers and students.
a. Verbal Interruption
The first misbehavior that reported by all the participants is verbal interruption. According to Burden and Byrd (2003) this misbehavior is become as a common misbehavior occurring among students when the teacher did the teaching process. The forms of verbal interruption in this case are talking out of turn, laughing, calling out, whispering and giving irrelevant/funny answer. Based on the data gained, talking out of turn becomes the most frequently misbehavior that occured in the classroom.
As stated by Levin and Nolan (1996), talking of turn referred to students activities like chatting themselves on irrelevant topic that disturbed learning activities. The form of talking out of turn were chatting during the lesson, being noisy and calling out.
Similiarly, a research conducted in the United Kingdom (Hounghton,Wheldall & Marrett, 2005) showed talking out of turn,
hindering others and idleness as the most frequent students misbehavior commonly reported by secondary school teachers. In the same study from Zeynep (2010) about Misbehavior in EFL Classes: Teacher and Students Perspectives. She analyzed about teacher and students perspectives on misbehavior and found that the most frequently encountered misbehaviours by the teachers during the learning process were “talking with other students” and “talking without permission”. In another study by Sun and Shek (2013) revealed that there were 17 student problem behavior types perceived by Chinese teachers, and the most common and disruptive problem behavior was talking out of turn, followed by non-attentiveness, daydreaming and idleness. It has the similarity with this findings where talking out turn become the most frequent and disturbing student misbehavior.
Sayins study (2010) also shares similarities with the present study to some extent. That is to say, talking without permission and making noise were the misbehaviours teachers mostly experienced. This study shares similarities with Burden and Byrd (2003) study in that in both studies talking without permission, talking to friends, wandering aimlessly, making noise, dealing with other things and disturbing the flow of lesson were encountered as misbehaviours.
b. Off-Task Behavior
The second misbehavior that was found based on the result is students being off-task. This misbehavior includes doing irrelevant activity or doing something in private. The participants reported that students
doing irrelevant activity or doing something in private (playing gadget/
handphone and playing with objects), sleeping, combing hair and not paying attention. Based on the data gained, playing gadget/handphone and sleeping becomes the most frequently misbehaviors reported by all of the participants.
As supported by Sun and Shek (2013) revealed that the use of electronic devices like gadget and hand phone is viewed as problematic nowadays. Similar to Levin and Nolan (1996) and Sun and Shek‟s study (2013), sleeping during the lesson included in off-task behavior. Students who were sleeping during the lesson would not disturb other students, but he/she would miss the material of the lesson. Sun and Shek (2013) stated that sleeping would be disturbing if students imitate each others.
The findings corroborate with the outcomes of a research by Cabaroglu (2012). According to the results of her study, one of the students‟ misbehaviors that participants encountered during their teaching- process was lack of concentration. In the same study with a similar research design, Altinel (2006) gathered data from six English teachers, 6 teachers from other subjects and 22 misbehaving students. English teachers perceived misbehavior as “dealing with other things” and
“disturbing the flow of lesson”.
c. Physical Movement Intended to Disturb
The next misbehavior is physical movement intended to disturb.
All of participants mentioned that there were students who were changing seat, walking/ running around, sitting on the desk, walking out of
classroom, throwing paper, and crossing leg during the lesson. Participant 2 argued that there was a student who liked to changing seat, walking/
running around, sitting on the desk. She added that the student was a hyperactive student. This misbehavior in the line with Burden and Byrd (2003) theory who argued that students who have hyperactivity have high level of activity and nonaggressive contact like unable to sit still, talk too much, hums and make other noises, overly anxious to please, and awkward and poor general coordination.
d. Disrespect to Teacher and Students
The last misbehavior is disrespect to teacher and student. The form of this misbehavior as stated by Sun & Shek (2013) divided into two parts, there are disrespect to student (teasing other students and speaking foul language) and disrespect to teacher (verbal aggresion, vulgarity and underestimate the teacher‟s skill), disobedience (listen to the music), and teasing the teacher in the form of flirting. Based on the data gained, listen to the music becomes the most frequently misbehavior reported by all of the participants. Hence, all of results are similar to theory suggested by Levin and Nolan (1996), Sun and Shek (2013), Burden and Byrd (2003).
Similarity, in the study carried out by Türnüklü (2005) talking aloud, disturbing friends, using class materials inappropriately, and listen to the music were mostly encountered misbehaviours in Turkish and English classes. In other study by Wragg (2003) had also similar results with this study. He revealed that wandering in class, not using the course materials properly, not obeying the teacher and taking others possessions
without permission were the most frequently observed misbehaviours in primary schools.
2. Students’ Misbehaviors in Terms of the Teachers’ Genders, Their