AN ANALYSIS OF TEACHERS’ AGGRESSION ON STUDENTS’
MISBEHAVIOR IN ENGLISH LEARNING PROCESS AT SENIOR HIGH SCHOOL 9 SIJUNJUNG
Oleh:
Cici Febrian *)
**) Armilia Riza dan **) Elmiati Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk mengetahui keaggresifan guru dalam mengatasi tingkah laku buruk siswa dalam proses pembelajaran bahasa Inggris. Pelaksanaan penelitian ini untuk mengetahui keaggresifan guru yang seperti apa digunakan dalam mengatasi tingkah laku buruk siswa dalam prose pembelajaran bahasa Inggris. Lebih lanjut, penelitian ini adalah penelitian deskriptif dan data diperoleh dari beberapa guru guru bahasa Inggris yang menggunakan dan mengaplikasikan keaggresifan guru. Jumlah guru yang diteliti berjumlah 4 orang di SMAN 9 Sijunjung. Dalam mengumpulkan data, peneliti menggunakan observasi checklist, dan angket.
Ketika melakukan pengamatan dengan menggunakan checklist dan catatan lapangan, peneliti melihat semua aktifitas guru dan menceklis sesuai dengan indikator dari keaggresifan guru berdasarkan tipenya sehingga peneliti mendapatkan data bagaimana mereka menggunakan keaggresifan guru dalam mengatasi tingkah laku buruk siswa dalam proses pembelajaran bahasa Inggris. Observasi juga didukung dengan media video agar bisa membantu dalam pengelolaan data. Sementara, dalam mengimplementasikan setiap keaggresifan guru tersebut, partisipan memiliki berbagai macam cara dan aktivitas yang berbeda ketika pembelajaran bahasa Inggris dan pengelolaan kelas di dalam kelas. Secara umum, semua responden telah mengaplikasikan setiap keaggresifan guru berdasarkan tipe tingkah laku buruk siswa yang ditemui selama proses pembeljaran bahasa inggris dan siswa member respond dengan bagus, efektif dan kooperatif dengan adanya keaggresifan guru.
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Key words: Classroom Management,Teachers’ Aggression on Students’ Misbehavior
*) Penulis
**) Pembimbing
INTRODUCTION
Background of the Problem
Classroom management is important aspect in teaching learning process especially in English class. It can help students to be discipline in classroom. Then, to make the students felt comfort in the classroom while teaching learning process, teachers had to create classroom by managing the class as good as possible. According to Groves (2009:4), classroom management is all about helping the students in creating a secure, productive classroom environment where the students can learn. It means that teachers should handle the class and create classroom atmosphere more enjoyable and interesting.
Moreover, to handle the class more enjoyable and interesting teachers are not only care about classroom condition, but also teachers had to care about students’ personality in the classroom, because students personality related to way of students socialize in the classroom. If teachers can maintain students’ personality, so the teachers can create good behavior from the students. Because students’ behavior had an important role in achieving English learning process. Manning and Butcher (2007:5) state that behavior problem disturb teachers and students, negatively affect the English learning process and ultimately hinder academic achievement. It means that in English learning process will be show up students’
misbehaviors, and the effects of misbehavior on teachers as well as on the teaching learning process such as goofing off for example: walking around the room, and talking and disturbing others.
Furthermore, students’ misbehavior can create classroom atmosphere become un confortable for other students. Thus, teachers have to make a good atmosphere in this class room.
Lewis (2008) has investigated the effects of aggressive teachers’ behavior in a range of studies involving the perceptions of students and teachers, in both primary and secondary settings. He has also compared the use of aggressive discipline techniques with techniques based on building positive relationships with students through the use of discussion, hinting, involvement in decision- making, and recognizing and rewarding appropriate classroom behavior.
For English class, this research is really important to enhance the effective learning in English Class. Of the teachers have good aggression it will make they students who are afraid with English subject will be active and engage in the classroom. Teachers’ aggression also contribute positively toward English teaching process, as we know teachers’ aggression is part of classroom management which is definitely crucial and can not be separated from English learning
process. Thus, teachers’ aggression should be understood well by the teachers especially English teachers so that teaching and learning activity can be run well and the goal of teaching can be achieved successfully. Furthermore, teachers’
aggression also contribute positively on students’
behavior problem and it can influence students’
misbehavior, for example, students will discipline and focus in English learning process. The behavior problem actually occur in mid teens of the younger students like in Senior High School students. They thought that they can do what they want to do in the classroom.
Based on the researchers pre-observation at SMAN 9 Sijunjung, the researcher found many students have of behavior problem. The students goofing off, walking around the room, and talking and disturbing others. The students who have misbehavior make the other students are not comfort in this class, it is teachers’ task to make a good atmosphere in this classroom. The students did not make a noise or bother other students but it is still disturb the effectiveness of English learning process because they are busy with themselves in the classroom without giving their attention to the teachers.
Based on the explanation, teachershas toaggressive on students’ misbehavior because it will influence students’ behavior to be discipline, focus and concentration in the classroom. It would be better for the teachers to manage the classroom as conducive as possiblebecause by managing the classroom the teachers can maintain the behavior of the students
REVIEW OF RELATED LITERATURE Classroom Management
A good classroom management always provides the students with good learning atmosphere in order they can work academically and learn safely in the classroom. Classroom management is teachers way in managing, controlling and carrying the classroom to be better.
By managing the class, teachers will be easy to do English learning process. A good classroom management always provides the students with good learning atmosphere in order they can work academically and learn safely in the classroom.
In addition, classroom management is teachers ability to create and maintain a conducive learning condition, and preventing all of troubles that can obstruct the process of learning. Reynolds and Elaine (2007:465) state that the classroom management refers to the orderly organization of materials and activities and the development of
acceptable students’ behavior within the school learning environment. It means that classroom management involves teachers job in doing all of the organized teaching activities, adopting and adapting teaching materials, and process of controlling the students’ misbehavior in the classroom.
Moreover, classroom management is a process of preparing the class condition that includes everything needed in the class. According to Evertson and Weinstein in Groves (2009:4), classroom management is the actions taken by the teachers to create an environment that supports and facilitates both academic and social-emotional learning. It means that classroom management is an effort doing by the teachers for creating and maintaining the optimal classroom condition that can support teaching and English learning process.
In other hand, Scrivener (2012:1) states that classroom management is the way to manage students learning by organizing and controlling everything which happen in classroom. It means that classroom management can help teachers to solve the problem that appeared during teaching and English learning process by organizing and controlling the classroom. Then, it can help teachers in engaging useful learning environment.
This is indicated that teachers has applied good classroom management.
Referring to the all of experts’ explanation above, the researcher summarizes that classroom management is teachers ways to manage and handle the class. In English teaching learning process that involves everything needed in the classroom during English teaching learning process is happening such as organized teaching activities, engaging his/her classroom during lesson activity, and controlling process toward the students attitude. It is clear that a teacher needs to understand enough about concept of classroom management because the person who is going to do classroom management process in the classroom is a teachers.
Students’Misbehaviour
The factors that influence classroom management comes from the students itself, from factor intern of factor intern. Factor intern relates to students emotional, thought and behaviour. So behaviour problem or students’ misbehaviour can disturb classroom management. According to, Magg (2008: 119), students’ misbehaviour is one of the biggest factors influencing teachers stress and burnout. It means that, a better way to proceed is to respond in ways that are likely to convience the students to abandon their misbehaviour.
In addition, students’ misbehavior will influence to others students and teachers. Mackay (2006:14) explains that misbehaviour are far likely to accur when students feel secure in their relationship with their teacher and when they are able to cope emotionally and socially with school.
Its mean that , the students’ misbehaviour can be happen when the students are close with the teachers or they think that the teachers never respond they act. Eventhougt, it is a little disturb the classroom and it will happen when the students are know about the condition and sosial in the school.
Moreover, Burden and Byrd in Wiseman and Hunt (2008:9) explains that misbehaviour is behaviour that is considered to be inapropriateness and includes any students’ behaviour that is perceive by the teachers to compete with threaten the academic actions at a particular moment. It can be ilustrated by students A to do misbehaviour such as talking with their chairmate, the students wants to get teachers attention and she/he want to the teachers close with her/his but the other side because of need attention from the teachers the students did not listen the material that is explained by the teachers. Furthermore, when se/he is asked by the teachers to do the task she/he can not answer that. It will threaten her/his academic.
Based on the expert explanation above, the researcher summarizes that misbehaviour is causes that can break teachers concentration in the class. Misbehaviour also students unapropriate activity that accurs during students feel secure with the school environment.it can be said that students’
misbehaviour disturb teaching and English learning process.
Type of Students’ Misbehaviour
In applying different type misbehavior that the students do in classroom. According to M. Lee and Bucher (2003:53), identifies the most common misbehaviours, such as: Goofing off, the students goofing off time when do activity in classroom.
Goofing off such the students not doing assigned tasks that given by the teachers, dawdling when make exercise and day dreaming when the teachers give the explanation about material. These problems are not encountered on a daily basis by most educators. Although all educators experience some behaviour problems, variation occurs with individual school, grades, and teachers.
While, Charles in Olsen and Cooper (2003:53) lists five type of classroom misbehaviour in order of seriousness are:
a. Aggression.
Aggression is physical and verbal attacks on the teachers or other students. Thus, the students doing physical and verbal attacks on the teachers or other students.
b. Immorality: lying and cheating
Immorality is an act, such a students chating when do exercise and they are lying when teachers asking. Then, disrespectful actions the students doing disrespectful actions to the teachers.
In classroom the teachers should be focus for the students’ misbehaviour in teaching learning process and make the classroom atmosphere more enjoy and interesting, students cheating when the teachers give some exercise so that the students can more understand about material
c. Defiance of authority.
Defiance of outhority is refusal to do what the teachers requests. The students defiance teachers authority such as role.
d. Class disruption.
Class disruption is such the students talking loudly when teachers explained about material, calling out when teachers explained about material, walking in the room, clowning, and the last tossing object when teacher explained about material. Then, throwing object the students throwing object and classroom disruption when teachers explained about material. The students tossing object like paper, plastic, and bottle. Based on the condition class disruption make the other students not comfort in this class.
In addition, Helena (2010) states that there are several general misbehaviour such as:
a. Unprepared for class
The students unprepared their self to learn such as the students not making to homework and not making the assignment.
b. Lying
The students lie when teachers asking about their homework. So, the students lie to the teachers when they do not make homework.
c. Chating
A students chating when do exercise and they are lying when teachers asking.
From experts explanation above, the are several misbehaviour that coomonly occur in classroom, because they relate one another they of
type misbehaviour. Based type students’
misbehaviour teachers can aggressive on behaviour for example: students walking around the class when the teachers teaching, that is students’
misbehaviour and the teachers should be more aggressive by giving a warning like calling names the students.
Teachers’ Aggression
In managing the classroom while lerning process is running out, the teachers ways to manage and handle the class, and the teachers should aggressive on student behaviour. Moeller (2001:1) defines that aggressive behaviour as any
“intentional act to hurt others, physiclly or psychologically”. It states that the teachers should more attend students misbehaviour. These finding are particulary troublesome, owing to the evident stability of agressive behaviour over time because aggresive behaviour has become notable risk marker for a variety of adolescent problem behaviour.
In addition, Lewis (2008:134) has investigated the effects of aggressive teachers’
behavior in a range of studies involving the perceptions of students and teachers, In both primary and secondary settings. He has also compared the use of aggressive discipline techniques with techniques based on building positive relationships with students through the use of discussion, hinting, involvement in decision- making, and recognizing and rewarding appropriate classroom behavior.
Moreover, Schutz and Michalinos (2009:116) explains that teachers' aggression is may counter with behaviour designed to regain a sense of authority/control. In controling the students in learning prosess teacher has to act, perform and respect on students’ misbehaviour.
Because the students do more misbehaviour in teaching and English learning proses. Thus, the teacher should aggressive on students’ behaviour.
Based on the experts explanation above, the researcher summarizes that teachers’ aggression has become a notable risk marker for a variety of adolescent problem behaviours. Based students misbehaviour will apear teachers’ aggression based on types of misbehaviour. Such as goofing off, walking around the room, talking and disturbing other, based that misbehaviour will appear teacher aggression behaviour such as physical, verbal, relational and indirect.
Types of Aggression
In applying aggressive behaviour can be expressed in three forms: physical, verbal, relational and indirect. All these forms can be manifested in differeent types of aggression.
According to Russel and Edward Donnerstein (1998: 24-26), there are several types of aggression are;
a. Physical Aggression
In physical aggression are pain and injury.
In this procedure, a participant and a confederate are told that the study is concerned with the effect of punishment on learning. Another commonly employed method to study direct physical aggression is to place the participant and the confederate in a situation that requires the confederate to evaluate the participant and later requires the participant to evaluate the confederate.
b. Verbal Aggression
To the victims are rejection and threat.
Often assessed by recording a participants vocal comments to a confederate and counting the frequency of attacts or other negative verbal statement.
c. Indirect
The aggressor is not easily identified by the victims. With the aggressor can help the teachers to change students’ misbehavior.
According to Crick, Grotpeter, and Bigbee (2002:3), there are several types of aggression are;
a. Physical Aggression
Includes activities in which actual physical harm is intertionally done to a person, animal or object. Examples: the teachers will give punishment like pinch the students when they do mistake in teaching and learning process, the teachers will hitt the students when they do mistake in teaching and learning process the teachers will tweak the ears students when they do mistake in teaching and learning process and the teachers will throwing object like pen, eraser and marker the students when they do mistake in teaching and learning process. So, the teacher will do that action when the students doing mistake in English learning process.
b. Verbal Aggression
Involves the use of words to harm another, and it includes behaviors such as the teachers will give punishment like threats students when they students do not make is do assignment that given, the teachers will give warning for the students when they doing mistake in teaching and learning process, the teachers will call names, and cursing the students when the students do make mistake in English learning process.
c. Relational Aggression
Has been suggested, defined as behaviours that harm others through damage such as: the teachers build social relationships or feelings of acceptance with the students, teachers build friendship with the students. While relational aggression tends to be more indirect than other types of aggression, it is just as aversive and cruel.
According Gordon W. Russell (2008:39), there are several types of aggression are;
a. Verbal Aggression
The determination of type a personality relies heavily on the interviewee’s motor behaviors’ during the interview and much less on the actual verbal content of his/her responses. The verbal aggression of teachers reduces students’ to developing a positive attitude toward learning so that behavior prevents the learning of students and it creates hostile emotions on students against learning process.
b. Physical Aggression
The type as among their charges, especially with respect to their physical well-being.
RESEARCH METHOD
The design of this research was descriptive study. According to Gay and Airasian (2000:275), a descriptive study determines and describes the way things are. Descriptive study was chosen because the researcher wants to describe the teachers’ aggression on students’ misbehavior in English learning process at SMAN 9 Sijunjung. In addition, descriptive research has coming very useful now days in investigating many kinds of educational problems include classroom management problems. Thus, by conducting this descriptive research, researcher described deeply of teachers’ aggression on students’ misbehavior in English learning process at SMAN 9 Sijunjung.
RESEARCH FINDINGS
The purpose of this research was to describe the teachers’ aggression on students’
misbehavior in English learning process at SMAN 9 Sijunjung. The researcher wanted to know the implementation of teachers’ aggression on students’ misbehavior in English learning process at SMAN 9 Sijunjung. Based on the Moore’s explanation that is explained in Chapter II, there are six parts oftype students’ misbehavior and four part of type teachers’ aggression which were investigated by the researcher in this research.
They are type of students’ misbehavior; goofing off, aggression, immorality, defiance of authority, class disruption, unprepared. Type of students’
misbehavior taken from three experts, Lee and Bucher (2003:53), Charles in Olsen and Cooper (2003:53), Helena (2010). Thus, the researcher combines the theories based on the expert explanation about type of students’ misbehavior.
They are type of teachers’ aggrssion; physical aggression, verbal aggression, relational aggression and indirect aggression. Type of teachers’
aggression from the three experts, Russel and Edward (1998:24-26), Crick, Grotpeter, and Bigbee (2002:3). Thus, the researcher combines the theories based on the expert explanation about type of teachers’ aggression.
CONCLUSION AND SUGGESTION Conclusion
Classroom management is teachers’ role in creating a good and positive classroom condition which serve the students a good learning experience during teaching and English learning process. Classroom management can be leaved by every teacher because it is clear stated that teachers must have good understanding toward classroom management. In addition, the person who will run the classroom management is teacher.
The main key elements of classroom management that should be understood by the teachers’ aggression on students’ misbehavior in English learning process. Furthermore, teachers’
aggressive on students’ misbehavior will influence teachers’ aggresive in English learning process.
Mainly on students’ misbehavior. Aggressive behaviour is intentional act to hurt others, physically or psychologically and the teacher should more attend students’ misbehaviour. Then, students’ misbehaviour can be happened when the students are close with the teachers or they think that the teachers never respond they act. These activities can disturb English learning process, such as goofing off like walking around the room, talking, class disruption and disturbing others.
In proving that statement, the researcher conducted the descriptive research in SMA N 9 Sijunjung with the purpose to see how are the teachers’ aggression on students’ misbehavior in English learning process. In getting the data, the researcher used two instruments; questionnaire and observation checklist. There were 24 items of questionnaire and observation checklist. All of those instruments were given and done for the teachers only as the respondents.
Based on the research finding, the researcher formulates the conclusion into; the result of both questionnaire and observation shows that the application of the teachers’ aggression on
students’ misbehavior in English learning process at SMAN 9 Sijunjung. It shows by the percentage of the questionnaires between 70 % - 80 % and the categories of the questionnaires are often applied.
Next, the observation checklist and questionnaire show that the four respondent applied all of ways a positive classroom atmosphere in teaching and learning process because the teachers applied a positive classroom atmosphere effectively. It reduces students’ misbehavior and they feel safe in interaction each other. Furthermore, the students also feel comfortable and want to participate actively to learn. Therefore, the process of teaching and learning process run well.
Suggestion
After doing the investigation phase in the field and analyzing the data, the researcher states insightful suggestions at this point. Firstly, all teachers have to understand that classroom management is the key of teaching and learning process and it is part of their important role in teaching. Secondly, teachers also need to know about some supporting elements of classroom management that will help them in creating good and conducive classroom activities. Thirdly, related to the research finding, the researcher suggests that the teachers must be able to understand teachers’
aggression on students’ misbehavior in English learning process and be able to implement it effectively. Overall, this research informs that by teachers’ aggression on students’ misbehavior in English learning process, the process of teaching and learning can be controlled and managed well in teaching and learning process.
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