Judul Skripsi: Analysis of Students' Behavior to Use English in EFL Classroom at SMK Muhammadiyah 2 Bontoala. This research aimed to find out the behavior of the students in the motivation and attention of the students in the English class. The population of this research was the eleventh grade students of SMK Muhammadiyah 2 Bontoala in the academic year 2018/2019 with 30 students as a sample.
The result showed that student behavior in the eleventh grade students of SMK Muhammadiayh 2 Bontoala was good with the average score being 62.54. The researcher concluded that most of the eleventh grade students of SMK Muhammadiyah 2 Bontoala in the academic year 2018/2019. First, the scholar would like to thank Allah Subhananhu Wa Ta‟ala for His blessing, the scholar can complete this thesis as a partial fulfillment of the requirements for the Undergraduate Degree of the Department of English Education, Muhammadiyah University of Makassar.
On this occasion, the researcher would like to express her great and deepest gratitude to her beloved parents, Haris Dg. Erwin Akib, S.Pd., M.Pd., PH.d as the dean of Faculty of Teacher Training and Education Muhammadiyah University of Makassar. All lecturers of English Education Department Faculty of teacher training and education Muhammadiyah University of Makassar for their knowledge, motivation and patience during her study in English department.
The principal of SMK Muhammadiyah 2 Bontoala who gave me a chance to do my research in the school.
Background
The responsibility of the EFL teachers is how they manage the classroom effectively, including their students' behavior. In learning English, EFL teachers not only focus on how to transfer their knowledge, but also manage their class, including students' behavior. This is why it is important for the teachers to discover the factors of the students' behavior that are related to students' perception in order to improve their classroom management and it can have an influence on students' bad behavior.
Most of the previous researchers focused only on teachers' perceptions of students' behavior in the classroom. In order to analyze students' behavior, the current researcher must also understand the types of students' behavior and reasons for students' use of English. Based on the background discussion, the present researcher focused his research on learner behavior, which covers types of learner behavior that occur in learning English, factors that cause their behavior, and ways that the EFL teachers used to deal with the learner. ' behavior.
How the internal factors drive the behavior of the students using English at the Vocational High School in SMK Muhammadiyah 2 Bontoala Makassar. The internal factors driving the behavior of the students using English at the Vocational High School in SMK Muhammadiyah 2 Bontoala.
Significance of the Research
In line with the research questions, the objectives of the research are to find out.
Scope of the Research
It focuses on internal factors that make students to have good behavior such as motivation and attention. Information was obtained through descriptive qualitative research to identify student behaviors reported by EFL teachers and second grade students of Accounting Program of vocational secondary schools at SMK Muhammadiyah 2 Bontoala.
Previous Related studies
All the researchers briefly discussed above focused on only one data source of perception, either on teachers' perceptions or on students' perceptions, but they all dealt with students' behavior which is also the focus of the current research. The novelty of this research that distinguishes it from the previous research in the current research brought both teachers' perceptions and students into conversation.
Some Pertinent Ideas
Nevertheless, this study only focused on investigating the psychological factor that has a strong influence on the performance of English language learners of extension circle students. Nowadays, one of the big problems affecting the English speaking practices of EFL students is undoubtedly the psychological barrier. The behavior of most EFL students who have been learning English for many years, most of them have trouble using the language to speak, while we analyze, but it is also a question of psychology, your faith, your confidence, your strong feelings about yourself.
According to behaviorist theory, language learning is a habit-forming process that involves a period of trial and error in which the child tries to use the correct language, but fails, until it succeeds. Because the chatter was rewarded, this reward reinforces further articulations of the same kind in groupings of syllables and words in a similar situation (Demirezen, 1988). As a result of the process of teaching and learning activities, the positive learning behavior of students will be reflected through the embodiment and characteristic of the learning behavior itself. There are two types of factors that can influence human behavior such as internal factors and external factors.
He considered that motivation is more essential than people's skill and ability in the case of successful language learning, but that motivation must be followed by action to achieve goals. The learner is very aware of learning goals or specific learning activities and directs his/her efforts towards achieving them. Lahaderne (1968) attention was coded if a student engaged in one of the following behaviors:. b) seeing another student talking to the class.
However, girls are more affected by society's attitude towards them. The environment has a significant influence on the development of the individual and on his subsequent behavior and attitude. This can consist of geographical factors: climate, physical features, urban or rural environment - all influence the development of the individual.
The voices the child hears, the food he/she eats or drinks, all have an influence on the child's development. According to the explanation above, there are two factors that influence students' behavior to use English, they are internal and external factors. The researcher believes that using English has a great role for students' behavior because motivation and attention can affect students' learning style to be a good student in the EFL class.
Conceptual Framework
In this research, the researcher only focuses on internal factors such as motivation and attention. It was hoped that this analysis can help teachers understand students' behavior internal factors and can find out the internal factors that cause the students. Application of research designed to describe and analyze students' behavior to use English in EFL class by providing questionnaire.
The survey method leads to a class as a way to investigate how the internal factors of student behavior through analysis results of the students by completing the questionnaire.
Participant
Research Instrument
Procedure of Collecting Data
Technique of Data Analysis
This instrument is used to find out the students' attitude towards the questionnaire, especially in the behavior of the students. Coding was an activity of changing data in the form of letters into another form in which the goal was to facilitate the process of data analysis. Coding was done to place the specific code on the answer sheet (questionnaire) to simplify data processing.
Especially for data taken from the questionnaire, the researcher used percentage analysis to know which factors occur more often that make students behave in the class. This chapter consists of two sections, the findings of the research and the discussion of the research. The finding presents the result of data analysis collected through questionnaire on whether the students' behavior in EFL class deals with the description of the findings in the research.
Findings
As can be seen from the table, 10 (33%) students were marked as having very good behavior. The researcher found that most of the eleventh grade students of SMK Muhammadiyah 2 Bontoala behaved poorly in the EFL class.
Students' Behaviour
Discussion
The first item shows that most students chose “often” that the task given by the teacher can increase their confidence in completing the task. The second item shows that most students often chose to do so and looked for other references to improve their understanding when the teacher's explanation was not optimal. The third item shows that most students often discuss the subject with their teachers and friends in English lessons.
The fifth item shows that most students are always confident that they will be successful in learning English. The seventh item shows that most students often do not give up if they do not learn to understand. The eighth item shows that most students prefer to become discouraged when they fail.
The tenth item shows that most students are often aware of the importance of learning English. The eleventh item shows that most students often notice the most important things when they listen to the learning process. The twelfth item shows that most students are often active in the learning process, such as questions, answers, and so on.
The thirteenth item shows that most students are often disciplined in collecting assignments given by the teacher. The fourteenth item shows that most students are often interested in learning media provided by the teacher in learning. The fifteenth item shows that most students often pay attention to the task given by the teacher.
The sixteenth point shows that most students pay attention to friends during the learning process. The seventeenth point shows that most students are often aware of friends talking or giving ideas in class. The eighteenth point shows that most students often raised their hands to answer the teacher's questions.
Conclusion
Suggestion
It also provides suggestions for both teachers and students involved in the teaching and learning process, regarding student behavior in EFL. The result of this research showed that most of the eleventh grade students in SMK Muhammadiyah 2 Bontoala had high student behavior, but the researcher suggested the teacher to always support the students to learn English and always give them motivation and attention in lesson. Social Psychology and Second Language Learning: The Role of Attitude and Motivation." London: Edward Arnold.
