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ENGLISH TEACHER RESPONSES ON STUDENTS’ MISBEHAVIOUR AT SMA N 2 PADANG
Astari Mirisya1 ,Mayuasti2, Armilia Riza2
1 Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini bertujuan untuk menganalisa tipe-tipe dari English Teacher Responses onStudent’ Misbehaviour di SMA N 2 Padang. Tujuan dari penenlitian ini adalah untuk menganalisis jenis-jenis respon yang digunakan oleh guru bahasa Inggris yang ada di SMA N 2 Padang terhadap students’ misbehavior saat belajar Bahasa Inggris. Adapun jenis-jenis respon menurut Oakland Unified School District (2014) yaitu: Verbal Responses dan Non- verbal Responses. Jenis penelitian ini adalah kualitatif dengan metode deskriptif. Partisipan untuk penelitian ini adalah semua guru bahasa Inggris yang ada di SMA N 2 Padang. Semua guru bahasa Inggris berjumlah tiga orang, dimana masing-masing guru mengajar pada masing-masing tingkat, yaitu tingkat kelas sepuluh, kelas sebelas dan terakhir kelas dua belas. Dari penelitian yang sudah dilakukan oleh peneliti, ketiga guru menggunakan kedua jenis respon, yaitu Verbal responses dan Nonverbal responses. Tipe-tipe respon pada verbal responses yang digunakan oleh guru adalah: Name, Questions, Reminders or Whole class reminder, Choices, Smile or feedback dan Antiseptic Bouncing, dan pada non-verbal responses, tipe-tipe respon yang digunakan oleh guru adalah: Planning Positioning, Proximity, Whititness, dan Signaling. jadi, dapat disimpulkan bahwa guru bahasa Inggris menggunakan verbal response dan non-verbal response untuk merespon students’
misbehaviour di SMA N 2 Padang.
Kata Kunci : Students’ Misbehaviour, Teacher Responses
INTRODUCTION
In teaching and learning process, teachers even meet student’s who has misbehavior when they are studying in the class. It is belong to one of many problems that teachers find while they are teaching like students who show their misbehaves while studying english especially.
Sometimes the problem behavior is serious, such as hitting. Sometimes the behavior may only be annoying to others.
For serious misbehavior, giving the
student a time out is a good way to teach right from wrong. But many times, the problem is not serious enough for a time out. Students sometimes show their misbehave in teaching and learning procees, and it is caused by many factors.
Several factors come from the environment of the class, and several come from the situation in the outside of the classroom or the school. It is important to challenging students’ misbehavior, because in teaching and learning process,
2 students is demanded to always focus and show their pretention in study.
Some teachers also use instructional and management behaviours that contibrute to the students’ misbehaviours.
This is not to say that the students always would have been well behaved if the teachers had been more careful with their teaching techniques. So, good teachers should manage their actions even their characteristic first before they are managing classroom and all of the aspect there, because behavior affect both students and the teachers. When behavior problem arise, teachers often avoid creative instructional approaches because they have to deal with the increased misbehavior. It is why teachers should know how to respondingtheir students misbehavior well.
Based on the researcher’s experience when having teaching and learning practice program in SMA N 2 Padang and do the observation during in that school, the researcher was found that many students showed their misbehave while they are studying. They seemsuninterest, boored and did not focus while studying English especially. Sometimes, some students seem did not pay attention to the teacher while the teacher explain the material. In another case, sometimes the students seems like they are annoying each other or even hitting each other while they
are studying. Commonly cases that the researcher found that the students did not listen the teacher instructions, and they always replay what they teacher said.
The purpose if this research is to analysis what are the English teacher responses on students’ misbehaviour at SMA N 2 Padang, academic year 2017- 2018, because a teacher has important roles in managing their class, especially managing their students while studying English especially. Teachers must give respons or feedback to their students as a evaluations’ form in a learning process. It is why a teacher should responding their student misbehavior, because students misbehavior appear because many aspects and that cannot permited by the teacher.
RESEARCH METHOD
In this research, the researcher used descriptive as research design. The researcher chooses this design because the researcher wanted to analyze and describe types of teacher responses on students’
misbehaviour at SMA N 2Padang.
According to Gay and Airisian (2000:281), selected participant must be able to provide the desire information and willing to provide it to the researcher.
Consider with the criteria of the participant above, researcher chose the participants of this research were all of English teacher ( 3 teachers ) who taught at SMA N 2 Padang,
3 academic year 2017-2018. Every teacher represented every grade in SMA N 2 Padang, there were Ten grade until Twelve grade.
Gay and Airisian (2000:210) argue that descriptive data were usually collected through observation, interviews, questionnaire, personal and official documents, photograph, recordings, drawings, e-mails, telephone, and informal conversation. In this research, the researcher used three items, they were observation checklists, video recorder and field note as instruments of this research.
In analyzing the data about the teacher responses on students’ misbehavior in English learning process, the researcher analyzed the sheet of observation checklist, field note and video recorder.
The researcher used technique of data analysis by Gay, Mills and Airisian (2012). Gay, Mills and Airisian (2012:467) stated there are four steps analyzing the data of the qualitative research:
reading/memoing, describing, classifying and interpreting.
1. Reading / memoing.
Reading or memoing is a process becoming familiar with the data and indentifying main or potential themes.
Reading or memoing is the first step the researcher analyzing the data. In this step, the researcher read and wrote memos about all field notes, observation checklist.
Next, the researcher watched and listened to the record data that was taken when doing observation. The researcher read and watched the data about what were teacher responses on students’ misbehavior in English classroom to got the initial sense of the data.
2. Describing the data.
The next step is describeing the data.
The researcher examining the data in depth to provide detailed descriptions of the setting, participants, and activity. Thus, the researcher had an understanding for the context in which the research that was taking place because the context influenced participants’ actions and understanding. In this time, the researcher described about what were the teachers’
responds on students misbehavior.
3. Classifying the data
Classifying was categorizing and coding pieces of data and grouping them into themes. Category was a classification of ideas or concepts; then, categorization was grouping the data into themes. In this stage, the researcher classified the data based on category that had been made. The researcher classified the data based on the the result of the field-note, observation checklists and video recorder. The researcher categorized the results based on the teachers’ respond on students’
misbehavior that had been explained by the experts.
4 4. Interpreting the data.
The researcher was interpreting and synthesizing the organized data into general understanding. After the researcher got the results of the data, the researcher interpreted the data about what were teachers’ responses on students’
misbehaviour at SMA N 2 Padang.
FINDINGS AND DISCUSSION
From the analysis and description above, the researcher found that all English teacher at SMA N 2 Padang used two types of response by Oakland Unified School District (2014) to responding students’ misbehavior. Oakland Unified School District (2014) claims that in responding students misbehavior, there were verbal responses and non-verbal responses.
Based on the observation, the researcher found that in verbal responses, all English teachers used Name, Questions, Reminders or Whole class reminder, Choices, Smile or feedback, Antiseptic Bouncing and Seating in responding students’ misbehavior at SMA N 2 Padang on any types of students’
misbehavior there. Then, in non-verbal responses, the responses that used by the teachers were Planning Positioning, Proximity, Whititness, and Signaling.
Based on the the data analysis about what were types of responses that the
English teacher used at SMA N 2 Padang, here the researcher concluded the data analysis of this research as a table below :
Response Types of responses
Teachers A B C
Verbal responses
a. Name - -
b. Question
c. Reminders or whole class reminders
d. Choices - -
e. Smile or
feedback - -
f. Antiseptic
Bouncing - -
g. Seating - -
Non- verbal responses
a. Planning
Positioning b. Proximity - - c. Withitness - - d. Signaling - -
CONCLUSION
This analysis considered about English teacher responses on students’
misbehavior at SMA N 2 Padang. To get the data, the researcher conduct the research at SMA N 2 Padang in which the participants of the research are English teachers there (three teachers), and the source of the data is teacher responses on students’ misbehaviour in English learning
5 process. Since there are only three English teacher in that school, all of them are researched. The research was conducted in two week and the data were gotten through observation checklist, video recording and field note.
Based on the result of data analysis and finding in the previous chapter, the researcher puts some conclusions. First, all of English teacher of SMA N 2 Padang used verbal responses and non-verbal responses in responding students’
misbehavior. Second, in verbal responses, there were seven responses that used by the English teacher on responding students misbehaviour, there were Name, Questions, Reminders or Whole class reminder, Choices, Smile or feedback, Antiseptic Bouncing and Seating.
Second, the teacher also used four types of non-verbal responses to responding students’ misbehaviour, there were Planning Positioning, Proximity, Whititness, and Signaling. . The researcher concluded that all of these responses was used effectively and effiently, because among all teacher used these responses to
responding any types of students’
misbehaviour at SMA N 2 Padang.
REFFERENCES
Charles, C.M. (2008). Building classroom discipline, 9th Edition. New York:
Pearson
Gay, L.R and Airasian P.
(2000).Educational Research Competence for Analysis and Application.New Jersey: Prentice Hall Inc.
Gay, L.R, Mills, G.E, and Airasian, P.W.
(2012). Educational Research:
Competencies for Analysis and Applications (10th edition). Boston :pearson
Manning, M.L. & Bucher, K.T.
(2007).Classroom management:
Models, Applications and Cases.
Ohio: Pearson.
Oakland Unified School District (2014).
Some Positive Responses to Student Misbehaviour.Journal of Edutopia.
Woolfolk, A. (2007). Educational psychology (9th edition). Boston, MA:
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