Alhamdulillahirabbil‟aalamiin, in the name of Allah, the Most Merciful, the Merciful and the Almighty who never ceases to bless me so that the scholar can complete this thesis. In conducting the study, the researcher realized that she never finished this thesis without the help of other people around me. Giving the highest esteem to both parents; Lahoddin and Siswati and all the researcher's families for their unconditional support and love.
Thank you for the researcher's amazing support systems “Nurhe, Irham, Rafsan, Acce, Ilham and Sukma, thank you for always being my “watch out”.
LIST OF TABLES
INTRODUCTION INTRODUCTION
- Background of the Study
- Problem Statements
- Objectives of the Study
- Significances of the Study
- The Scope of the Study
However, in fact, there is still another component that affects teachers' strategies in overcoming student misbehavior in. What types of student misbehavior are most faced by English teachers in the classroom according to their teaching experiences, gender and school status. Teachers' strategies to overcome student misbehavior according to their teaching experiences, gender and school status.
This study was conducted to discover students' misbehavior and teachers' strategies to overcome these problems according to their teaching experience, gender and school status.
REVIEW OF RELATED LITERATURE
Previous Related Research Findings
A study on teachers' procedures related to student misbehavior in physical education class revealed that misbehavior in PE is very frequent, mainly related to student activity. Consequently, the researcher focused on discovering student misbehavior in the classroom in relation to the teacher's gender, teaching experience and school status. The researcher also included the types of strategies so that the other teacher can implement them in order to overcome the misbehavior of the students.
In addition, the researcher expected that by using this research it would provide guidance for the teacher dealing with student misbehavior.
Concept of Teacher Strategy
- The Definition of Teacher
- The Definition of Teaching Strategy
- Components of Teaching
- Procedure of Teaching Learning Process
- The Type of Misbehavior
- The Strategies to Handle Student Misbehavior
The teachers just walk up to the student while they are still doing the lesson to get the students back on task. It gives students a chance to control their own behavior without any interference from the teacher that draws attention to the student or his/her behavior (Levin & . Nolan, 1996). In other words, the teacher communicates to the student who does not behave what is expected (Burden & Byrd, 2003).
According to Burden and Byrd (2003), consequences should be reasonable, respectful and related to the student's behavior. When students' interest wanes, the teacher can help them by showing interest in the student's work. If a student engages in more serious misconduct, such as fighting, teachers may send the student to the principal.
Conceptual Framework
- Input
- Process
- Output
At this point, the researcher found out about the research participant who was an English teacher. After getting their consent, the researcher asked them to be observed in the process of teaching English as a foreign language. The researcher observed the English teacher who has accepted the invitation as a research participant about 3 times by using observation checklist.
During the observation process, the researcher found out the types of students' misbehavior and the strategies to overcome them. The researcher asked several questions to get the detailed information from the teacher's opinion which was related to the student's misbehavior and strategies to overcome it. The researcher tabulated/transcribed, analyzed, coded and interpreted them in discrete parts to find the teacher's strategies and enable an explanation of the problem statements.
After various activities above, the researcher listed all the types of student misbehavior and strategies used by the English teachers to overcome student misbehavior in the classroom.
RESEARCH METHOD RESEARCH METHOD
- Research Design
- Research Variables
- Setting of the Research
- Research Participant
- Research Instruments
- Observation
- Interview
- Technique of Collecting Data
- Observation Checklist
- Technique of Data Analysis
- Data from Observation Checklist
- Data from Inter view
In this study, the researcher conducted the research in two different secondary schools (state and private school) with the same quality or accreditation. The researcher conducted the research in the eleventh grade of senior secondary school in Makassar city. In addition, the researcher felt that the chronic discipline needs more investigation by specialists in this field.
The researcher filled in the type of students' misbehavior in the observation checklist that emerged based on the process of observation. f) The researcher coded the specific type of teachers. strategies to get the expected data. g). In order to answer problem statements, the researcher will use observation checklist and interview to collect the data. In analyzing the data from observation checklist, the researcher used four steps such as tabulation, analysis of the problems, classification and conclusion.
After analyzing the problem, the researcher began to classify the category of student misbehavior into types of students. The researcher concluded the result from the observation checklist by using the Arikunto scale formula and then interpreting the data in the percentage form. In analyzing the data from the interview process, the researcher used four steps such as transcribing, analyzing the problems, classifying and concluding.
To analyze data from the interview, the researcher made a summary or transcribed data from the informants. After all the data from the tape recorder and the interview were collected, the researcher made a conclusion that related to the theory.
FINDINGS AND DISCUSSION
Research Findings
- The Types of Students’ Misbehaviors
- The Types of Teachers’ Strategies
- Non-Verbal Intervention
- Verbal Intervention
- Situational Assistence
Based on the aforementioned Table 4.1, the female teacher had student misbehavior in the form of disrespect for the teacher and the students (arguing with the teacher, teasing the teacher, talking back or talking to a friend, vulgarity, verbal aggression , speaking rudely and listening to the music) were 8 or 38%. While male teachers showed misbehavior towards students in the form of disrespect towards the teacher and the students (arguing with the teacher, teasing the teacher, talking back or talking to a friend, vulgarity, verbal aggression, speaking rudely and listening to the music listening) were 4 or 19%. Teachers with 1-5 teaching experiences had student misbehavior in the form of verbal interruptions (talking about their turn, humming, laughing, shouting and whispering) at 8 or 53%.
Whereas teachers with 6-10 years had students' misbehavior in terms of physical movement (visiting, passing notes, sitting on the desk, on two chair legs, walking around and throwing paper) was 3 or 17%. Teacher with 1-5 teaching experiences had the student's incorrect behavior in the form of disrespect for the teacher and the students (arguing with the teacher, teasing with the teacher, talking back or with friends, vulgarity, verbal aggression, . talking badly and listening to the music) was 8 or 38%. Whereas teacher with 6-10 years had students' bad behavior in the form of disrespect for the teacher and the students (arguing with the teacher, teasing with the teacher, talking back or with friends, vulgarity, verbal aggression, speaking badly and listening to music) was 4 or 19%.
A teacher who taught in a public school had inappropriate student behavior in the form of physical movement (visiting, passing notes, sitting on a table, on two legs of a chair, walking around and throwing paper) 3 or 17%. A teacher who taught in a private school had inappropriate student behavior in the form of disrespecting the teacher and students (arguing with the teacher, teasing the teacher, talking back or with a friend, vulgarity, verbal aggression, speaking obscenely and listening to music) there were 8 or 38 of them %. A teacher who taught in a public school had students misbehaving in the form of disrespecting the teacher and students (arguing with the teacher, teasing the teacher, talking back or with a friend, vulgarity, verbal aggression, bad talking and listening to music) were 4 or 19 %.
The teacher checks the student by calling the names of students who have misbehaved in the classroom. The teacher used a technique that is a silent question to overcome the students' misbehavior in the class.
- Discussion
- Types of Students’ Misbehaviors
- Students’ Misbehaviors in Terms of the Teachers’ Genders, Their Experience, the Status of the School
- The English’ Teacher Strategies
- English Teachers’ Strategies in terms of Gender, Teaching Experience, and the Status of the School
Based on the results of the observation and interview, the most frequent misbehavior that occurred in the classroom was divided into 4 types. Based on the data collected, playing gadget/handphone and sleeping become the most frequent bad behaviors reported by all the participants. Students who slept during the lesson would not disturb other students, but he/she would miss the lesson material.
According to the results of her study, one of the student misbehaviors the participants encountered while teaching was a lack of concentration. Based on the data obtained, listening to music becomes the most frequent inappropriate behavior reported by all participants. Inappropriate behavior of students according to the gender of the teachers, their experience, the state of the school experience, the state of the school.
In addition to these misbehavior terms above, the researcher also reported other misbehavior according to the teacher's gender, teaching experience, and school status. The students do, which can be explained based on the lack of experience of the teachers. Third, in terms of school status, students in private schools performed more poorly than students in state schools.
English teachers' strategies in terms of gender, teaching experience and the status of the school. Regarding the status of the school, all participants applied different strategies in the classroom.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
BIBLIOGRAPHY
Observation Checklist
- Table 4.2. The distribution of teaching experiences of the English teachers in accordance with the students misbehavior
- 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
The researcher will observe the types of surface misconduct and give (√) if it exists and give (×) if it does not exist. The researcher will add additional information about teachers' coping strategy in the description of teachers. The distribution of teachers' gender in accordance with the problems they encounter in the classroom.
Distribution of English teachers' teaching experiences consistent with student misbehavior. Distribution of the status of the school where the teachers teach according to the problems they encounter in the classroom.
Interview Protocol
Model of Interview Transcript
Interview Transcript
AS: Ya, biasanya yang paling sering saya lakukan ketika siswa nakal di level paling bawah adalah langsung menyebutkan namanya dan bertanya tentang materi yang baru saya jelaskan. Kecuali saya sedang di atas atau dalam artian siswa cenderung agresif, saya biasanya menyuruh mereka untuk menemui saya setelah kelas selesai. Jadi ketika saya mengajar di saat siswa hendak pulang, saya kesulitan menerapkan strategi ini karena siswa terkadang tidak mau mendengarkan karena fokusnya di rumah.
TL : Baiklah Bu, saya akan langsung mulai dengan pertanyaan yang pertama, yaitu apakah Ibu mempunyai pengalaman menghadapi siswa yang nakal di kelas. SM: Mungkin yang paling umum adalah siswa berjalan atau berpindah ke tempat duduk temannya saat proses pembelajaran. Selain itu, tidur di kelas, ngobrol dengan teman, bermain ponsel atau mendengarkan musik melalui headphone, menolak mencatat dan tidak memperhatikan kelas.
SM : Untuk strategi biasanya saya langsung tegur, atau kalau berbuat salah biasanya saya kasih tugas. Ada sebagian siswa yang mempunyai sifat menarik atau tidak bisa diam, sehingga walaupun sudah kita tegur, mereka tetap akan bertingkah.
Documentation
DOCUMENTATION
