STUDENT’S SEATING ARRANGEMENT ON DISRUPTIVE BEHAVIOR IN TEACHING ENGLISH AT SMA EKA SAKTI PADANG
Sonya Ayu Ratri Arjuna1, Mayuasti2, Hevriani Sevrika2
1Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini dilatar belakangi oleh kesalahan posisi tempat duduk siswa yang berprilaku mengganggu dalam proses belajar Bahasa Inggris kelas XI SMA Eka Sakti Padang. Penelitian ini bertujuan untuk mengetahui bagaimana cara guru mengatur posisi tempat duduk siswa yang berprilaku mengganggu dalam proses belajar Bahasa Inggris kelas XI SMA Eka Sakti Padang. Pelaksanaan penelitian ini dapat menemukan informasi dari tipe-tipe tingkah laku dan bagaimana guru mengatur posisi tempat duduk siswa yang berprilaku mengganggu selama proses belajar bahasa inggris. Penelitian ini adalah penelitian kualitatif. Teknik pengambilan sample adalah purposive sampling, karena hanya siswa yang termasuk dalam kategori siswa yang berperilaku mengganggu saja yang menjadi participants. Dalam pengambilan data, peneliti melakukan pengamatan kelas dengan merekam, mencatat semua aktifitas siswa selama proses belajar Bahasa Inggris. Kemudian, peneliti juga mendapatkan tambahan informasi dari guru yang mengajar dengan mewawancarai guru tersebut. Ditemukan dari pengamatan bahwa perilaku berkata tidak sopan dengan guru atau teman, mengganggu siswa yang lain dengan sesuatu hal lalu , tidur di kelas Jadi, perilaku mengganggu siswa diatas dikategorikan kedalam tipe the immature.
Kata Kunci : Pengaturan Tempat Duduk, Perilaku Mengganggu, Mengajar Bahasa Inggris.
INTRODUCTION
Teaching is the process of transferring knowledge from the teacher to the students. In teaching, the teacher is not only transferring knowledge but the teacher must create the classroom to be effectively like students seating arrangement. In seating arrangement, the teacher must create the students seat
position based on the seating creation position. Because in creating students seating position it can impact the teaching to be effect or not.In transferring the knowledge in the classroom, the teacher not only transfers the material but also should knows the students seating position at class
because the student seating arrangement can influence the students’ behavior in teaching process.
Wragg (2001:5) states that the teacher is responsible for managing among other things like, resources and materials, time and space, teaching and learning strategies, relationships in and out of the school, and especially pupil’s behavior from the beginning to the end of their careers. It means thatthe teacher does not give the material about teaching, but the teacher has strategy to make students understand about the lesson.
Bidell and Deacon in Wicaksono (2013:116) state that the students disruptive behavior often defines as naughty studentsinclude in category misbehavior. It means that the students disturb in teaching process, like annoying and do not pay attention in teaching process.
Teaching English as a second language is very challenging, especially to the young learners since, it requires the teachers to have excellent classroom management skills to ensure successful learning. The teacher can manage studentseat in classroom management
and make the best way in the teaching learning process.
In teaching and learning process, the teacher will find some types of students’
behavior. According to Graziano (2009:
395), there are three types of students’
behavior like, appropriate behavior, inappropriate behavior, and disruptive behavior. Before going to know the types of students’ behavior, the writer presents about definition of behavior and after that types of students behavior.
In social relationship need the people to help anything in our life. If they want it, the people must have the unique way to support their activity. In other side, behavior not only comes from the classroom situation, but also it can come from the students seating arrangement, between behavior and seating arrangement have contribution to each others. According to Guez (2000:9), behavior is the way an individual acts towards people, society or objects. It means that behavior is very important thing to build the good relationship with society, especially between student and teacher.
Meanwhile, Kenneth (2002:3) states that behavior is highly determines by the function it serves within the immediate situation; however there are influences on behavior calls environments factors which are not immediately visible in the classroom situation. It can get the point from the statement above, behavior not only focuses one thing but also it is key in relation with people, social, and behavior is a function of the interaction of the individual and human perceived environment because it is very important thing to build the good relationship with society.
In teaching learning process, the teacher usually find out categories for students behavior in the classroom.
According to Appleby (1990:41-46), there are three categories of students’
behavior:
Immature behaviors. It has meaning, the student always ignores when the teacher or the other students are giving suggestion because who thinks human right.
Inattentive behaviors. It is defined into, when the teaching learning process is on going the students always make
other activity that unrelated with academic activity like; cheating, chewing gum, and making other discussion with her/his friends.
Miscellaneous behaviors. It means that cheating, asking will it be on the test and expressing more interest in grades than in learning.
Beside that, Graziano (2009: 395) states that there are three types of students’ behavior were recorded like:
Appropriate study or attention behavior defines as behavior that was suitable for the particular ongoing academic activity, as looking at the teacher when she/he addressing at the class. It can be explained that, the students always follow the rule of teaching learning and also pay attention when the teacher transfer and illustrate the material in the classroom.
Inappropriate non disruptive behavior defines as behavior that was not suitable for the ongoing academic activity. It can be explained while the process the transferring knowledge, some students have always done the activity that sometime does not relate with academic activity items but this behavior is not including to disruptive
behavior because the teacher can manage it.
Disruptive behavior defines as engaging in behavior, both motor and verbal, give influence with the ongoing academic activity for both the target students and others in the class. It means that one or some of students that should is doing activity that give distribution for other element in the classroom (friends/teacher) as a result they are uncomfortable. As far as, the teacher or other student get the disruption from a student in teaching process and they are uncomfortable she/he activity can defines as disruptive behavior
Furthermore, Wilbert et al (2014:177-181) state that there are four types of the students’ behavior that you may see in the classroom:
The attention-seeking, discussion- dominating student. It can get the point from the statement, in teaching learning process some students have been seeking attention from the teacher so that they will search other activity which make them can get the teacher attention.
The inattentive student, it can be explained that some students want to drift off into their own thoughts, stare into their smartphones, or talk with classmates in the middle of your lecture.Then they miss out on what the teacher is saying, so they often disrupt the students around them as well.
The unprepared student, it can be explained for example, the students have usually not prepared about which will learn (missing the some book which has used during teaching learning, do not make home work).
The uncivil and disrespectful student, it has the meaning like the student does not respect about the teacher’s suggestion while who gives bad impact in teaching and learning process.
In teaching learning process the teacher finds some students who have done the activity which give the disruption toward the academic activity like tapping a pencil or pen to their friend, saying impolite word to the teacher or their friend. After the teacher recognizes the students’ disruptive behavior in the classroom, the teacher must know the categories of students’
disruptive behavior that occur in the
teaching and learning process because it determines the effective teaching or not.
According to Levin and Nolan in Meire et al (1996:23-24) disruptive behavior implies learner behavior that inhibits achievement of the teachers purpose. There are three categories of students’ disruptive behavior like:
Behavior that interferes with the teaching and learning act, learner who distracts other learners during lesson presentation, which refuses to follow directions, or displays aggresive behavior. It can get the point from the statement, the students’ disruptive behavior has come to be in teaching learning process if they will do the activity that make the other students get the disruption.
Behavior that inteffers with rights of other learners to learn. The learner who continually calls out while the teacher is explaining content. In my opinion,the learner has always disrupted other students by using high sound from her or his mouth which is one of action can make other students lost concentration and misunderstanding about the lesson.
Behavior that is psychologically (e.g.
learning on the back legs of a chair,
threats to other learners). Usually, the student has the problem with psychology, especially in academic activity in teaching learning process.
RESEARCH METHOD
This design of this research is descriptive research. Gay and Airasian (2000:275) stated that descriptive study determined and described the way things are which means the descriptive study is one way to describe all of information that happen in the research location. In addition, Parse (2001:57) stated that the function of qualitative design is to study intensely a phenomenon to discover pattern and themes about life events when the researcher has specific questions about the phenomenon. It can be concluded that, descriptive research describes all of information in research especially of student’s seating arrangement on disruptive behavior in teaching English at SMA Eka Sakti Padang.
FINDINGS AND DISCUSSION Based on the data analysis above, the researcher finds severalfindings that made by students seating arrangement on disruptive behavior in teaching English at SMA Eka Sakti Padang, the
writer finds out five types of students disruptive behavior from the mountain climber who use bilingual language, the well to do, the game player, the students immature, the learning disable. After doing observation and interview the researcher has analyzed the data.
Furthermore, the researcher can take the conclusion that there are several students’activities that straight to be students’seating arrangement on disruptive behavior categories especially the mountain climbers. In fact, the students that includes in students disruptive behavior always do the sub activity in the mountain climbers like, chatting with their friend during teaching English, habitually comes late to the classroom, and the last always do not make the assignment or homework that the teacher commands.
CONCLUSION
Students’ seating arrangement is classroom seating can change student behavior will generally improve student performance. Disruptive behavior defines as enganging in behavior, motor and verbal, inappropriate with the ongoing academics activity for both the target students and other in the class.
However, the students’ inappropriate and disruptive behavior can influence the teaching learning process because it disrups the activity of teaching.
In other side, the researcher uses qualitative research because in doing research the writer analyzes and describes all of items that relates with students seating arrangement on disruptive behavior in teaching English at senior high school Eka Sakti Padang.
Meanwhile, in this research, the researcher takes the data from three instruments; they are observation, and interview.
Furthermore, the researcher can take the conclusion that there are several students’ activities that straight to be students seating arrangement on disruptive behavior categories especially the mountain climbers. In fact, the students that includes in students disruptive behavior always do the sub activity in the mountain climbers like, chatting with their friend during teaching English, habitually comes late to the classroom, and the last always do not make the assignment or homework that the teacher commands.
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