STUDENTS’ DISRUPTIVE BEHAVIOR IN TEACHING LEARNING PROCESS
IN ONE OF SENIOR HIGH SCHOOL IN PADANG
Rahmi Fitri *(11040463)[email protected] **)Sesmiyanti, S,S,M.Pd, dan
**)Rindilla Antika, M.Pd. Staf pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
Abstrak
The purpose of the research was to know the categories of students’ disruptive behavior in teaching learning process. The categories of students’ disruptive behavior in teaching learning process based on Seeman (2010:14-16). Browne and Gordon (2004:6339) state that disruptive behavior is simply the behavior which does not allow the teacher and student for teaching learning process. The methodology of the research is qualitative design and the subject of the research is the students class XI in one of senior high school in Padang. Furthermore, in this research, the researcher use the purposive sampling in collecting sample because only the students that include in categories of students disruptive behavior as the participant. In collecting the data, there are three ways to take the data such as; classroom observation, contributes the questionnaire to the students that include in categories of students disruptive behavior, and interview the teacher that have taught at three same classes like; XI IPA, XI IPS 1, and XI IPS 2 because the researcher needs more information about students disruptive behavior. The finding of the research states that there are five categories of students disruptive behavior based on Seeman (2010:14-16) like; the mountain climbers, the well to do, the game players, the immature, and learning disable. Based on the result of the research about the categories of students’ disruptive behavior, the teacher can solve the problem in teaching learning process.
Penelitian ini bertujuan untuk mengetahui apa saja kategori perilaku mengganggu siswa dalam proses belajar mengajar. Kategori perilaku siswa yang mengganggu dalam proses belajar mengajar berdasarkan teori dari Seeman (2010:14-16). Browne dan Gordon (2004:639) menyatakan perilaku mengganggu adalah perilaku yang tidak diperbolehkan terdapat dalam proses belajar mengajar. Penelitian ini adalah penelitian kualitatif yang mana Subject dari penelitian ini adalah siswa kelas XI di salah satu SMA di kota Padang. Selanjutnya, teknik pengambilan sample pada penelitian ini adalah purposive sampling, karena hanya siswa yang termasuk dalam kategori siswa yang berperilaku mengganggu yang menjadi participants. Dalam pengambilan data, ada tiga cara pengambilan data yaitu; pengamatan kelas untuk mencatat semua aktifitas siswa selama proses belajar mengajar, membagikan angket kepada parcipants yang masuk ke dalam kategori siswa yang berperilaku mengganggu, dan mewawancarai 5 (lima) orang guru yang mengajar di tiga lokal yaitu XI IPA, XI IPS1, dan XI IPS 2, guna mendapatkan tambahan informasi. Hasil penelitian ini menyatakan bahwa ada lima kategori siswa yang berperilaku mengganggu berdasarkan teori Seeman (2010:14-16) yaitu; the mountain climbers, the well to do, the game players, the immature, dan learning disable. Dengan mengetahui kategori perilaku mengganggu tersebut, guru dapat mengatasi masalah yang terjadi dalam proses belajar mengajar.
Key word: Disruptive Behavior, Teaching Learning Process. Senior High School
*) Peneliti
**) Pembimbing
A. INTRODUCTION
Disruptive behavior is one thing that influences the teaching learning process because it can make the process of teaching runs unwell. It can be explained by using example, during teaching learning process the student who distracts other learners and after that they feel the disruption from her/his activity. According to Reinke et al (2001:93) disruptive behaviors recorded when the statements or actions of individual a student or group of students interfere with ongoing classroom activity. It means the disruptive behavior is one of problem that occurs during teaching learning process.
Furthermore, Cooper in Bentham (2002:136) also states that disruptive behavior” “we take this psycho-social problems such as socialized deviancy and delinquency; low self- esteem, anxiety, with drawn and acting out behavior”. It can be defined; that disruptive behavior is problem that occurs in human psychology because it can influence other thing in human life especially human psychology.
However, the students’
inappropriate and disruptive behavior can influence the teaching learning process because it disturbs the activity of teaching.
Bidell and Deacon in Wicaksono (2013:116) state that the students disruptive behavior often defines as naughty students include in category misbehavior. Then, in teaching learning prosess, the teacher not only transfers the knowledge to the students but also the teacher must know the students behavior because it influences the teaching effectiveness. 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 that the teachers do not only come to the class and give the lesson but also recognize what the strategy or approach that suitable with the student’s character.
Furthermore, according to Gordon and Browne (2004:639) disruptive behavior is simply the behavior which does not allow the teacher and student for teaching learning
process. It can defines that disruptive behavior is one problem that really influences the teaching learning process because if the problem occurs it can affect the classroom management especially the students and the teacher lost concentration as a result the teaching and learning will run unwell. Then, Seeman (2010: 14-16) also states that there are five categories of student’s disruptive behavior in teaching learning process likes;
a. The mountain climbers
It can defines as; the students have different ability about English, because most of them still use bilingual language, because they do not use the English language as important thing as a result there are having language difficulties in teaching learning process. For example, the student whispers to a friend during the teacher or even pass notes to consult regarding, and translating the teacher’s instruction.
b. The well to do
It defines as well-off economically or comes from middle or upper class families. In my opinion, the student comes from middle upper economic class as a result it has influenced the student academic to be running unwell. For example, the student uses the cells phone or iPods when the teacher is transferring the lesson in the classroom and ignore the teacher direction.
c.The game player
Which means student and teacher have not good relationship. In other side, the student unlike about rules are made by the teacher as a result they will refuse this and also their can make a feel guilty or will even threaten the teacher to go the higher ups about the matter. For example, the student cheats homework the other students, and manipulation.
d. The students immature
It defines as whom usually are intellectually and/or emotionally underdeveloped and have trouble with learning organizational and reasoning skills. It means some students have been difficulties during teaching process. Moreover, this problem refers to the students’
difficulties in developing the knowledge especially the material that has learned in teaching learning process. For example, saying impolite word to the teacher or other students, sleeping during teaching process, and disrupt other students by taping something.
e.Learning disable
Which means who has the problem about the psychology which means the students have emotional disturbances in learning activity and also they have motor perception problem. For example, the student may be late because of a physical disability, and the students have a hearing or cognitive processing impairment.
Based on explanation above, it can be that the teacher must recognize and understand the problem because to manage learners’ disruptive behavior they may understand it in the context. This understanding requires solid background knowledge of student development, the reasons why learners behave and misbehave, and which categories of disruptive behavior occur most frequently in teaching learning process.
Based on the pre observation at grade 2015/2016 of Senior High School Eka Sakti Padang, researcher found some phenomenon in the teaching learning process because the students also showed some disruptive behavior. First, some students did not pay attention while the teacher is conveying the lesson at the class which means a male student did always come and out from the class without asking permission to the teacher that has been teaching at the class especially in English lesson. Second, the student did not listen what the teacher commanded to make assignment. It can be explained, when the
teacher was commanding to make it. Third, some students were making discussion that unrelated with the lesson. Four, the student was busy doing activity unrelated with lesson during teaching learning process like a taping a pen or pencil to their friend.
Meanwhile, the writer interests to investigate further about student behavior in teaching learning process. Moreover, the researcher also interests to analyze the types of students disruptive behavior in teaching learning process because students disruptive behavior which defines as engaging in behavior, both motor and verbal, inappropriate with the ongoing academic activity for both the target students and other in the class. The purpose of this research is to know the categories of students’
disruptive behavior done the students at grade 2015/2016 at senior high school Eka Sakti Padang.
However in doing research, the researcher only was to know the categories of the students’ disruptive behavior which done by the students at grade 2015/2016 of senior high school Eka Sakti Padang.
Otherwise, this research has simmilar and different finding with the experts above are most of the expert have finding of the research are talking about the categories of students’ disruptive behavior. Then, the different finding of the experts above are cause of students’ disruptive behavior bases on the seating arrangement and classroom management.
B. RESEARCH METHOD
This research employed a descriptive research. Gay and Airasian (2000:275) state that descriptive study determines and describes the way things are which means the descriptive study was one way to describe all of information that happened in the research location. In addition, Parse (2001:57) states 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 study was the activity described all of information in the research location like, what the researcher, has heard, seen, and thought.
Furthermore, the researcher used purposive sampling to get the data from the
sample. Gay and Airasian (2000:138) state that purposive sampling also referred to as judgment sampling which means the researcher selected a sample based on his or her experience or knowledge of the group to be sampled.
In this research, the researcher would choose the participant to support this research because who needed more informations about the students disruptive behavior from the participant. Gay and Airasian (2000:209) state that participant collection is to identify participants who can provide information about particular topic and setting being studied which mean the participant was the student’s who that included in students disruptive behavior categories based on the experts that applied before about the categories of the students’
disruptive behavior. Based on the classroom observation, there were eight students’ that included categories disruptive behavior as on Seeman (2010:14-16) and also they were also as the respondents in contributing the questionnaire.
Beside that, the researcher used three instruments in collecting the data such as;
classroom observation, questionnaire, and interview. In doing classroom observation, the researcher would note the teachers activity and the students activity in teaching learning process. Then, in contributing the questionnaire, the researcher choosed the eight students that included in students disruptive behavior based on Seeman (2010:14-16). Otherwise, to support the data, the researcher also interviewed the five teachers that have taught at three same classes like; XI IPA, XI IPS1, and XI IPS2.
C. FINDINGS AND DISCUSSION Based on the final result of the research, the researcher finds out there are four categories of students disruptive behavior in senior high school Eka Sakti Padang especially at grade 2015/2016 like; there are 3 students that include in the mountain climber categories, 3 students come to the well to do, 3 students come in the game players, and 5 students that include in the immature categories. As on Seeman (2010:14-16) states that there are five categories of students disruptive behavior but in in this research only finds out four categories of
disruptive behavior but in this part, the researcher only explains about the most categories of students disruptive behavior that done by students at grade 2015/2016 at senior high school Eka Sakti Padang is the immature category Seeman (2010:14-16) states that there three indicators of the immature student like;
a.Sleeping in teaching learning process
Based on the classroom observation result, the researcher finds out there are five students that often sleeping in teaching learning process.
Meanwhile, from the result of analyzing the questionnaire that the researcher contributs to the participant, the students above indeed often sleeping during teaching learning process.
Otherwise, it is also supported by interview of the teachers and they state that the students often sleep in teaching learning process.
Meanwhile, Tariq et al (2013) states disrup other student by taping something, saying impolite to other students or the teachers, and sleeping during teaching include in disruptive behavior categories.
b. Saying impolite word to the other students
Based on the classroom observation result, the researcher finds out there are two students that often saying impolite word to their friends in teaching learning process.
Meanwhile, from the result of analyzing the questionnaire, the students above tell the truth they indeed often do this disruptive behavior to their friends especially to female student. Actually, it also supported by script interview from the teachers that have taught at three classes state the students above indeed often saying impolite word to their friends if they make mistake in presenting or explainning in front of class.
Then, Levin and Nolan in Meire et al (1996:23-24) and Ghazi
et al (2013:352) also state that saying impolite word or screaming sound to the teacher or your friends in teaching learning process, and distrup other friends with one of action that can make other students losst concentration and misunderstanding to comprehend of the lesson.
c. Disrup the other students by taping something
Based on the classroom observation result, the researcher finds out there are five students that indeed often disrup the other students by taping something.
Beside that, from the result of analyzing the questionnaire, the students above teall the truth of the questions that the researcher contribut, they often disrup their friend by taping something as a result the other students get disruption from them. Meanwhile, it is also supported by the teachers that have taught at three same classes state in teaching learning process, mostly the teachers seldom get the disruption from the students but the most of the students get the disruption from the other students.
in fact, the students above often disrup the friends by taping something in teaching learning process.
Then, Levin and Nolan in Meire et al (1996:23-24) and Ghazi et al(2013:352) also state that saying impolite word or screaming sound to the teacher or your friends in teaching learning process, and distrup other friends with one of action that can make other students losst concentration and misunderstanding to comprehend of the lesson.
Beside that, the finding of this research also different with Tariq (2010) which means the research study of Tariq wants to know the types and cause of disruptive behavior but this research only wants to know the categories of disruptive behavior done by the students at grade
2015/2016 at senior high school Eka Sakti Padang. In conclusion, this research also has simmilar finding is to know the categories of disruptive behavior done by the students in teaching learning process but the different finding Tariq (2010) also wants to know cause of the disruptive behavior done by the students in teaching learning process.
D. CONCLUSION
In this part, the researcher can take the conclusion that there are several students’ activities that straight to be disruptive behavior categories especially the mountain climbers because base on the analysis and classifying the data that the researcher takes during classroom observation, contribute questionnaire, and interview. Meanwhile, the researcher interprets the type of students disruptive behavior generally comes from them selves.
In fact, the students that includes in students disruptive behavior always do the sub activity in the immature like, distrup other students by taping something, sleeping during teaching, and saying impolite word to other students in teaching process.
ACKNOWLEDGEMENT Assalammu alaikum Wr.Wb.
In the name of Allah, most gracious, most merciful, praise be to Allah who has given me opportunity to finnish this research. Furthermore, to our propet Muhammad SAW who has brought us from the darkness into the lightness. Then, i would like thanks to my first advisor is Mrs.
Sesmiyanti, S.S, M.Pd who has guided me to easy of this research. Unforgetable, my second advisor is Mrs. Rindila Antika,M.Pd who always supports and guides me enjoyable to finish this research about students’ disruptive behavior in teaching learning process in one of senior high school in Padang.
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