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CLASSROOM MANAGEMENT

IN ENGLISH CLASS OF PANGUDI LUHUR

ELEMENTARY SCHOOL YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ch. Sella S.

Student Number: 111214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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CLASSROOM MANAGEMENT

IN ENGLISH CLASS OF PANGUDI LUHUR

ELEMENTARY SCHOOL YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ch. Sella S.

Student Number: 111214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


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DEDICATION PAGE

I dedicate this thesis to:

My beloved parents

Maturnuwun Bapak Antonius Sukirno and Ibu Lucia Sugiarti

Hidup akan memperlakukanmu sama seperti kamu memperlalukan hidup.

-Antonius Sukirno-

Hidup ini penuh perjuangan, jangan menyerah dan putus asa, kegagalan

merupakan pengalaman yang terindah untuk meraih sukses.

-Lucia Sugiarti-


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ABSTRACT

Suprehatiningsih, Ch. Sella. (2015). Classroom Management in English Class of

Pangudi Luhur Elementary School Yogyakarta. Yogyakarta: Sanata Dharma

University.

This study aims to describe the students’ misbehaviors which happen in

English class of Pangudi Luhur Elementary School Yogyakarta, to analyze the

situations of classroom around which the misbehaviors happen, and to identify the

strategies of the teacher handles those misbehaviors. Teaching young learners

may be challenging. Young learners have physical energy and poor discipline. A

challenging part of teaching is there are unexpected events that occur in the

classroom, such as a behavior problem or misbehavior. Many teachers say that it

is difficult to deal and control the learners’ misbehaviors.

The research problems of this study are (1) What young learners’

misbehaviors are found in the Pangudi Luhur English class? (2) When do the

classrooms’ misbehaviors happen? (3) What are the teacher’s strategies to manage

the students’ misbehaviors?

This research is a qualitative study. The researcher used observations and

interviews as the data gathering technique. The observations were conducted in

two classes. The first class was class 2 PL 4; the researcher conducted the

observations on August 10, 2015 and August 24, 2015. The second class was

class 2 PL 2; the researcher conducted the observations on August 15, 2015 and

August 21, 2015. Meanwhile, the interview of the English teacher was conducted

after the every learning and teaching process had done.

The findings showed that there were two categories of misbehaviors which

happened in English class of Pangudi Luhur Elementary School Yogyakarta. The

first category was verbal misbehavior (VMB) which consisted of chatting,

shouting, laughing, singing, asking again, talking back the teacher, and crying.

The second category was physical misbehaviors (PMB) which consisted of

walking around, teasing classmates, running away, destroying things, playing,

changing seats, dancing, drinking, sleeping, clapping, and rolling. There were

three situations of classroom management that cause the misbehaviors happen.

They were grouping and sitting, giving instruction and monitoring, and timing.

The findings also showed the English teacher’s strategies to control those

students’ misbehaviors. They were rule, giving motivation, and using voice and

body language.

Keywords: classroom management, young learners, misbehaviors


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ABSTRAK

Suprehatiningsih, Ch. Sella. (2015). Classroom Management in English Class of

Pangudi Luhur Elementary School Yogyakarta. Yogyakarta: Sanata Dharma

University.

Penelitian ini bertujuan untuk menggambarkan kenakalan peserta didik

yang biasa terjadi di kelas bahasa Inggris di SD Pangudi Luhur Yogyakarta,

menganalisis situasi di sekitar kelas yang menyebabkan kenakalan itu terjadi, dan

mengidentifikasi strategi yang digunakan guru untuk menangani kenakalan

peserta didik tersebut. Mengajar anak-anak mungkin menantang Anak-anak

memiliki energi fisik dan disiplin yang buruk. Hal yang menantang dari mengajar

adalah adanya kejadian yang tak terduga di dalam kelas, seperti masalah prilaku

atau kenakalan. Banyak guru mengatakan bahwa menangani dan mengontrol

kenakalan peserta didik itu sulit.

Rumusan masalah dalam penelitian ini adalah (1) kenakalan peserta didik

apa saja yang ditemukan di Pangudi Luhur kelas bahasa Inggris? (2) Kapan

kenakalan di kelas terjadi? (3) Strategi apa yang digunakan guru untuk

menangani kenakalan peserta didik tersebut?

Penelitian ini adalah sebuah studi kualitatif. Peneliti menggunakan

observasi dan wawancara sebagai teknik pengumpulan data. Observasi

dilakukan di dua kelas. Kelas pertama adalah kelas 2 PL 4; peneliti menlakukan

observasi pada tanggal 10 Agustus dan 24 Agustus 2015. Sedangkan kelas kedua

adalah kelas 2 PL 2; peneliti melakukan observasi pada tanggal 15 Agustus dan

21 Agustus 2015. Sementara itu, wawancara terhadapa guru bahasa Inggris

dilalukan setiap kali proses belajar mengajar selesai.

Temuan dalam penelitian ini menunjukkan bahwa ada dua kategori

kenakalan yang terjadi di kelas bahasa Inggris di SD Pangudi Luhur Yogyakarta.

Kategori pertama adalah kenakalan verbal (VMB) yang terdiri dari, mengobrol,

berteriak, tertawa, bernyanyi, bertanya lagi, berbicara kembali dengan guru, dan

menangis. Kategori kedua adalah kenakalan fisik (PMB) yang terdiri dari

berjalan-jalan, mengganggu teman sekelas, berlarian, merusak sesuatu, bermain,

mengubah tempat duduk, menari, minum, tidur, bertepuk tangan, berguling-

guling di lantai. Ada tiga situasi dari pengelolaan kelas yang menyebabkan

kenakalan terjadi, yaitu pengelompokan dan posisi duduk, memberi instruksi dan

mengontrol, dan waktu. Temuan dalam penelitian ini juga menunjukkan strategi

yang digunakan guru bahasa Inggris untuk mengontrol kenakalan peserta didik,

yaitu aturan, memberi motivasi, menggunakan suara dan bahasa tubuh.

Kata kunci: classroom management, young learners, misbehaviors


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ACKNOWLEDGEMENTS

First of all, I would like to thank God for His blessing, love, strength, and

guidance for me during the process of finishing my thesis. I believe that this

achievement is nothing without Him. I would also thank Mother Mary for her

grace in my life.

I would like to express my gratitude to my beloved advisor, Dr. Retno

Muljani, M.Pd., for her guidance, kindness, support, and patience to help me in

finishing my thesis. I also thank to her for her time to read and to give beneficial

feedback for my thesis. I sincerely thank Miss Pipin for her support and time to

read and give feedback to my thesis.

My special thanks go to Bruder FX. Teguh Suparno, FIC, S.Pd., the

headmaster of SD PANGUDI LUHUR YOGYAKARTA. I thank him for giving me

permission to conduct this study. I would also give thanks to Mr. Toro, the

English teacher of SD PANGUDI LUHUR YOGYAKARTA for his willingness that

I could conduct the research in his classes.

I would like to express my deep gratitude to my parents, Bapak Antonius

Sukirno and Ibu Lucia Sugiarti for their love, prayers, and support for me

during my study and finally I can finish my thesis. I would also like to thank my

brother and my sister, Patrik Karitas Budi Witjaksono and Angelio Laras

Genoveva for their prayers, and support. I would also give my sincere gratitude to

Mbah Samingun, Mbok Warsi, Mbah Tubiran, Mamak Tuyem, Om Prapto,

Om Luwi, Om Sukadi for their support for me during my study.


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I would also like to express my deep gratitude to Bapak Pareng and Ibu

Ruri Manoni for their prayers, and support for me during my effort in finishing

my thesis. I thank Gabriel Bintang Galuh Wahyu Utomo for the love, care,

understanding, and support for me in my life. I would like to thank him for his

motivation to finishing my thesis.

My special gratitude goes to my friends, who make my life colorful. First,

Fransiska Trimurniati, Fransiska Dona, Rosa Anindya Puspitasari, Merry

Trisnamurti, Stefanny Olive, Br. Titus, Sr. Leo, Veronika Erlina for the love,

support, and sharing from the beginning until the end of my study. Second, mbak

Deta, lek Tiyok, lek Cahyo, mas Leo, Ucok, Liris, mas Heri, Dian, Dwi, Yeni,

Tika, Angga, Henny, PPL’s Friends, and KKN’s friends kelompok 16,

especially Gandha and Kiki for every moment we shared in togetherness.

I would thank UNISON team for the lesson that I have got during my

involvement into the team. I also would like to thank “Team Nari” KMPKS for

supporting me finishing my thesis. Finally, I would also thank to everyone who

are not mentioned here, for the prayers, care, love, support, and help during the

process of finishing my thesis. God may widen His blessing to all of them.

Ch. Sella S.


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TABLE OF CONTENTS

Page

TITLE PAGE ...................................................................................................... i

APPROVAL PAGE ............................................................................................ ii

DEDICATION PAGE ........................................................................................ iv

STATEMENT OF WORK’S ORIGINALITY ................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... vi

ABSTRACT ........................................................................................................ vii

ABSTRAK ............................................................................................................ viii

ACKNOWLEDGMENTS .................................................................................. ix

TABLE OF CONTENTS .................................................................................... xi

LIST OF TABLES .............................................................................................. xiii

LIST OF FIGURES ............................................................................................ xiv

LIST OF APPENDICES ..................................................................................... xv

CHAPTER I. INTRODUCTION ........................................................................ 1

A. Research Background ............................................................................. 1

B. Research Problems .................................................................................. 3

C. Research Limitation ................................................................................ 4

D. Research Objectives ................................................................................ 4

E. Research Benefits .................................................................................... 5

F. Definition of Terms ................................................................................. 6

CHAPTER II. REVIEW OF RELATED LITERATURE .................................. 9

A. Theoretical Description ........................................................................... 9

1. Classroom Management .................................................................... 10

2. Misbehavior ...................................................................................... 16

3. Young Learners ................................................................................. 20

B. Theoretical Framework ........................................................................... 22

CHAPTER III. RESEARCH METHODOLOGY .............................................. 24

A. Research Method .................................................................................... 24

B. Research Setting ................................................................................................ 25

C. Research Participants .............................................................................. 25

D. Research Instrument and Data Gathering Technique ............................. 25

E. Data Analysis Technique ........................................................................ 27

F. Research Procedure ................................................................................. 33


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CHAPTER IV. RESEARCH RESULTS and DISCUSSIONS .......................... 35

A. Research Results ..................................................................................... 35

1. The Types of Misbehaviors............................................................... 35

2. The Situations around which Misbehaviors Occur ........................... 44

3. The Teacher’s Strategies ................................................................... 46

B. Discussions ............................................................................................. 48

1. The Types of Misbehaviors............................................................... 49

2. The Situations around which Misbehaviors Occur ........................... 51

3. The Teacher’s Strategies ................................................................... 54

CHAPTER V. CONCLUSIONS and RECOMMENDATIONS ........................ 57

A. Conclusions ............................................................................................. 57

B. Recommendations .................................................................................. 59

REFERENCES ................................................................................................... 60

APPENDICES .................................................................................................... 64


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LIST OF TABLES

Table Page

2.1 Types of Misbehaviors by Scientific World Journal 2012 ........................... 18

2.2 Modified Types of Misbehaviors of Scientific World Journal 2012 ............ 19

3.1 List of Themes and Sub Themes of Misbehaviors ........................................ 31

4.1 The Common Misbehaviors which Happened .............................................. 50


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LIST OF FIGURES

Figure Page

2.3 Basic Skills of Classroom Management ....................................................... 12

3.1 Example on How the Researcher Categorized the Interview Transcript ...... 29

3.2 Example on How the Researcher Categorized the Results of Taking

Notes ............................................................................................................. 30

3.3 Data Display of Students’ Misbehaviors ...................................................... 32

3.4 A Summary of All Types and Codes Used to Display All Categorized or

Themes .......................................................................................................... 33


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LIST OF APPENDICIES

Appendix Page

Appendix A. Permission Letter ........................................................................... 63

Appendix B. Questions Guideline ...................................................................... 65

Appendix C. Sample of the Results of Interview ............................................... 67

Appendix D. Sample of Observations Taking Notes .......................................... 71


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CHAPTER I

INTRODUCTION

In this chapter, the researcher describes the introduction of the study. The

introduction provides some information related to the research background, the

research problems, the research limitation, the research objectives, and definitions

of terms which are used this chapter.

A. Research Background

Young learners are different from older learners. They have different

characters. In the researcher’s experiences, young learners are naughty, active,

and noisy, and they like to run around and shout to each other. That experience

happened when the researcher was in the six semester and took English for Young

Learners (EYL) course and got an assignment to do some observations in an

Elementary School. At that time, the researcher did the observation in Mangunan

Elementary School. The researcher had different experiences when she conducted

Program Pengalaman Lapangan (PPL) in a vocational high school. The students

were found quiet and little bit noisy. However, they could be control well.

Brewster, et al. (2007) mention the reasons why young learners and older

learners are different. According to them, young learners have a lot of physical

energy and have a wide range of emotional needs. They learn more slowly and

forget easily. They get bored easily and are excellent mimics. They can


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concentrate for long time if they are interested; they can be easily distracted but

also very enthusiastic (p. 27).

Suyanto (2007) says young learners include the students of elementary

school who are six to eight years old. In addition, Scott and Ytreberg (1990)

suggest dividing young learners into two groups. The first suggested group is a

group of students from five to seven, and the second group is from eight to ten or

eleven (p. 1). This study will focus on the first group of young learners who are

seven years old (the second graders of Pangudi Luhur Elementary School

Yogyakarta).

Because of the unique characteristics of young learners, the elementary

school teacher needs classroom management skills to control the students. In fact,

handling classroom management is not easy because there are more than 20

young learners having characters and habits, and even some misbehaviors of the

young learners. Richards and Nunan (1990) explain that classroom management

refers to the ways in which students’ behavior, movement, and interaction during

a lesson are organized and controlled by the teacher. In line with it, Carolyn and

Edmund (2013) say that classroom management is a broad concept that

encompasses the set behaviors and strategies that teacher use to guide students’

behavior in the classroom.

Misbehaviors or behavior problems refer to any behaviors by learners that

interrupt language teaching and learning process (Patron & Bisping, 2008). The

examples of misbehaviors are making faces, dropping objects on purpose,

throwing things to each other, taping signs to peers' backs, writing inappropriate


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comments on the board, talking at improper times, and playing with personal

belongings (Verial, 2011).

Maya and Nila (2014) had done a research on misbehaviors of students in

classroom in a private National Plus School Jakarta. The goal of their study was to

find out misbehaving students an English Classroom based on their observation

and to investigate the strategies employed by experienced teacher and novice

teacher in handling misbehaving students.

In this study, the researcher attempts to investigate the misbehaviors which

happen in the classroom, the way of the English teacher handles those behaviors

and the situations which cause those misbehaviors. As we know that in

classroom, there will be well-behaved students, and misbehaviors students which

make the teacher often gets distressed when he or she has to handle the class. The

results from that investigation will be presented in descriptive form. The

researcher gives description of the misbehavior which happens, the situations

around which misbehavior occurs and the teacher’s strategies in handling those

misbehaviors.

B. Research Problems

In relation the topic of the study, it is expected that the result of the study

would be able to answer the following questions.

1. What young learners’ misbehaviors are found in the Pangudi Luhur’s English

class?

2. When do the classrooms’ misbehaviors happen?


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3. What are the teacher’s strategies to manage the students’ misbehaviors?

C. Research Limitation

In this study, the researcher attempts to focus on common students’

misbehaviors, the way the English teacher handles those behaviors, and the

situations which cause those misbehaviors in Pangudi Luhur Elementary School

Yogyakarta. The researcher assumes that well-behaves usually do not create

problem. The students’ well-behave support the learning teaching process. Since

this study is only a preliminary study so other more comprehensive studies should

follow it.

The researcher chose Pangudi Luhur Elementary School Yogyakarta

because, Pangudi Luhur Elementary School Yogyakarta gives opportunity for the

students to learn English. Pangudi Luhur Elementary School Yogyakarta provides

English extracurricular activities for its students, and the researcher was asked as

the instructor/ teacher from August 2015 until April 2016. Thus, Pangudi Luhur

Elementary School Yogyakarta is selected to be the research setting.

D. Research Objectives

There are three research objectives in this study. They are as follows:

1. To describe the students’ misbehaviors which commonly happen in

English classes.

2. To analyze the situations of classroom around which the misbehaviors

happen.


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3. To identify the strategies of the teacher handles those behaviors.

E. Research Benefits

The study would be beneficial to some people. It is expected that this

research would give benefit for the teachers of English for Young Learners

(EYL), the English Language Education Study Program (ELESP), and further

studies.

1. The Teachers of EYL

This study will help a English teacher to improve his/ her ability in

teaching young learners, especially in managing the classroom . It can help them

to improve their teaching performance, by knowing the situations that cause the

students to conduct misbehaviors, and the strategies to deal with the misbehaviors.

.

2. The English Language Education Study Program (ELESP)

This study will help the English Education Study Program, especially the

students who take English for Young Learners (EYL) class, by informing the

students about young learners and the way to manage the classroom with

misbehaving students. Besides, this study will help and give necessary

information to the students of EYL class when they do observation in elementary

school.


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3. Further Studies

This study provides some information that can be used by the other

researchers as references for their study. Since this study is a preliminary study,

other studies to continue investigating the related topic are suggested.

F. Definition of Terms

The researcher uses some terms from some experts. There are three terms

of this study. They are classroom management, misbehaviors, and young learners.

1. Classroom Management

According to Carolyn and Edmund (2006) classroom management is a

broad concept that encompasses set of behaviors and strategies that teachers use to

guide student behavior in the classroom. Meanwhile, Johnson and Bany (as cited

in Clark & Starr, 1991) explain that classroom management is the process of

establishing and maintaining the internal environment of the group and the

classroom conditions for the attainment of educational gols which consist of

provision and procedure.

In this study, classroom management refers to the strategies of the teachers

which can be used to handle misbehaviors of young learners. The classroom

management is conducted by a teacher in Pangudi Luhur Elementary School

Yogyakarta who teaches in grade two. In fact, grade two students have some

misbehaviors in classroom. Therefore, the teacher is required to manage

misbehaviors of students in the English classroom.


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2. Misbehaviors

Charles (2005) divides the term of behavior into four types. The first term

is behavior. It is everything people do, good or bad, right or wrong, helpful of

useless, productive or wasteful. The second term is desirable school behavior

which means students show self-control, responsibility and consideration and

respect for others, and usually involves cooperation and helpfulness. The third

term is misbehavior. It is a behavior that is inappropriate for the setting or

situation in which it occurs. The last term is classroom misbehavior which means

behavior that through intent or thoughtlessness interferes with teaching or

learning, threatens or intimidates others or oversteps society’s standards of moral,

ethical, or legal behavior.

In this study, classroom misbehavior is a behavior that disturbs teaching

and learning situation in the English classroom. The students make inappropriate

movements, and produce inappropriate verbal comments during the process of

teaching and learning.

3. Young Learners

McDevit and Ormrod (2010) mention that young learners are children who

are six up to ten years old or who are studying in elementary school. According to

Moon (2005), young learners are naturally curious and active. They eagerly

explore their environment and interact with people, and this characteristic helps

them to construct their understanding of the world they live in. In addition, Piaget

(as cited in Brewster Jean, et.al., 2007) presents young learners as actively


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constructing their own thinking by acting upon the physical and social

environment.

In this study, young learners are children at the age of seven who learn

English at Pangudi Luhur Elementary School Yogyakarta. They are active;

however, some cannot concentrate, run around and make a lot of noise during

classes.

All information necessarily explaining the introduction of the research has

been provided in this chapter. The next chapter will review related literature.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the discussion of any literature related to the topic

discussed. As stated in the previous chapter, the objective of this study is to find

out and describe the students’ misbehaviors which common happen in the English

classroom, to know the way the English teacher handling those behaviors and to

investigate the situations which cause those misbehaviors. It is important to base

the study on some related theories to see how the study should be conducted so

that the expected result can be obtained. Related opinions and views from the

experts are considered to provide a strong foundation for this study.

This chapter will be divided into two parts, namely the theoretical

description and the theoretical framework. In the theoretical description, the

researcher will show some related literature of the researcher. Whereas, the

theoretical framework will show the summary of related literature which will be

used to answer the problem formulations.

A. Theoretical Description

There are three points that will be discussed in this part. They are

classroom management, misbehavior and young learners.


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1. Classroom Management

Successful teaching often depends on the ability of the teacher to control

the classroom. Teachers are responsible for managing and controling the process

of learning. It is because when they lose to control classroom, they can get stress

and frustrated.

a. The Definition of Classroom Management

Classroom management is considered an essential part of teaching and

learning process. According to Wong and Wong (2005), classroom management

is all of the things that a teacher does to organize students, space, time, and

materials so that student learning can take place (p. 84). Sternberg and Williams

(2002, p. 384) add that classroom management is a set of techniques and skills

that allow a teacher to control students effectively in order to create a positive

learning environment for all of the students.

Kean University (2009) research conclude sthe following:

Classroom management, as appled to teaching, involves everything that a

teacher must do to carry out his/her teaching objectives. It includes

preparation of plans and materials, structuring of activities into time block,

direct teaching of skills and subject matter, grouping of pupils to provide

for the most efficient use of teacher and pupil time, plans for transition

periods-changing from one activity to another or from one place to another

pupil involvement and motivation, and adequate control of pupils

behavior. (“Classroom Management”, para. 1)

While, according to Carolyn and Edmund (2013) classroom management

is a broad concept that encompasses set of behaviors and strategies that the

teachers use to guide the student’s behavior in the classroom. On the other hand,

Johnson and Bany (in Clark & Starr, 1993) explain that classroom management is

the process of establishing and maintaining the internal environment of the group


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and the classroom conditions for the attainment of educational goals which consist

of provision and procedure.

In this study, classroom management refers to the methods, strategies and

skills of teachers which are used to maintain, control, and manage learners’

behaviors including misbehaviors. As we know, the classroom environment in

young learners is crowded, multidimensional, fast-paced unpredictable and puvlic.

Classroom management refers to the wide variety of techniques that teachers use

to keep students organized, orderly, focused, attentive, on task, and academically

productive during a class. However, this study focuses on misbehaviors which

happen in an English Young Learners classroom, the situations of classroom

around which the misbehaviors happen, and the teacher’s strategies in handling

those misbehaviors.

b. Classroom Management and the Teacher

A teacher is a role play in classroom management, and they are

responsible for creating a well-organized classroom. The teacher has to invest a

great deal of time and effort in creating it.

According to Scrivener (2005), a teacher is required to have some certain

organizational skills and techniques in managing multitude of tasks and situations

can occur at any time in classroom (p. 79). In addition, Scrivener makes a valid

point when he says that a teacher has to be able to look at and read classroom

events as they occur and think of possible option (2005, p. 80). Then there is time

to make suitable decisions and turn into effective and efficient actions (Scrivener,

2005, p. 80).


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Figure 2.1. Basic skills of classroom management. This figure illustrates the basic skills of

classroom management (source: Scrivener, 2005, p.80).

Evertson (2007) states the key components which affect the success in

classroom management are the development of a quality relationship between

teacher and students, good communication, and keeping children on task. By

knowing and understanding the students the teacher can develop the relationship

with the students. Gower, Philips and Walters (2008) emphasize that the teacher

has to consider balancing between being friendly and maintaining discipline (p.

21).

c. The Main Areas of Classroom Management

Lemlech (1999) states that classroom management skills consist of rules

and procedures that help the teacher to run classroom smoothly (p. 10). Evertson

(2007) adds that it is vital for to teacher establish effective classroom management

strategies to use in classrooms, so that children keep on learning. These are the

common of classroom management area.

1) Grouping and Sitting

Look

Looking at

classroom

events minute

by minute

Options

Finding option.

Making

decisions

between one

option to

another

Actions

Doing the

chosen

action


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Scrivener (2005) says that a teacher should be aware of a constant

movement every five minutes which might be, for most students, uncomfortable

(p. 87). Walking around the classroom helps the teacher motivate students to

participate in classroom actively. However, Gower, Philips, and Walters (2008)

point out that too much movement from the teacher might distract the students (p.

25).

2) Giving Instruction and Monitoring

Giving the right instruction for young learners is difficult and challenging.

The instruction should be clear and unnecessary confusion for students.

According to Lemlech (1999), “students want and need to know what, how, and

why.” It means that students must understand what the teacher wants them to do

(p. 11).

A teacher should not start explaining until students are listening and

watching (Gower, Philips, & Walters, 2008, p. 40). Harmer points out that

instructions should be as simple as possible and logical (1998, p. 4). In addition,

Scrivener suggests using wordy instruction in young learners classes are

ineffective and may cause disruption and interruptions (2005, p. 90). In spite of

giving clear instructions, students may have difficulties in following. Hence, the

teacher should walk around the classroom and monitor if the students get

confusing (Scrivener, 2005, p. 93).

Lemlech (1999) suggests three monitoring functions that affect classroom

management. They are checking students’ understanding of assignment


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instructions and of work-in-progress, verifying short-and long-term

accomplishments, and checking upon student behavior (p. 21).

3) Timing

Time management is one of the important classroom management tools.

Lemlech (1999) says that a teacher’s ability for effective timing appears to be

instinctive in some teachers whilst others have to develop it (p. 23). Thornbury

(2010) suggests that the teacher in young learners’ classroom should keep “the

pace of the lesson fairly upbeat”. When planning the lesson, it is wise to consider

using time-controlled activities such as group work, role plays, etc. (Mckenzie,

2006). He adds that transitions from one activity to another need to be smooth

enough for students to easily follow.

d. Managing Students’ Problems Behavior

No teacher wants to have poor discipline in classroom. Therefore, having

good classroom discipline still has behavior problems which occur. Cohen,

Manion, and Morrison (2005) suggest establishing adequate rules controlling

students’ misbehavior as the most effective way to prevent misbehavior (p. 295).

Battagia points out that the teacher has to “remember to dislike the behavior, not

the students (2006). Supported by Cohen, Manion, and Marrison, the teacher

should not criticize the students, but their behavior (2005, p. 304). These are some

strategies which can be used in managing the students’ misbehavior.

a. Rules

Gower, Philips, and Walters (2008) say that a teacher gain respects if:


15

“…the teacher is punctual, well prepared for the lesson, treat students

consistently, and fairly, try not to let personal feelings about individual

students influence the way the teacher treats them as members of the

group, does not ignore problems” (pp. 60-61).

Setting correct rules helps creating a predictable atmosphere that maintains

classroom discipline, decrease disruption and encourage students to use self-

control (Davies, 2007). In addition, Gower, Philips, and Walters (2008) say that

“the most rules are based on moral, personal, legal, safety, and educational

considerations” (p. 295). In conclusion the rules that are design must be easy to

understand and manageable. Students have to know what is or what is not

acceptable.

b. Motivation

According to Donyel (1998, p. 117) motivation has been seen widely

accepted by a teacher as one of the key factor that influence the success of

language learning classroom (as cited in Brewster et al. (2007, p. 218). Brewster

et al. (2007) add that giving the motivation for the students can make them learn

more effectively and enjoyable (pp. 218-219). However, according to Harmer,

“Teacher is not ultimately responsible for students’ motivation since real

motivation occur within each individual (1998, p. 8).

c. Voice and Body Language

Choosing an appropriate quality of voice may irritate students and may

cause disruptive behavior (Harmer, 1998, p. 17). It means that the way a teacher

uses the tone, pace, and volume of their voice has an impact to the students.

A teacher can use body language to clarify and support his/ her words.

Thus, body languages are a beneficial form of non-verbal communication that


16

help reduce unnecessary teacher talking time in classroom and increase students’

understanding and participation during lessons. Scrivener supports the statement,

he suggest developing a set of gesture in order to increase students’ talking time

(2005, p. 95).

2. Misbehavior

a. The Definition of Misbehavior

Charles (2005) divides term of behavior into four terms concerning

behavior. They are behavior, desirable school behavior, misbehavior, and

classroom misbehavior. However, this study focuses in classroom misbehavior.

According to Albert classroom misbehaviors inappropriate acts associated

with students’ pursuit of mistaken goals, which are attention seeking (“Look at

me”), power seeking (“You can’t make me”), revenge seeking (“I’ll get even”), or

withdrawal (dropping out). Such misbehavior appears when the students fail to

achieve their prime goal of acceptance in the classroom.

In conclusion, the researcher concludes that classroom misbehavior refers

to anything students do that make problems in learning processes. Classroom

misbehavior is behavior that disturbs teaching and learning situation in the

English classroom. The students make inappropriate movements, and produce

inappropriate verbal comments during the process of teaching and learning.


17

b. Types of Misbehavior

There are 12 types of misbehavior. They are doing something in private,

talking out of turn, verbal aggression, disrespecting teacher, sleeping, out of the

seat, physical aggressing, non-verbal communication, clowning, playing, lateness

to class, eating/ drinking (Scientific World Journal, 2012).

It seems that those categories too many, and there are some of categories

which do not disturb the teaching learning process. This study focuses on

classroom misbehaviors which disturb the teaching learning process, the

researcher modifies the types.


18

Table 2.1 Types of Misbehaviors by Scientific World Journal 2012

Category Subcategory

Doing something in private

Dealing with personal stuff

Doing homework

Using electronic device (for texting, playing games, surfing webpage, listening

to music

Irrelevant reading

Irrelevant drawing

Talking out of turn

Calling out

Making remarks

Having disruptive conversation

Verbal aggression

Teasing classmates

Attacking classmates

Quarrelling with classmates

Speaking foul language

Disrupting teachers Disobedience/ refusing to carry out instructions

Rudeness/ talking back, arguing with teacher

Non-attentiveness/ daydreaming/

Idleness

Sleeping

Out of seat

Changing seats

Wandering around the classroom

Catching

Running away from the classroom

Habitual failure submitting assignments

Physical aggression

Striking classmates

Pushing classmates

Destroying things

Copying homework

Non-verbal communication Via body language, facial expressions, papers

Clowning

Playing

Lateness to class

Eating/ Drinking

Have not yet prepared textbook

well

Passive engagement in class

Based on the table above, the researcher makes a modification. The

researcher omitting some categories because as the researcher said before this


19

study focuses on misbehaviors which disturb the teaching learning process.

Besides, the researcher incorporates several categories into one category. The

modified types of misbehaviors are provided.

Table 2.2 Modified types of misbehaviors of Scientific World Journal (2012)

Category Subcategory

Verbal Misbehaviors

Calling out

Making remarks

Speaking foul language

Refusing instructions

Talking back with teachers

Asking again

Physical Misbehaviors

Teasing classmates

Attacking classmates

Quarrelling classmates

Sleeping

Changing seats

Walking around

Catching

Running away

Striking classmates

Pushing classmates

Clowning

Playing

Lateness to class

Eating/ drinking

Clapping

Dancing

Singing

Laughing


20

3. Young Learners

a. The Definition of Young Learners

Suyanto (2007) and McDevit and Ormrod (2010) mention that young

learners are students who are in the age 6 – 12 years old or who are studying in

elementary school. Additionally, Suyanto (2007) categorizes young learners into

two groups namely, a younger group in which the students are in the age of 6-8

years old, and an older group in which the students are in the age of 9-12 years

old. Based on the grade level, they also can be put into two groups. They are

lower classes and upper classes. The lower classes include students from grade 1,

2, and 3, whereas the upper classes include students from grade 4, 5 and 6.

According to Slattery and Willis (2001) young learners are developing as

thinkers, understanding the difference between the real and the imaginary. They

can plan and organize how best to carry out an activity, work with others and

learn from others, be reliable and take responsibility for class activities and

routines.

In addition, young learners are very active such as jump, walk, and runs.

They can handle small objects, but cannot button or zip clothing or care for

himself or herself in other ways, get irritable and restless when tired. They are

curious. They move from one activity to another and they enjoy repetition. They

have moods that change quickly; use emotional outbursts to express emotions, to

get what he or she wants, and to show anger and frustration (as cited in

Characteristic of Young Learners).


21

In this study, young learners are the students in the age of six to seven

years old. Young learners are active, emotional, and thinkers. They like play, run,

and walk around. They have good expressions to show what their feeling, such as

are anger, frustration, and boredom.

b. Young Learners in Language Classroom

Piaget (1970) says that young learners are actively constructing his or her

own thinking by acting upon the physical and social environment. Young learners

learning strategies are influenced by their physical and their environment.

Accordingly, it will be difficult to teach young learners if they are not ready yet to

learn (Anning, 1991).

In learning language, young learners respond the language well through

concrete things (visual things) rather than abstract things. They need physical

movements and real activities to stimulate their thinking. They will be enthusiastic

if they are taught using fun activities or being involved in activities and they like

to work together. They love to play, and the best learning is when they are

enjoying themselves.

Besides, in learning language will be found young learners who tend not to

sit still, get bored quickly, like to destroy things around them, often produce rude

words, and show disrespect. Those are examples of misbehavior. According to

Charles (2005), misbehavior is behavior that is inappropriate for the setting or

situation in the process of teaching and learning in the classroom. Thus, young

leaners who like to destroy things around them or produce words can be

considered as showing or conducting misbehaviors.


22

B. Theoretical Framework

The objectives to be achieved in this study, as stated in chapter I, are to

describe the students’ misbehaviors which commonly happen in English

classroom, to analyze the situations of classroom around which the misbehaviors

happen, and to identify the strategies of the teacher to handle those behaviors. In

order to address the research problems, this study implements three major

theories, namely, the theories on classroom management, classroom

misbehaviors, and young learners.

Young learners are the students who are in the age six to twelve years old.

They are in Elementary School (Suyanto, 2007; Teresa & Jeanne, 2010). While

Piaget (1970) says that young learners are actively constructing their own thinking

by acting upon the physical and social environments. Young learners’ learning

strategies are influenced by their physical and their environments.

Furthermore, in answering the first research problem, namely, what the

young learners’ misbehaviors that happen in English classroom are, the

researcher will use the theories of type of misbehavior in the classroom. The

researcher needs to know the types of misbehavior in the English classroom.

Therefore, the researcher implements the theory of types of misbehaviors which

have been modified by Scientific World Journal (2012).

Then, for the second research problem namely, how the situations of

classroom around which the misbehaviors happen are, the researcher uses the

theories of common classroom management areas. The theories are proposed by


23

Scrivener (2005, p. 87), Gower, Philips, and Walters (2008, p. 40), Harmer (1998,

p. 4), Scrivener (2005, p. 93), Thornbury (2010), and Mckenzie, (2006).

While for the third research problem, namely, what the teacher’s

strategies to manage the students’ misbehaviors are, the researcher uses the

theories of managing students’ problems behavior by Davies (2007), Gower,

Philips, and Walters (2008, p. 295), Brewster et al., (2007 pp. 218-219), and

Harmer (1998, p. 17). The researcher observes the teacher’s strategies in handling

classroom misbehaviors. All of the answers to those research problems will be

presented in the descriptive forms.

In this chapter, all the theories related to the classroom misbehaviors for

young learners have been provided. The next is how to implement the theories as

underlying principles to conduct the study.


24

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher will discuss how the study will be

conducted. This chapter consists of six parts. They are the research method, the

research setting, the research participants, the instruments and data gathering

technique, the data analysis techniques, and the research procedure.

A. Research Method

In this study the researcher attempted to analyze the students’

misbehavior, the situations and the teacher’s strategies in handling misbehaving in

English classroom. To accommodate the study, the researcher conducted

qualitative research. A qualitative research is an inquiry process of understanding

a social or human problem, based on building a complex, holistic pictures, formed

with words, reporting detailed views of informants, and conducted in a natural

setting (Creswell, 1994).

The researcher provides the findings in a descriptive form. Then, this

research is descriptive qualitative research. According to Burns and Grove (2003,

p. 201), descriptive research is designed to provide a picture of situation as it

naturally happen. The researcher describes an event or experience, and the process

of featuring the aspects of it. One of the advantages of qualitative descriptive

research is that it gives the researcher a more comprehensive understanding


25

toward complex social phenomena without tendency of impoverishes the rich

information or data into members.

B. Research Setting

The researcher conducted this study at SD Pangudi Luhur Yogyakarta

which is located at Jl. P. Senopati 18, Prawirodirjan, Gondomana, Yogyakarta.

The research was conducted on August, 10, 15, 21, and 24, 2015. The researcher

conducted the research one hour per day.

C. Research Participants

This research was conducted by observing the English classroom in SD

Pangudi Luhur Yogyakarta grade two, and interviewing the English teacher. The

observation was conducted in two classrooms, each of class consisted 30 students.

The classes were chosen by interviewing the teacher, which one cooperative class,

and which one non-cooperative class.

D. Instruments and Data Gathering Techniques

The research instrument aimed to get data to answer research problem.

Therefore, the instruments that were used were observation, and interview.

1. Observation

The researcher used observation sheet. This instrument was used in order

to record data during teaching learning process. The researcher used field notes in


26

this instrument. Ary et al (2010) say, “Field note is the most common method of

recording the data collection during observation.” Marshall and Rossman (2006)

as cited in Ary et al. (2010) state that field notes contained what the observer has

seen and heard. In this study, the focus was on the students’ misbehaviors, the

situations, and the teacher’s strategies in handling the misbehaviors.

The researcher would observe the classroom four times or in other word

four meetings. Two meetings were conducted in 2 PL 4 and two other meetings

were conducted in 2 PL 2. The researcher recorded the process of learning and

teaching process, while the researcher took note. The researcher wrote the

students’ misbehavior that they did, the situation, and the teacher’s strategy to

manage it in the format of taking notes.

2. Interview

Fatterman in Fraenkel and Wallen (1993) say, “Interview is the most

important data gathering technique a qualitative research possesses.” In addition,

Ary et al. (2010) say, “Interview is used to gather data from people about

opinions, beliefs, and feelings about situations in their own word”. The researcher

used interview to get the teacher’s opinions and feelings about classroom

misbehaviors, the situations, and the teacher’s strategies in handling the

misbehaviors.

In this study, the researcher used an interview guide. According to Patton

(2002) an interview guide is a list of the questions explored in the course of an

interview. In this study, the interviewee was the English teacher who teaches in

the second grade of Pangudi Luhur Yogyakarta Elementary School. The interview


27

was conducted after every process of learning and teaching was done. There were

eight items of the interview list. The questionings covered the areas of the

misbehaviors which found in English class, the classroom situations in which

misbehaviors happen, and the teacher’s strategies in handling students’

misbehaviors.

During the interview, the researcher recorded the interviews in order to

avoid missing data, and the researcher also took notes to make sure that the

researcher had collected and saved the data.

E. Data Analysis Technique

In this study, the researcher analyzed the data based on the theories of the

types of misbehaviors (Scientific World Journal, 2012). The researcher also refers

to the theories of common classroom management areas by Harmer (1998, p.4),

Scrivener (2005, p. 87 & p. 93), Mekenzie (2006), Gower, Philips, and Walters

(2008, p. 40), and Thornbury (2010).

Qualitatively, according to Miles and Huberman (1994), the analysis of

qualitative data includes data reduction, data display, and verification. The first

step in analyzing the data is data reduction for example, writing summarize,

coding, and teasing out themes (Miles & Huberman, 1994, p. 10). In this step, the

researcher analyzed all the transcribed data. Firstly, the researcher transcribed the

recording of the learning process, an then checked the data collected. Secondly,

the researcher omitted the irrelevant data to result in relevant data to answer the

research problems. All transcribed data collected from observations of the


28

students’ misbehaviors and interview results about the situations which occurs

misbehaviors happened, and the teacher’ strategies in handling those misbehaviors

were selected and irrelevant data were thrown.

Miles and Huberman (1994, p. 11) add further that qualitative data can be

reduced and transformed in many ways, such as, through selection, through

summary or paraphrase. In this study, the researcher used paraphrase to reduce

and transform the data (see table 3.1). Afterwards, the researcher determined the

themes and sub themes and created coding. The following pages show examples

of data from the interview transcripts, the observations, and the themes and the

sub themes used in the study.


29

*The blue color indicates the situation in the classroom, the yellow color

indicates the misbehaviors, and the gray color indicates the teacher’s strategies

Figure 3.1 Example on How the Researcher Categorized the Interview

Transcript

The next page presents the example on how the researcher categorized the

results of taking notes.


30

*The blue color indicates the situation in the classroom, the yellow color

indicates the misbehaviors, and the gray color indicates the teacher’s strategies

Figure 3.2 Example on How the Researcher Categorized the Results of

Taking Notes

The list of themes and sub themes of misbehaviors will be presented on

the next page.


31

Table 3.1 List of Themes and Sub Themes of Misbehaviors

Category Subcategory Type

Verbal Misbehaviors

Shouting VMB 1

Making remarks VMB 2

Speaking foul language VMB 3

Refusing instructions VMB 4

Talking back with teacher VMB 5

Asking again VMB 6

Laughing VMB 7

Chatting VMB 8

Singing VMB 9

Crying VMB 10


Teasing classmates PMB 1

Attacking classmates PMB 2

Quarrelling classmates PMB 3

Sleeping PMB 4

Changing seats PMB 5

Walking around PMB 6

Catching PMB 7

Running away PMB 8

Striking classmates PMB 9

Pushing classmates PMB 10

Clowning PMB 11

Playing PMB 12

Lateness to class PMB 13

Eating/ drinking PMB 14

Clapping PMB 15

Dancing PMB 16

Rolling PMB 17

Destroying things PMB 18

The second step is data display. Miles and Huberman (1994) explain that

data display is designing to assemble organized information into an immediately


32

acceptable, compact from so that the analyst can see what is happening and either

draw justified conclusion (p.11). In this study, the researcher presented the data in

descriptive form, and it would be supported by table. The last step is verification.

The researcher concluded the finding of the research. Below is the example of

data display of this study.

Figure 3.3 Data Display of Students’ Misbehaviors


33

Figure 3.4 A Summary of All Types and Codes Used to Display All

Categories or Themes

F. Research Procedure

There are some steps done in conducting this study. Firstly, the researcher

observed the English classroom in second grade. By writing field note, the

researcher got the data. The observations were done for five times or five

meetings. Secondly, the researcher interviewed the English teacher after every

meeting. The purpose of the interview was to get more information. The

researcher could combine the results of observation and the results of interview.

The third step was conducting interview to other teacher (non-English teacher).

The purpose was to add some information about the misbehaviors of some

students in classroom, do they do misbehaviors in other class besides in English


34

class or not? The fourth step was transcribing the data gathered from the

interview. The fifth step was comparing the data of observations with the data of

interviews. The sixth step was data reduction. The researcher chose the important

things of the data, and focused on it by giving the color of the data. Then, the

researcher classified the misbehaviors that have been found into the types of

misbehaviors which relate with the expert. The next step was data display. The

results of the observation and interview in descriptive way, and was supported by

table. The last step was verification. The researcher concluded the results of the

research.

In this chapter, the research method, the research setting, the research

participants, the instrument and data gathering technique, the data analysis

technique, and the research procedure have been discussed. The next chapter will

present the research results and all discussion.


35

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter consists of two parts. The first part is the research results and

the second part is the discussion. In the research results part, the researcher

describes the common misbehaviors of the young learners in the study, the

situations around which the misbehaviors occur, and the teacher’s strategies in

handling the misbehaviors. Then, in the discussion part, the researcher describes

the results of the study.

A. Research Results

There are three sections in this part. The first section is describing the

types of misbehaviors in the English classroom. The second section is providing

the data on the situations around which misbehaviors occur. Then, the last section

is describing the teacher’s strategies in handling the misbehaviors.

1. The Types of Misbehaviors

The types of misbehaviors which happened in English class of Pangudi

Luhur Elementary school were chatting, walking around, teasing classmates,

destroying things, playing, running away, laughing, singing, asking again,

changing seats, talking back with teacher, dancing, crying, sleeping, clapping,


36

drinking, rolling in the floor, and shouting. Those types were found in observation

which has been done four times.

The first type was chatting (VMB 8). This type happened when the

researcher conducted the first observation. While the teacher was giving the

instructions, the students chatted (VMB 8). Besides, when the teacher was

explaining, there were some students who did not pay attention. Instead they

chatted with their friends who sat next to them (VMB 8).

This type also was found in the second observation which done. The

teacher gave the instruction about what they would learn. However, the students

were still noisy and did not pay attention to the teacher. They chatted (VMB 8)

with their friends, the first time they just wanted to borrow stationery from their

friends, yet they talked and told each other.

(…they chatted with their friends who sat next to them which caused them

unable to finish their task (VMB 8). Besides, borrowing the stationery

made them chatted with their friends who sit back to them….)

- #TR

(…ngobrol sama teman disebahnya yang mengakibatkan teman yang

diajak ngobrol itu tidak selesai mengerjakan tugasnya. Ngobrol sama

belakangnya hanya karena pinjem alat lalu jadinya ngobrol…) (Interview

2)

In the third observation, the researcher also found this type. At the

beginning of the learning and teaching process, the students were noise. They

chatted loudly (VMB 8). Besides, when the teacher distributed the handouts, the

students also chatted (VMB 8). Then, the teacher said that they would read kinds

of food and drink mentioned in the handout. When the teacher invited the students

to read a handout after him, yet, there were students who chatted (VMB 8). After


37

that, the teacher invited the students to open page ten of their books and they

asked to sing a song together with the title Merry-Go-Round. Moreover, there

were students who chatted (VMB 8).

By interviewing, the teacher said that there were students who did

misbehavior, such as chatted, and played. He added that there was a student who

enjoyed with himself, and he did not more pay attention to the teacher.

(…there are four up to five students who did misbehaviors. One of them is

NK. He seems to enjoy his own world. If he had interacted with his

friends, he did not pay attention to me. I had admonished him so he can

pay attention, yet he still did not do that….) - #TR

(…Ada sekitar empat sampai lima orang, terutama satu anak yang

namanya NK, dia itu seperti asyik dengan dunianya sendiri, kalau sudah

berinteraksi dengan teman disampingnya, omongan saya tidak dihiraukan.

Saya sudah menegur biar dia memperhatikan saya tapi ya begitulah…)

(Interview 3)

The researcher also found this type in fourth observation. Before the

teacher started the lesson, he asked the students to prepare their books. When the

students prepared them, they chatted (VMB 8). After that, the teacher invited the

students to sing a song entitled Merry-Go-Round. Some students seemed to enjoy

the singing, yet there were students who chatted (VMB 8). Next, the teacher asked

the students to take their stationery. While the students were taking their

stationery, they chatted with their friends Next, the teacher asked the students to

take their stationery. While the students were taking their stationery, they chatted

with their friends (VMB 8). In addition, the teacher stated that there were four

students who often did misbehaviors in the classroom. They chatted fluently

(VMB 8).


38

The second type was walking around (PMB 6). The researcher found this

type in all of the observation which had been conducted. When the students did

the exercises from the teacher, they walked around the classroom frequently

(PMB 6). They walked around to see their friends’ answer, disturb their friends,

and ask the teacher again about the instruction.

Besides, this type was found when the teacher explained the material,

there were some students who walked here and there (PMB 6). In the fourth

observation, this type was found when the teacher asked the students to prepare

their books before the lesson was started. While the students prepared them, they

walked around the classroom (PMB 6). Next, the teacher asked the students to

take their stationery. While the students were taking their stationery, they walked

around (PMB 6). Then, the teacher explained the using of yes, I do, and no, I do

not to the students. However, the students did not pay well attention to the

teacher. They walked here and there in classroom (PMB 6).

The third type was teasing classmates (PMB 1). This type was found in

the first observation. While the students were doing the exercises, there were

some of them who teased his friends (PMB 1). The examples of teasing were

those students saw their friends’ work and took his friend’s eraser.

In the second observation, the researcher also found this type. This type

happened in the same situation with the first observation. There were some

students who teased his friends by seeing their friends’ work (PMB 1).

The researcher also found this type in the third and fourth observation. The

example of teasing classmates was there was a student who hit with his friend by


39

a ruler. The other example were taking his friend’s work without permission,

touching his hands on his friend’s head, and swinging her friend’s seat.

The fourth type was destroying things (PMB 18). The researcher found

this type in all of the observation. In the first observation, while the students were

doing their work, there were some students who destroyed things. They dropped

the stationery supplies, ruler, and pencil.

Then, in the second observation, this type was found when the teacher

gave the instruction. There were some students who hit the table by a pencil.

Another example of destroying thing was there was a student who wrote in the

wall using a pencil. This example was found in the third observation, when the

teacher asked the students to do the exercises which were in handout. The

researcher also found this type in fourth observation, that there was a student who

her violin unintentionally.

The fifth type was playing (PMB 12). This type was found in the first

observation. At that time there was a student who played his ruler and pencil. He

made them like an airplane. Then, another example of playing was playing a

scissors. A student cut a paper using a scissors. This one happened in the second

observation when the teacher walked around to monitor the students’ work.

The researcher also found this type in the third observation and fourth

observation. There was a student who played with his pencil as if it was an

airplane. It happened in the third observation, when the teacher explained the

material. Another example of playing happened in the fourth observation. There

was a student who played using a ruler.


40

The sixth type was running away (PMB 8). In the first observation, the

researcher found one of students who ran away in the classroom when the teacher

monitored the students’ work. Then, the researcher also found this type in the

fourth observation. This type happened when the teacher asked the students to

prepare their books. At that time, there was a student who ran away the classroom.

However, the researcher did not find this type in the second and third observation.

The seventh type was laughing (VMB 7). The researcher found this type

in the first observation. There was a student who laughed at his friend’s drawing.

Then, the researcher also found this type in the second observation. When the

teacher entered the class, he gave greeting, “Good morning”, and the students

answered, “Good morning mister Toro.” Then, the teacher said, “Are you ready to

learn English?” the students did not answer teacher’s greeting, they laughed

instead (VMB 7). This is due to the students did not know how to answered, and

then the teacher taught them how to answer the greeting.

Besides, in the third observation, this type was also found. The students

laughed because of the teacher’s drawing. The teacher drew a picture to support

the explanation.

The eighth type was singing (VMB 9). The researcher found this type

only in the first observation and the second observation. The researcher did not

find this type in the third and fourth observation. In the first observation, this type

happened when the students were doing their work. Then, in the second

observation, this type happened when the bell ran; at the end of the learning and

teaching process. However, according to the teacher’s opinion, singing a song did


41

not really disturb the learning process. He added that if there was student who

singing loudly, then, he or she would disturb the learning process

The ninth type was asking again (VMB 6). This type was found in all of

the observation which had been conducted. The students always asked again to

teacher when they were doing the exercises. They asked the teacher to repeat the

instruction frequently or give to help finishing their work.

The tenth type was changing seats (PMB 5). The researcher found this

type in all of the observation, except the first observation. In the second

observation, this type happened when the teacher walked around the classroom to

monitor the students’ work. At that time, there was a student who changed seat.

Then, in the third observation this type was found when the teacher

explained the material. In the fourth observation, the teacher explained the using

of yes, I do, and no, I do not to the students. However, the students did not pay

attention well; there was a student who changed seat.

The eleventh type was talking back with teacher (VMB 5). The researcher

only found this type in the second observation and the fourth observation. In the

middle of the learning and teaching process in second observation, there was an

interruption. While the teacher was distributing the school fee card to the students

by calling the students’ name one by one, the students talked back (VMB 5). They

repeated what the teacher said.

Then, in the fourth observation, the researcher found this type when the

students were asked to do exercises. There were some students who talked back

with the teacher when the teacher repeated the explanations or instructions.


42

The twelfth type was dancing (PMB 16). This type was only found in the

second observation. There were some students who danced because of the bell of

ending the learning and teaching process rang. Nevertheless, there were some

students who did not finish their work.

The thirteenth type was crying (VMB 10). It was same with the twelfth

type. The researcher only found this type in the second observation. At the end of

the learning and teacher process, when the bell rang, the students were noise.

Moreover, there were four students who cried (VMB 10). They could not finish

the task on time. Two of them felt confused how to answer the questions in the

task.

The fourteenth type was sleeping (PMB 4). This type was only found in

the third observation. While the students were doing the exercises, there were two

of them slept. They did not finish their work until the end of the learning and

teaching process.

The fifteenth type was clapping (PMB 15). The researcher only found

this type in the third observation. When the students were doing their exercises,

suddenly there were three of them who clapped their hands.

The sixteenth type was drinking (PMB 14). This type was only found in

the first observation. One of the rules in the classroom was “Don’t drink and

eating”. However, there was a student who drank in the classroom.

The seventeenth type was rolling in the floor (PMB 17). It was same

with the fifteenth type of misbehaviors. The researcher only found this type in the


43

third observation. When the students were doing their exercises, there was a

student who rolled in the floor.

The last type was shouting (VMB 1). This type happened when the

researcher conducted the first observation. When the teacher walked around the

classroom to monitor the students’ work, there were some students who shouted.

Some of them called the teacher, “mister, mister”. They wanted to ask questions

about the exercises and the other just shouted calling their friends. The next

example of shouting was when the bell rang. The students shouted together,

“Horeee” then the classroom became very noisy. The teacher counted one up to

three to control the students quietly. After that, the teacher invited the students to

pray.

Then, the researcher also found this type in the second observation. The

student shouted because they were instructed to write in tegak bersambung style.

This type was also found in the third observation and the fourth observation.

When the teacher was explaining the material, suddenly there were some students

who shouted, “hoee”, calling his/ her friends’ name, “yes”.

In addition, the teacher stated that usually in classroom of elementary

school, there were certain problems. He mentioned the misbehaviors which

happened.

The students of Elementary School especially grade two certainly made

problems in the classroom, which is called misbehaviors, such as walked

around (PMB 6), chatted with their friends (VMB 8), and asked again

although I have given explanation (VMB 6). - #TR

(Namanya juga anak SD kelas dua lagi, pasti ada aja yang bikin masalah

di kelas, misbehaviors, kayak jalan-jalan, ngobrol sama temannya, sudah

diberi penjelasan tapi masi tanya lagi…) (Interview 1)


44

In an interview, the teacher said that there were students who did misbehavior,

such as chatted, and played. He added that there was a student who enjoyed with

himself, and he did not more pay attention to the teacher.

(…there are four up to five students who did misbehaviors. One of them is

NK. He seems to enjoy his own world. If he had interacted with his

friends, he did not pay attention to me. I had admonished him so he can

pay attention, yet he still did not do that….) - #TR

(…Ada sekitar empat sampai lima orang, terutama satu anak yang

namanya NK, dia itu seperti asyik dengan dunianya sendiri, kalau sudah

berinteraksi dengan teman disampingnya, omongan saya tidak dihiraukan.

Saya sudah menegur biar dia memperhatikan saya tapi ya begitulah…)

(Interview 3)

The following part is a part of an interview transcript with the teacher

(…the actors were the same with the last week, JS, KV, NN, and the

student who sat next to you, mbak SL. The other students walked (PMB

6), and asked me (VMB 6). - #TR

(… pelakunya sama seperti minggu kemarin, JS, KV, NN, dan yang duduk

disebelah mu tadi mbak SL. Nah, kalau yang lain cuma maju-maju

kedepan, dan tanya-tanya ini gimana pak…) (Interview 4)

2. The Situations around which the Misbehaviors Occur

There are three situations that the misbehaviors occur. The first situation

was when the teacher walked around the class to monitor the students’

understanding about the materials and to explain an instruction again to the

students who did not understand. The second situation was when the teacher

explained the materials and gave instructions. The students did not listen and

watch the teacher. The third situation was timing.

The first situation was when the teacher walked around the class to

monitor the students’ understanding about the materials and to explain an

instruction again to the students who did not understand. The teacher walked


45

around the students to monitor them and check their understanding. Besides, the

teacher motivated the students to finish their tasks. Firstly, the teacher explained

materials in whole of class, and then he explained more to students individually.

Therefore, some students who did not listen to the teacher’ explanation, they

created inappropriate movements and produced inappropriate verbal comments

which made the classroom noisy.

The teacher explained that it was the consequence. However, the noise did

not disturb the other classroom. The part of an interview transcript as follow.

This is the consequence, I focus on one or two students, and the other were

not. However, it did not disturb the other classes. I have asked to other

teachers whether the noise disturbing or not, and the teachers said “No”,

the noise was not heard. So, the noise was only hear in this class. - #TR

(…Ya resikonya begitu saya, fokus pada satu dua anak yang lain saya

biarin… Ya gak sampai mengganggu kelas sebelah lah. Memang saya

sudah tanya guru sebelah apa mengganggu dan jawabannya tidak. Jadi

ributnya cuma di kelas itu saja, gak sampai kedengaran sebelahnya)

(Interview 3)

The second situation was when the teacher explained the materials and

gave instructions. The instruction which was given by the teacher was unclear. In

fact, the most language that was used Bahasa Indonesia; it seemed that there were

students who asked again, and did not finish the task because of do not know how

to answer. Actually, the teacher has used simple instructions; yet, the students still

did not understand what the teacher meant. Moreover, the teacher gave the

instructions while the students did not ready to listen to the instructions, because

they were noisy.


46

In addition, when the students were asked to do the task, the teacher

walked around the classroom to monitor the students. He checked the students’

work, and gave the instruction again if the students did not understand.

When the researcher conducted the second observation, the researcher

found there were some students who did not finish their task. They said that they

did not know how to do the task. They did not understand. Yet, the teacher asked

them to finish although the time was up. Meanwhile, in the fourth observation, the

researcher also saw that was unable to be distributed completely because the time

was up. Therefore, the exercise for the students was not done in the class, but it at

home.

The last situation was timing. The teacher stated that the situation which

is commonly related the students’ misbehavior was the time, and the most was

when the transitions from one activity to another activity. The students could not

be well controlled.

…when the activity of learning process was paused, e.g. moving activity,

if I gave the order, usually the students would be interrupted by moving….

- #TR

(…cuma pas jeda mau pindah proses belajar yang lain, misalnya pindah,

sekarang mengerjakan ini, pas memberi perintah itu, mereka itu ribut…).

(Interview 3)

3. The Teacher’s Strategies

The most strategy that was used by the teacher in controlling the students’

misbehaviors is admonishing the students. The other strategies were giving a rule,

giving motivating, and using body language and voice. Therefore, the teacher had

to choose the appropriate strategies in handling misbehaviors.


47

The first strategy was giving a rule. The teacher gave the rule at the first

time when he entered the class 2 PL 2 in second observation. The teacher

explained that the students of class 2 PL 2 were different from students of class 2

PL 4. They were more noise.

…making an agreement, if they make noise, the students will clean the

yard of school, and stay in classroom. Mister will give a punishment. The

punishment is writing “I am a good student” in one full of sheet…. - #TR

(…membuat perjanjian kalau membuat keributan maka anak-anak harus

piket diluar kelas, membersihkan halaman sama tinggal dikelas bersama

mister. Mister memberi hukuman menulis dibuku, I am a good student satu

lembar penuh....) (Interview 2)

Meanwhile, in the third observation which was conducted in class 2 PL 2,

the teacher also gave a rule. The students who were noisy and not ready to learn

had to go to the library. Those rules were effective to control the students at that

time.

The second strategy was giving motivation. The teacher controlled the

students’ work by motivating them. The teacher asked the students to finish their

work, and made no noise. If the students were noisy, they would not finish the

work. At that time, when the second observation was conducted, there were

students who did not finish their work, and the time was up. The teacher asked the

students to finish their work first, and then went home. Yet, two of them cried.

The teacher gave the motivation, and spirit to them, and helped to finish their

work.

…I did not run any pre-school program (PAUD) or event taught in pre-

school program. I don’t know. I only said, “Come on be spirited. Your

mothers are still waiting for you”…. - #TR


48

(..Aku belum pernah buka PAUD , belum pernah mengajar di paud.

Gimana ya, tadi sih mister bilang ayo semangat sedikit lagi kok. Tidak

apa-apa mamanya masih menunggu…) (Interview 2)

The last strategy was using body language and voice. The teacher used

body language to get the students’ attention. Such as, the teacher put the finger on

his lips, and the teacher counted one up to three while showed his finger.

Meanwhile, the teacher used the quality of voice. Actually, he was angry but he

tried not to expose his anger to the students. He used smooth voice like a child to

admonish the students who did misbehaviors in classroom.

“…my tone was not angry but it like resembled voice of children. For

example, if you were noisy, you would not take a rest….” - #TR

(…nadanya tak bikin bukan nada marah cuma nada seperti anak kecil

saja, misalnya nanti kalau ramai gak istirahat loh…) (Interview 1)

B. Discussion

In this part, the researcher analyzes the types of misbehaviors, the

situations of classroom around which the misbehaviors happen, and the teacher

strategies in handling the misbehaviors which are stated in the research result. In

analyzing, the researcher uses the theories which are stated in chapter II. There are

three sections in the discussion part. The first section is the discussion of the types

of misbehaviors. Next, the second section is the discussion on the situations of the

classroom around which the misbehaviors happened. The last part is the

discussion on the teacher’s strategies in handling the misbehaviors.


49

1. The Types of Misbehaviors

This part answered the first research problem, what are the young

learners’ misbehaviors that found in the Pangudi Luhur English class?

Classroom misbehavior is inappropriate movements and produce

inappropriate verbal comments of students which happen in classroom that disturb

the learning and teaching process. Based on the results above, the misbehaviors

which commonly happened in English classroom of second grade students in

Pangudi Luhur Elementary School Yogyakarta would be presented in table below.

However, there were two classes of second grade which were observed,

the students of both of the classes made inappropriate behavior. Yet, class 2 PL 2

in the teacher’s opinion, the students of the class were the most difficult to be

controlled than the other classes. The students in class 2 PL 2 made more

misbehavior. In consequence, there were some students who did not finish doing

the work, and they cried (VMB 10) because the time was up. The following part

presents the table of the common misbehaviors which happened.


50

Table 4.1 The Common Misbehaviors which Happened

No Categories/ Themes Types and Codes

1

Verbal Misbehaviors

VMB 8

2 VMB 1

3 VMB 7

4 VMB 9

5 VMB 6

6 VMB 5

7 VMB 10

1


PMB 6

2 PMB 1

3 PMB 8

4 PMB 18

5 PMB 12

6 PMB 5

7 PMB 16

8 PMB 14

9 PMB 4

10 PMB 15

11 PMB 17

*VMB 8 refers to chatting, VMB 1 refers to shouting, VMB 7 refers to laughing, VMB 9

refers to singing, VMB 6 refers to asking again, VMB 5 refers to talking back, VMB 10

refers to crying, PMB 6 refers to walking, PMB 1 refers to teasing classmates, PMB 8

refers to running, PMB 18 refers to destroying things, PMB 12 refers to playing, PMB 5

refers to changing seats, PMB 16 refers to dancing, PMB 14 refers to drinking, PMB 4

refers to sleeping, PMB 15 refers to clapping, and PMB 17 refers to rolling

By comparing with the types of misbehaviors which were modified from

Scientific World Journal (2012), the common misbehaviors above which were

found in the class 2 PL 4, and class 2 PL 2 Pangudi Luhur Elementary School

Yogyakarta would be classified as follows.


51

There were two categories of misbehaviors. The firs category is verbal

misbehaviors (VMB) and the second one is physical misbehaviors (PB). Those

two kinds of namely, VMB 8, VMB 1, VMB 7, VMB 9, VMB 6, VMB 5, VMB

10, PMB 6, PMB 1, PMB 8, PMB 18, PMB 12, PMB 5, PMB 16, PMB 14, PMB

4, PMB 15, and PMB 17. However, by interviewing the English teacher of

Pangudi Luhur Elementary School Yogyakarta, the teacher said that VMB 10, and

VMB 9 did not really disturb the learning and teaching in the class.

In conclusion, teaching young learners is not easy. According to Anning

(1991), teaching young learners will be difficult if they are not ready yet to learn.

They are active and emotional. They like play, run, and walk around. Hence, as a

teacher of young learners, we have to deal with the misbehaviors which they

create in a classroom. A teacher should dislike the misbehaviors not the students.

In addition, Battaglia (2006) points out that the teacher has to “remember to

dislike the behavior, not the students.

2. The Situations of Classroom around which the Misbehaviors Happen

This part answered research problem number two, when do the

classrooms of misbehaviors happen?

Based on the results above, it is concluded that there were three common

situations of classrooms around which the misbehaviors happen. The first

situation is grouping and sitting. The second situation is giving instructions and

monitoring. Then, the last situation is timing.


52

a. Grouping and Sitting

Scrivener (2005) says that a teacher should be aware of a constant

movement every five minutes which might be, for most students, uncomfortable

(p. 87). However, the English teacher grade two in Pangudi Luhur Elementary

School Yogyakarta often walked around the classroom. He decided to move

around the classroom than sitting down.

The teacher monitored the students’ understanding. He explained again

whether the students did not know or understand with the teacher’s instructions.

Meanwhile, the teacher could give the motivation to the students to participate

actively. In consequence, there were students who did inappropriate movements

and produced inappropriate verbal comments which made the classroom noisy,

such as, shouting, destroying things, and changing seat. In addition, Gower,

Philips and Walters (2008) point out that too many movements from the teacher

might distract the students (p. 25). However, the teacher added that the noise did

not disturb the other classes.

b. Giving Instructions and Monitoring

Based on the results above, the students of second grade in Pangudi Luhur

Elementary School Yogyakarta class 2 PL 4 and class 2 PL 2 did not really

understand what the teacher wanted. The teacher started giving the instruction,

but he did not see that the students were not ready to listen to the instruction.

Hence, the students were confused how to do the work, so they asked again about

the instruction, and talked back with the teacher. According to Gower, Philips,


53

and Walters (2008), a teacher should not start explaining until students are

listening and watching (p. 40).

Scrivener (2005) suggests that a teacher should walk around the

classroom, and monitor if the students get confused (p. 93). However, during the

learning and teaching process, the teacher walked around the classroom. The

teacher monitored the students’ work, and gave the instruction again if the

students did not understand.

c. Timing

In the result finding, the teacher said that the situation which commonly

occurred related to the students’ misbehavior was the time, and the most was

when it came to the transitions from one activity to another activity. The students

could not be well controlled. Mckenzie (2006) states that transitions from one

activity to another need to be smooth enough for students to easily follow.

Meanwhile, there were some students who did not finish their work on

time. It was happened due to the students’ disability to be serious. While the

students were doing the task, they did inappropriate movements, and produce

inappropriate verbal comments. In addition, Thornbury (2010) suggests that the

teacher in young learners’ classroom should keep “the pace of the lesson fairly

upbeat”. When making the plan of the lesson, it is wise to consider the usage of

time-controlled activities such as group work, role plays, and doing the work.


54

3. The Teacher’s Strategies

This part answered research problem number three, what are the

teacher’s strategies to manage the students’ misbehaviors?

A teacher has to dislike the misbehaviors, not the students. Cohen,

Manion, and Marrison suggest that the teacher should not criticize the students,

but their behavior (2005, p. 304). Therefore, the teacher needed strategies to deal

with the misbehaviors. Based on the results finding above, it could be concluded

that there were three strategies which were used by the English teacher of grade

two in Pangudi Luhur Elementary School Yogyakarta. The first strategy is making

some rules. Then, the second strategy is giving motivation, and the last strategy is

voice and body language. Those strategies are described as follows.

a. Rules

In managing the behavior problem which happened in the classroom,

teacher created a rule. However, the rule was just created in class 2 PL 2. In the

teacher’s opinion the students of class 2 PL 2 were the most difficult class to

control than other classes. In addition, Cohen, Manion, and Morrison (2005)

suggest establishing adequate rules controlling students’ misbehavior as the most

effective way to prevent misbehavior (p. 295).

Gower, Philips, and Walters (2008) state, “the most rules are based on

moral, personal, legal, safety, and educational considerations” (p. 295). However,

the rule which the teacher has created is, if the students made noise, they would

clean the school’ yard, and stay in the classroom. The teacher would give a

punishment. The punishment was writing “I am a good student” in one full of


55

sheet. Meanwhile, the teacher also gave a rule. The students who were noisy, and

not ready to learn had to go to library. This strategy happened in observation one

(class 2 PL 4) and observation two (class 2 PL 2).

Those rules were effective to control the students’ misbehaviors at that

time. The rules were easy to be understood and manageable. According to Davies

(2007), the correct rules help to create a predictable atmosphere that maintains

classroom discipline, decrease disruption and encourage the students to use their

self-control.

b. Motivation

According to Donyel (1998, p. 117) motivation has been seen widely

accepted by a teacher as one of the key factor that influences the success of

language learning classroom (as cited in Brewster et al. (2007, p. 218). However,

based on the results finding above, the English teacher of grade two in Pangudi

Luhur Elementary School Yogyakarta used motivation to control the students’

work. Brewster et al. (2007) add that giving the motivation for the students can

make them learn more effectively and enjoyable (pp. 218-219)

In addition, there were students who did not finish their work, and the time

was up. The teacher asked the students to finish their work first and then went

home. Yet, two of them cried. The teacher gave the motivation and spirit to them,

and helped to finish their work. This happened when the researcher conducted

observation two (class 2 PL 2). The teacher said, “ayo ayo semangat sedikit lagi

kok, gak papa, mamanya masih nunggu. Yang tidak bisa yang mana?”


56

c. Voice and Body Language

Based on the results above, the teacher used body language to get the

students’ attention. The teacher used body language to clarify and support his

words. Scrivener (2005) suggests that developing a set of gesture in order to

increase students’ talking time (p. 95).

Meanwhile, the teacher used the quality of voice. According to Harmer

(1998), choosing an appropriate quality of voice may irritate the students and may

cause disruptive behavior (p. 17). The teacher’s tone, pace, and volume could be

used to manage the students. When the teacher admonished the students, he liked

using the tone like a child, not an angry tone. He explained that the students were

still young.


57

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, there are two parts. The first part presents the conclusions

of the research. The second part presents some recommendations for English

teachers and future researchers.

A. Conclusions

There are three research problems of this study. The first research problem

is what are the young learners’ misbehaviors that found in the Pangudi

Luhur English class? The second research problem is when do the classrooms

of misbehaviors happen? Then, the last research problem is what are the

teacher’s strategies to manage the students’ misbehaviors?

As the answer to research problem number one, there are two categories of

misbehaviors which common happen in English classroom grade two. The first

category is verbal misbehaviors (VMB) which consist of seven verbal

misbehaviors. They are chatting, shouting, laughing, singing, asking again,

talking back with the teacher, and crying. The second category is physical

misbehaviors (PMB) which consist of eleven physical misbehaviors. They are

walking around, teasing classmates, running away, destroying things, playing,

changing seats, dancing, drinking, sleeping, clapping, and rolling.


58

However, as the answer to research problem number two, three the main

areas of classroom management are grouping and sitting, giving instruction and

monitoring, and timing. Those situations cause the problem of behaviors or

misbehaviors occur in classroom. According to the teacher’s opinion, the most of

situation which often cause misbehaviors is timing. He explains that, when there

are transitions between two activities, misbehaviors occur. The students could not

been controlled well. In addition, the teacher did not prepare the time adequately.

It seemed there were some students who did not finish their work on time.

A teacher should not dislike the students, but the misbehaviors. However,

the teacher has to control the misbehaviors, so that the learning and teaching

process can run smoothly. A teacher has to have the classroom management.

Classroom management refers to the methods, strategies and skills of teachers

which are used to maintain, control, and manage learners’ behaviors including

misbehaviors.

As the answer to research problem number three, it can be concluded that

there are three strategies which were used by English teacher of grade two in

Pangudi Luhur Elementary School Yogyakarta. However, the teacher often used

admonishing to control the students misbehaviors. The first strategy is a rule. This

strategy is applied in class 2 PL 2. Based on the teacher’s opinion, the students of

class 2 PL 2 are different with the students of other classes. They were very noise.

The second strategy is motivation. The teacher motivates the students to finish

their work. The motivation will help the students to learn seriously and enjoyable.

Then, the last strategy is voice, and body language. A teacher’s tone, voice and


59

volume impact the students’ misbehavior. However, the teacher uses smooth

voice like a child to admonish the students who did misbehaviors in classroom.

Meanwhile, the teacher uses body language to get the students’ attention. Besides

the teacher uses body language to clarify and support his words.

B. Recommendations

In this part, the researcher would like to give recommendations to the

teachers of English for Young Learners and future researchers. The

recommendations are presented as follows.

1. The Young Learners’ English Teachers

This is the recommendation for English teachers who teach Young

Learners. The Young Learners’ English teachers can used the some strategies of

classroom management which have been presented in results and discussion of

this study. In this research, the researcher discusses three strategies which are

based on the observation and interview that have been conducted in Pangudi

Luhur Elementary School Yogyakarta. However, the Young Learner’s English

teachers can create, and improve the other strategies of classroom management

which include handling the students’ misbehaviors.

2. Future Researchers

Future researchers can improve the strategies of the teacher in managing

misbehaviors of students. The future researchers can also conduct the observation

of the research in different Elementary School. Thus, the future researchers can

present the strategies which are more simple and effective.


60

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Richards, J. C., & Nunan, D. (1990). Second language teacher education.

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Appendix A

PERMISSION LETTERS


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Appendix B

QUESTIONS GUIDELINE


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1. Bagaimanakah menurut Bapak proses belajar mengajar hari ini?

2. Apakah ada kesulitan?

3. Kesulitannya seperti apa pak? Dari siswanya atau materinya?

4. Kalau dari siswa; apakah ada siswa yang melakukan misbehaviors tadi pak?

5. Misbehaviors seperti apa yang terjadi di kelas tadi pak?

6. Menurut Bapak, apakah misbehaviors tersebut mengganggu proses belajar

mengajar?

7. Apa yang Bapak lakukan untuk mengatasi misbehaviors siswa-siswa tadi?

8. Dari dua kelas yang Bapak ajar, kelas 2 PL 2 dan kelas 2 PL 4, kelas manakah

yang paling susah diatur?


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Appendix C

SAMPLE OF THE RESULTS OF INTERVIEW


68

Meeting 1

2 PL 2

August 15, 2015 13:00:12 a.m.

Interviewer : bagaimana menurut bapak proses belajar mengajar di kelas hari

ini di kelas 2 PL 2?

Teacher : Proses belajar mengajarnya lancar meskipun ada beberapa anak

yang tidak selesai tepat waktu, pada akhirnya mereka selesai. Tapi

ada juga deng satu anak yang gak selesai.

Interviewer : selanjutnya.. dikelas tadi apakah ada beberapa siswa yang

melakukan misbehavior?

Teacher : Banyak, banyak sekali. Terutama murid yang laki-laki. Sudah

diberitahu berkali kali untuk tidak membuat keributan, menjaga

tata tata tertib kelas (batuk) maaf saya sedang batuk, tata tertib

kelas jadi saya harus gimana ya tadi saya harus ekstra, ekstra

memberitahu. Maksudnya, memberitahunya berkali-kali harus

berkali-kali sama anaknya yang bikin ribut itu baru dia paham.

Namun nanti juga kambuh lagi namanya anak kecil.


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Interviewer : Misalnya seperti apa pak misbehavior dikelas tadi?

Teacher : Misbehavior tadi misalnya ngomong sendiri, ngobrol sama

sebelahnya yang mengakibatkan teman yang diajak ngobrol itu

tidak selesai mengerjakan tugasnya seperti itu salah satunya. Yang

lainnya, ngobrol sama belakangnya hanya pinjem alat, gara-gara

pinjem alat tapi gara-gara pinjem alat itu jadi sama ngobrol.

Interviewer : Apakah itu semua mengganggu proses belajar tadi?

Teacher : Tidak juga, kecil sekali. Gak begitu fatal sih. Ngobrol-ngobrol

dikit saya tegur, namun itu balik lagi meskipun sudah dikasih

tahu. Kelas ini beda dengan kelas lainnya, harus ekstra ini,

capeknya double.

Interviewer : Em… terus apa yang dilakukan bapak tadi untuk mengatasi

misbehavior anak selain menegur.? Tadi juga kayak ada membuat

perjanjian.

Teacher : membuat perjanjian, kalau membuat keributan maka anak-anak

harus piket diluar kelas membersihkan halaman sama tinggal

dikelas sama mister Toro. Mister Toro memberi hukuman menulis

dibuku, “I am a good student” satu lembar penuh. Setelah itu baru

boleh pulang, hukumannya kayak gitu biar kapok sih.


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Interviewer : ada beberapa anak siswa yang sudah bel harusnya pulang tapi

belum selesai itu pak terus itu menangis. Bagaimana cara bapak

mengatasinya tadi??

Teacher : aku belum pernah buka paud.. belum pernah mengajar di paud.

Gimana ya, baru tahun ini ada siswa yang menangis gara-gara

belum selesai kerjaannya baru tahu ini. Jadi ya mister tadi sih

mister beri dukungan, “ ayo ayo semangat sedikit lagi kok, gak

papa, mamanya masih nunggu gak mungkin.

*The blue color indicates the situation in the classroom, the yellow color indicates the

misbehaviors, and the gray color indicates the teacher’s strategies


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Appendix D

SAMPLE OF OBSERVATION TAKING NOTES


72

Meeting 2

2 PL 2

August 21, 2015

1. Teacher entered the classroom and great the students.

2. The students were noise.

3. Teacher said if the students were not ready, the learning process would not be

started.

4. The teacher counted one up to five.

5. The students were still not ready.

6. The teacher said, “kalau belum siap lebih baik ke perpus saja”.

7. The students were quiet.

8. The teacher asked, “bawa buku catatan?”

9. The students were asked to prepare their books.

10. The teacher asked, “Are you ready?”

11. The students answered, “Yes”.

12. The teacher gave instructions

13. There were students who did not pay attention. They walked, chatted, shouted,

destroyed things, laughed.

14. The teacher explained the materials.

15. There were students who chatted and played.

16. The teacher admonished them.

17. The teacher distributed worksheets.

18. The teacher asked the student to read together.


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19. There were students who did not read.

20. The teacher read the words first than the students repeated.

21. The students asked to do the tasks.

22. The teacher controlled the students’ understanding by walking around the

classroom.

23. The students were noise. They called the students to ask again.

24. The time was almost up. The teacher asked the students to sing a song

together.

25. The students did not pay attention; they were busy to put their books into their

bags.


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