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 inc
rease 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.
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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
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