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commitment, the second teacher pointed that respecting the students is a must. This is done with a simple way, by saying thank you if the students do the expected
behaviors. That kind of respect will enhance the relationship between the teacher and the students even further Cothran et al., 2003. The end result of this is that the
students will do the expected behaviors voluntarily.
b. Organizing Students’ Seat
The third teacher suggested this strategy to reduce the three most common misbehaviors. By knowing the students’ character, a teacher can design the most
effective seats plan. This seats setting is very important to ensure the teaching and learning activities are effective Clark Starr, 1991.
…we arrange the seat of the student carefully so that it will not make them to talk to each other… Interview 3
…kita mengatur denah tempat duduk dengan baik sehingga tidak memicu mereka untuk mengobrol dengan teman
… Wawancara 3
c. Using Group Work
The first teacher pointed about using group work. The teacher believed that group work will make everyone involved and therefore reduce the misbehaviors,
especially the common misbehaviors like clowning, playing, and having disruptive conversation. This will not only make the teaching and learning processes more
effective, but also the interpersonal skill of the students, the way they communicate with others Marzano, Gaddy, and Foseid, 2005.
But if everyone is active and each of them has their own task, I think we can minimalize their chatting time… Interview 1
Tapi kalau semuanya harus aktif dan dibagi tugas, saya kira bisa lebih diminalkan yang ramai dan mengobrol
… Wawancara 1
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d. Setting Up Time Frame
Time frame, according to the first teacher, is effective to stop the students doing unimportant tasks, which in this case are misbehaviors. The teacher needs to
state how much time does the students have to finish a certain task. This will make the students focused on the task.
…If they are given some tasks, we need to give them time frame…Their time for chatting will be minimal… Interview 1
…Tetap kalau misal diberi tugas tertentu, kita beri batasan waktu...Waktunya hanya minimal untuk mengobrol
… Wawancara 1
e. Using Point System
Point system was used by the third teacher in managing the class. If the students misbehave, then their point will be deducted. This is very helpful in
enforcing the commitment that mentioned before. By having a real reward and punishment system, the commitment can be enforced easier. The students will also
behave nicer to avoid the point deduction Mansor et al., 2012. …If the student is chatting and insists in doing so, there is a point system,
there will be point deduction that is needed to be done, but that is not the preferred method… Interview 3
…Misal kalau dia ramai dan tidak mau diperingatkan, ada nilai poin, ada sangsi pengurangan poin yang harus dilakukan, tapi itu salah satu cara yang
kesekian... Wawancara 3
f. Talking with Misbehaving Student Personally
This is perhaps the most important one beside keeping the relationship healthy. A teacher needs to reduce the shown anger in front of the class. Teacher
will lose respect from the students if the teacher often shows anger Cothran et al., 2003. Like the second teacher said, controlling the emotion is very critical. The
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teacher suggested a personal approach with the particular student that is hard to be managed.
…So when the student ares invited to talk, are invited to communicate, they tend to be easier to be asked for their cooperation and that will help in
realizing a comfortable learning condition, minimizing troubles …
Interview 2 …Jadi ketika anak diajak bicara, diajak berkomunikasi, mereka jauh lebih
bisa bekerjasama dan itu akan mendukung kondisi belajar yang nyaman, meminimalisir masalah-masalah.... Wawancara 2
The third teacher also said that the teacher needs to know about his or her
own students’ characters. By knowing the students’ characters, a teacher can use the most effective approach to the particular students. The teacher can also use that
knowledge to talk with the misbehaving student personally. It will help the teacher to adjust the way that the teacher communicates. The students like this quality a lot
and they respect the teacher that does this Mansor et al, 2012. The first thing is that we need to know for sure our students’
characteristics… Interview 3 Yang pertama memang kita harus tahu persis anak-anak kita karakternya
seperti apa.... Wawancara 3 This is what is called caring. The teacher needs to treat the students as his or
her own children. The teacher must not scold the misbehave student directly. The first teacher said that the teacher needs to ask the student why he or she misbehaves
and talk about it. The teacher needs to make the student aware that what he or she does is wrong by intensive communication. Students must be respected as learners
and people Mansor et al., 2012. Treating the students as an object is prohibited for the teachers. Students like
the teacher that wants to understand his or her students more Brown, 2004. The
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second teacher agreed to this by saying that it would be easier if the teacher communicates with the students. By doing so, the students themselves will work
together with the teacher in creating an effective learning environments. The third teacher pointed that if the teacher respects the students, the students will respect the
teacher back. The teacher emphasized on, “I care about you, you care about me.” This is a quality from the teacher that the students like Brown, 2004.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
There are two parts in this chapter. The first part discusses about the conclusions from this research. The second part gives recommendations for English
teachers, lecturers in ELESP, and future researchers.
A. Conclusions
There are three research questions in this research. The first one is “what are the misbehaviors found
in the SMP Maria Immaculata’s English class?” The second one is “what are the English teachers’ opinions about parents’ interference in the
school in accordance to the physical aggression cases? ” The third one is “what are
the teachers’ strategies to manage the classroom while avoiding unnecessary conflicts?
” To answer the first research question, the researcher did the observation and
the questionnaire. From those research method, the researcher gathered the three most common misbehaviors. Those are clowning, playing, and having disruptive
conversation. From the questionnaire, the researcher also gathered their reasons in doing misbehaviors. Their reasons are because they are bored, they hate the teacher,
and they follow their friends that do the misbehavior. From the observation, the researcher observed that the relationship between the students and the teachers was
close. This data was used in the interview to formulate deeper questions.
