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
