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.
