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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 r ules 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?”
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