The Types of Misbehaviors
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
37 that, the teacher invited the students to open page ten of their books and they
asked to sing a song together with the title Merry-Go-Round. Moreover, there were students who chatted VMB 8.
By interviewing, the teacher said that there were students who did misbehavior, such as chatted, and played. He added that there was a student who
enjoyed with himself, and he did not more pay attention to the teacher. …there are four up to five students who did misbehaviors. One of them is
NK. He seems to enjoy his own world. If he had interacted with his friends, he did not pay attention to me. I had admonished him so he can
pay attention, yet he still did not do that…. - TR …Ada sekitar empat sampai lima orang, terutama satu anak yang
namanya NK, dia itu seperti asyik dengan dunianya sendiri, kalau sudah berinteraksi dengan teman disampingnya, omongan saya tidak dihiraukan.
Saya sudah menegur biar dia memperhatikan saya tapi ya begitulah… Interview 3
The researcher also found this type in fourth observation. Before the
teacher started the lesson, he asked the students to prepare their books. When the
students prepared them, they chatted VMB 8. After that, the teacher invited the
students to sing a song entitled Merry-Go-Round. Some students seemed to enjoy
the singing, yet there were students who chatted VMB 8. Next, the teacher asked
the students to take their stationery. While the students were taking their stationery, they chatted with their friends Next, the teacher asked the students to
take their stationery. While the students were taking their stationery, they chatted with their friends VMB 8. In addition, the teacher stated that there were four
students who often did misbehaviors in the classroom. They chatted fluently VMB 8.
38
The second type was walking around PMB 6. The researcher found this
type in all of the observation which had been conducted. When the students did the exercises from the teacher, they walked around the classroom frequently
PMB 6. They walked around to see their friends’ answer, disturb their friends, and ask the teacher again about the instruction.
Besides, this type was found when the teacher explained the material, there were some students who walked here and there PMB 6. In the fourth
observation, this type was found when the teacher asked the students to prepare their books before the lesson was started. While the students prepared them, they
walked around the classroom PMB 6. Next, the teacher asked the students to take their stationery. While the students were taking their stationery, they walked
around PMB 6. Then, the teacher explained the using of yes, I do, and no, I do not
to the students. However, the students did not pay well attention to the
teacher. They walked here and there in classroom PMB 6. The third type
was teasing classmates PMB 1. This type was found in
the first observation. While the students were doing the exercises, there were some of them who teased his friends PMB 1. The examples of teasing were
those students saw their friends’ work and took his friend’s eraser. In the second observation, the researcher also found this type. This type
happened in the same situation with the first observation. There were some students who teased his friends by seeing their friends’ work PMB 1.
The researcher also found this type in the third and fourth observation. The example of teasing classmates was there was a student who hit with his friend by
39 a ruler. The other example were taking his friend’s work without permission,
touching his hands on his friend’s head, and swinging her friend’s seat.
The fourth type was destroying things PMB 18. The researcher found
this type in all of the observation. In the first observation, while the students were doing their work, there were some students who destroyed things. They dropped
the stationery supplies, ruler, and pencil. Then, in the second observation, this type was found when the teacher
gave the instruction. There were some students who hit the table by a pencil. Another example of destroying thing was there was a student who wrote in the
wall using a pencil. This example was found in the third observation, when the teacher asked the students to do the exercises which were in handout. The
researcher also found this type in fourth observation, that there was a student who her violin unintentionally.
The fifth type was playing PMB 12. This type was found in the first
observation. At that time there was a student who played his ruler and pencil. He made them like an airplane. Then, another example of playing was playing a
scissors. A student cut a paper using a scissors. This one happened in the second observation when the teacher walked around to monitor the students’ work.
The researcher also found this type in the third observation and fourth observation. There was a student who played with his pencil as if it was an
airplane. It happened in the third observation, when the teacher explained the material. Another example of playing happened in the fourth observation. There
was a student who played using a ruler.
40
The sixth type was running away PMB 8. In the first observation, the
researcher found one of students who ran away in the classroom when the teacher monitored the students’ work. Then, the researcher also found this type in the
fourth observation. This type happened when the teacher asked the students to prepare their books. At that time, there was a student who ran away the classroom.
However, the researcher did not find this type in the second and third observation.
The seventh type was laughing VMB 7. The researcher found this type
in the first observation. There was a student who laughed at his friend’s drawing. Then, the researcher also found this type in the second observation. When the
teacher entered the class, he gave greeting, “Good morning”, and the students answered, “Good morning mister Toro.” Then, the teacher said, “Are you ready to
learn English
?” the students did not answer teacher’s greeting, they laughed instead VMB 7. This is due to the students did not know how to answered, and
then the teacher taught them how to answer the greeting. Besides, in the third observation, this type was also found. The students
laughed because of the teacher’s drawing. The teacher drew a picture to support the explanation.
The eighth type was singing VMB 9. The researcher found this type
only in the first observation and the second observation. The researcher did not find this type in the third and fourth observation. In the first observation, this type
happened when the students were doing their work. Then, in the second observation, this type happened when the bell ran; at the end of the learning and
teaching process. However, according to the teacher’s opinion, singing a song did
41 not really disturb the learning process. He added that if there was student who
singing loudly, then, he or she would disturb the learning process
The ninth type was asking again VMB 6. This type was found in all of
the observation which had been conducted. The students always asked again to teacher when they were doing the exercises. They asked the teacher to repeat the
instruction frequently or give to help finishing their work.
The tenth type was changing seats PMB 5. The researcher found this
type in all of the observation, except the first observation. In the second observation, this type happened when the teacher walked around the classroom to
monitor the students’ work. At that time, there was a student who changed seat. Then, in the third observation this type was found when the teacher
explained the material. In the fourth observation, the teacher explained the using
of yes, I do, and no, I do not to the students. However, the students did not pay
attention well; there was a student who changed seat.
The eleventh type was talking back with teacher VMB 5. The researcher
only found this type in the second observation and the fourth observation. In the middle of the learning and teaching process in second observation, there was an
interruption. While the teacher was distributing the school fee card to the students
by calling the students’ name one by one, the students talked back VMB 5. They
repeated what the teacher said. Then, in the fourth observation, the researcher found this type when the
students were asked to do exercises. There were some students who talked back with the teacher when the teacher repeated the explanations or instructions.
42
The twelfth type was dancing PMB 16. This type was only found in the
second observation. There were some students who danced because of the bell of ending the learning and teaching process rang. Nevertheless, there were some
students who did not finish their work.
The thirteenth type was crying VMB 10. It was same with the twelfth
type. The researcher only found this type in the second observation. At the end of the learning and teacher process, when the bell rang, the students were noise.
Moreover, there were four students who cried VMB 10. They could not finish
the task on time. Two of them felt confused how to answer the questions in the task.
The fourteenth type was sleeping PMB 4. This type was only found in
the third observation. While the students were doing the exercises, there were two of them slept. They did not finish their work until the end of the learning and
teaching process.
The fifteenth type was clapping PMB 15. The researcher only found
this type in the third observation. When the students were doing their exercises, suddenly there were three of them who clapped their hands.
The sixteenth type was drinking PMB 14. This type was only found in
the first observation. One of the rules in the classroom was “Don’t drink and eating”. However, there was a student who drank in the classroom.
The seventeenth type was rolling in the floor PMB 17. It was same
with the fifteenth type of misbehaviors. The researcher only found this type in the
43 third observation. When the students were doing their exercises, there was a
student who rolled in the floor.
The last type was shouting VMB 1. This type happened when the
researcher conducted the first observation. When the teacher walked around the classroom to monitor the students’ work, there were some students who shouted.
Some of them called the teacher, “mister, mister”. They wanted to ask questions
about the exercises and the other just shouted calling their friends. The next example of shouting was when the bell rang. The students shouted together,
“Horeee” then the classroom became very noisy. The teacher counted one up to three to control the students quietly. After that, the teacher invited the students to
pray. Then, the researcher also found this type in the second observation. The
student shouted because they were instructed to write in tegak bersambung style. This type was also found in the third observation and the fourth observation.
When the teacher was explaining the material, suddenly there were some students who shouted, “hoee”, calling his her friends’ name, “yes”.
In addition, the teacher stated that usually in classroom of elementary school, there were certain problems. He mentioned the misbehaviors which
happened. The students of Elementary School especially grade two certainly made
problems in the classroom, which is called misbehaviors, such as walked around PMB 6, chatted with their friends VMB 8, and asked again
although I have given explanation VMB 6. - TR Namanya juga anak SD kelas dua lagi, pasti ada aja yang bikin masalah
di kelas, misbehaviors, kayak jalan-jalan, ngobrol sama temannya, sudah diberi p
enjelasan tapi masi tanya lagi… Interview 1
44 In an interview, the teacher said that there were students who did misbehavior,
such as chatted, and played. He added that there was a student who enjoyed with himself, and he did not more pay attention to the teacher.
…there are four up to five students who did misbehaviors. One of them is NK. He seems to enjoy his own world. If he had interacted with his
friends, he did not pay attention to me. I had admonished him so he can pay at
tention, yet he still did not do that…. - TR …Ada sekitar empat sampai lima orang, terutama satu anak yang
namanya NK, dia itu seperti asyik dengan dunianya sendiri, kalau sudah berinteraksi dengan teman disampingnya, omongan saya tidak dihiraukan.
Saya
sudah menegur biar dia memperhatikan saya tapi ya begitulah… Interview 3
The following part is a part of an interview transcript with the teacher
…the actors were the same with the last week, JS, KV, NN, and the student who sat next to you, mbak SL. The other students walked PMB
6, and asked me VMB 6. - TR
… pelakunya sama seperti minggu kemarin, JS, KV, NN, dan yang duduk disebelah mu tadi mbak SL. Nah, kalau yang lain cuma maju-maju
kedepan, dan tanya- tanya ini gimana pak… Interview 4
2. The Situations around which the Misbehaviors Occur
There are three situations that the misbehaviors occur. The first situation was when the teacher walked around the class to monitor the students’
understanding about the materials and to explain an instruction again to the students who did not understand. The second situation was when the teacher
explained the materials and gave instructions. The students did not listen and watch the teacher. The third situation was timing.
The first situation was when the teacher walked around the class to
monitor the students’ understanding about the materials and to explain an instruction again to the students who did not understand. The teacher walked
45 around the students to monitor them and check their understanding. Besides, the
teacher motivated the students to finish their tasks. Firstly, the teacher explained materials in whole of class, and then he explained more to students individually.
Therefore, some students who did not listen to the teacher’ explanation, they created inappropriate movements and produced inappropriate verbal comments
which made the classroom noisy. The teacher explained that it was the consequence. However, the noise did
not disturb the other classroom. The part of an interview transcript as follow. This is the consequence, I focus on one or two students, and the other were
not. However, it did not disturb the other classes. I have asked to other teachers whether the noise disturbing or not, and the teachers
said “No”, the noise was not heard. So, the noise was only hear in this class. - TR
…Ya resikonya begitu saya, fokus pada satu dua anak yang lain saya biarin… Ya gak sampai mengganggu kelas sebelah lah. Memang saya
sudah tanya guru sebelah apa mengganggu dan jawabannya tidak. Jadi ributnya cuma di kelas itu saja, gak sampai kedengaran sebelahnya
Interview 3
The second situation was when the teacher explained the materials and
gave instructions. The instruction which was given by the teacher was unclear. In fact, the most language that was used Bahasa Indonesia; it seemed that there were
students who asked again, and did not finish the task because of do not know how to answer. Actually, the teacher has used simple instructions; yet, the students still
did not understand what the teacher meant. Moreover, the teacher gave the instructions while the students did not ready to listen to the instructions, because
they were noisy.
46 In addition, when the students were asked to do the task, the teacher
walked around the classroom to monitor the students. He checked the students’
work, and gave the instruction again if the students did not understand. When the researcher conducted the second observation, the researcher
found there were some students who did not finish their task. They said that they did not know how to do the task. They did not understand. Yet, the teacher asked
them to finish although the time was up. Meanwhile, in the fourth observation, the researcher also saw that was unable to be distributed completely because the time
was up. Therefore, the exercise for the students was not done in the class, but it at home.
The last situation was timing. The teacher stated that the situation which
is commonly related the students’ misbehavior was the time, and the most was when the transitions from one activity to another activity. The students could not
be well controlled. …when the activity of learning process was paused, e.g. moving activity,
if I gave the order, usually the students would be interrupted by moving…. - TR
…cuma pas jeda mau pindah proses belajar yang lain, misalnya pindah, sekarang mengerjakan ini, pas memberi perintah itu, mereka itu ribut
…. Interview 3