The Teacher’s Strategies

47 The first strategy was giving a rule. The teacher gave the rule at the first time when he entered the class 2 PL 2 in second observation. The teacher explained that the students of class 2 PL 2 were different from students of class 2 PL 4. They were more noise. …making an agreement, if they make noise, the students will clean the yard of school, and stay in classroom. Mister will give a punishment. The p unishment is writing “I am a good student” in one full of sheet…. - TR …membuat perjanjian kalau membuat keributan maka anak-anak harus piket diluar kelas, membersihkan halaman sama tinggal dikelas bersama mister. Mister memberi hukuman menulis dibuku, I am a good student satu lembar penuh.... Interview 2 Meanwhile, in the third observation which was conducted in class 2 PL 2, the teacher also gave a rule. The students who were noisy and not ready to learn had to go to the library. Those rules were effective to control the students at that time. The second strategy was giving motivation. The teacher controlled the students’ work by motivating them. The teacher asked the students to finish their work, and made no noise. If the students were noisy, they would not finish the work. At that time, when the second observation was conducted, 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. …I did not run any pre-school program PAUD or event taught in pre- school program. I don’t know. I only said, “Come on be spirited. Your mothers are still waiting f or you”…. - TR 48 ..Aku belum pernah buka PAUD , belum pernah mengajar di paud. Gimana ya, tadi sih mister bilang ayo semangat sedikit lagi kok. Tidak apa- apa mamanya masih menunggu… Interview 2 The last strategy was using body language and voice. The teacher used body language to get the students’ attention. Such as, the teacher put the finger on his lips, and the teacher counted one up to three while showed his finger. Meanwhile, the teacher used the quality of voice. Actually, he was angry but he tried not to expose his anger to the students. He used smooth voice like a child to admonish the students who did misbehaviors in classroom. “…my tone was not angry but it like resembled voice of children. For example, if you were noisy, you would not take a rest….” - TR …nadanya tak bikin bukan nada marah cuma nada seperti anak kecil saja, misalnya nanti k alau ramai gak istirahat loh… Interview 1

B. Discussion

In this part, the researcher analyzes the types of misbehaviors, the situations of classroom around which the misbehaviors happen, and the teacher strategies in handling the misbehaviors which are stated in the research result. In analyzing, the researcher uses the theories which are stated in chapter II. There are three sections in the discussion part. The first section is the discussion of the types of misbehaviors. Next, the second section is the discussion on the situations of the classroom around which the misbehaviors happened. The last part is the discussion on the teacher’s strategies in handling the misbehaviors. 49

1. The Types of Misbehaviors

This part answered the first research problem, what are the young learners ’ misbehaviors that found in the Pangudi Luhur English class? Classroom misbehavior is inappropriate movements and produce inappropriate verbal comments of students which happen in classroom that disturb the learning and teaching process. Based on the results above, the misbehaviors which commonly happened in English classroom of second grade students in Pangudi Luhur Elementary School Yogyakarta would be presented in table below. However, there were two classes of second grade which were observed, the students of both of the classes made inappropriate behavior. Yet, class 2 PL 2 in the teacher’s opinion, the students of the class were the most difficult to be controlled than the other classes. The students in class 2 PL 2 made more misbehavior. In consequence, there were some students who did not finish doing the work, and they cried VMB 10 because the time was up. The following part presents the table of the common misbehaviors which happened.