CLASSROOM MANAGEMENT 3A

STUDENTS BEHAVIOUR (DISTRUPTIVE STUDENT’S BEHAVIOR AND

ITS SOLUTION) IN LANGUAGE CLASS

Arranged By

1. Ni Kadek Mentari (2012021004)

2. Ni Kadek Priska Ayu Widyawati (2012021005)
3. Wayan Gede Adi Suastawan (2012021022)
4. Putu Gede Arimbawa (2012021027)

Supported Lecturer
G.A.P Suprianti,S.Pd,M.Pd

GANESHA EDUCATION OF UNIVERSITY

ENGLISH LANGUAGE EDUCATION, LANGUAGE & ART FACULTY

2021/2022
 FOREWORD

Praise and gratitude to the writing team before God Almighty, because it is because of
His blessings and favor that the writing team was able to complete a paper entitled
“STUDENTS BEHAVIOR (DISTRUPTIVE STUDENT'S BEHAVIOR AND ITS
SOLUTION) IN LANGUAGE CLASS in accordance with the predetermined time limit in
order to fulfill the task of Classroom Management course. This paper discusses a number of
forms of student behavior that often become problematic in teaching and learning activities along
with some solutions that can be applied to minimize the impact. On this occasion, the writer team
would like to express their deepest gratitude to:

1. Mrs. G.A.P Suprianti, S.Pd, M.Pd as a lecturer in Classroom Management who has
provided many inputs and directions in the process of compiling this paper.
2. The writer's team's parents who have given much support both materially and
immaterially.
3. Class 3A colleagues for the input and references given and fellow group members for all
the effort and cooperation that has been given without stopping.

The writing team realizes that this paper is still far from perfect, therefore constructive criticism
and suggestions are highly expected from various parties for the sake of further writing
perfection. Finally, the writing team hopes that this paper can provide benefits for all parties
involved in the world of teaching and society in general.

Thank you

Singaraja, 7 September 2021

Writers team
 A. Background Of The Paper

In the world of education, the class social environment is one of the vital elements that
will indirectly impact on aspects of adaptation and student behavior (Patrick, 2003: p2).
Arranging the classroom environment in such a way as to increase student success is the most
powerful method. However, we cannot deny that in the teaching-learning process, of course
some students will face some difficulties, especially in English subjects if they do not take it
as a serious branch of science. The difficulties that will be faced also vary, such as difficulty
speaking fluently, difficulty in grammar and even difficulty in listening due to the lack of
students' hearing when the original speaker's audio is played, this will inevitably lead to
disruptive behavior from students which makes the classroom atmosphere chaotic. moreover,
in the world of education in Indonesia, this is a serious problem that often increases stress
fluctuations and loses control of the teachers' patience. So that in order to improve students'
learning achievement in English, a well-managed classroom situation is needed without
disturbing student behavior.
Based on the explanation above, a teacher should know for sure what student behavior is
classified as disturbing, so that they can think of effective prevention and handling measures
in order to achieve a conducive learning atmosphere and achieve the targets set out in the
lesson plan.

B. Discussion

 Disruptive Behavior

Literally, disruptive and inappropriate behavior can be defined as an act that interferes
with the instructional, administrative, or service functions of the College, for example some
behavior patterns, such as students talking in class, making noise that can cause feelings of
irritation and frustration in others (College of San Mateo, 2013). In addition, further, Charles
(2004, p. 2) defines misbehavior as a behavior that is considered irrelevant to a
predetermined setting or scenario. In the context of classroom learning, student misbehavior
can be defined as an act or activity that disrupts the learning environment (Cruickshank,
Jenkins, & Metcalf, 2009).
 Types and Examples of Disruptive Behavior in Language Classroom

If we talk about the types and examples of disruptive behavior in a language class, then
there are a number of examples presented by experts. Based on Richards and Renandya
(2002) There are three types of disruptive behavior in a language class, namely:

1. The back-row distracters

Students who always look for the back seat and often act to distract and focus other
students during the learning process

2. The non-participants

A number of students who tend to be often apathetic towards learning activities and
the tasks given by the teacher

3. The over exuberant student

Typical intelligent students think dominantly and tend to monopolize learning

activities in class.

Meanwhile, other experts cited a number of examples of disruptive behavior such as

physical and verbal attacks or bullying, immoral acts, cheating, stealing, denying teacher
orders, throwing things to insulting other students on behalf of parents which if not handled
properly will cause disciplinary problems. serious about themselves later (Cruickshank,
Jenkins, & Metcalf 2009). Another example of this disruptive behavior can also be seen from
Tomorrow's Teaching and Learning (2017), Ann Daniels (2013) and Richards and Farrel
(2011) this article contains a number of examples of disruptive behavior such as students
arriving late but leaving class early, speaking in a disturbing tone of voice, eating and
sleeping in class, challenging the teacher to cheating.

 Causes of Disruptive Behavior in Language Class

If we investigate further, there are a number of factors that can trigger this disruptive
behavior. The teacher himself can be one of the factors causing this behavior along with the
 students he teaches and the institution where he works, for example when there is a teacher
who is not ready to teach, his behavior will be easily detected by his students so that chaos
arises in the classroom (Harmer, 1991). Another view regarding the triggers for this behavior
is also described by other experts such as in research conducted by Ghazi, Shahzada, Tariq,
& Khan (2013) which explains that there are a number of triggering factors for this disruptive
behavior, including inappropriate parenting, parents who don't care or even being
overprotective, poverty, poor teaching quality, negative attitude and lack of motivation from
teachers, bad social environment, availability of learning facilities and problems in
psychological aspects.

 Preventing Disruptive Behavior in Language Class

In general, preventing disruptive behavior in the classroom is not a difficult matter, the
basic thing that can be done is to build a positive classroom climate. According to Brown
(2001) a teacher is expected to be proficient in building positive relationships, and able to
balance the portion of praise and criticism, in order to build positive relationships a good
teacher is expected to be able to show interest in students as personal entities, this can be
done by actively asking for their ideas or views, appreciate every thought and what they
convey, and give sincere appreciation when they succeed in achieving an achievement and no
less important is that a teacher must be skilled in providing feedback on student work and
always giving them motivation to stay enthusiastic in participating in learning activities in
the classroom. Further more based on Charles (2004) and Marsh (2008) state that harmonious
relationships with parents also contribute to preventing this disturbing behavior from
occurring. A teacher can establish this relationship by using a variety of widely available
communication media such as short messages, phone calls, video calls, and written reports
that focus on students' expectations and successes rather than their failures. If this can be
done well, surely this disturbing behavior can be prevented through this warm
communication system.

Another method that can be actualized in order to prevent this disruptive behavior is by
drafting and entering into contractual agreements or codes of ethics in learning activities. We
can do this method at the initial learning meeting by inviting students to formulate a number
of things they can and cannot do during the learning activities along with the sanctions or
reprimands they will get if they are proven to have violated the contract. According to
Harmer (1991) this method is quite effective for overcoming or preventing disruptive
behavior, such as students who arrive late, students who forget to collect homework, eat and
drink, to chat in class, pay less attention to teacher explanations and those who tend to be
apathetic in activities in class. Another opinion also came from Ur (1996), in his writings he
suggested three main things that a teacher can do in order to prevent disruptive behavior in
the classroom consisting of:

1. Make careful planning

A teacher who has a mature learning plan will certainly be able to attract students'
interest and attention in following the learning flow that he has arranged in such a way,
besides that optimal planning will also be able to ward off a vacuum in the classroom
which incidentally often leads to disruptive behavior.

2. Make clear instructions

Sometimes teachers are negligent in preparing and giving clear instructions to students,
so that no doubt students become doubtful about what they should do, and start asking
questions to cause a commotion. Therefore, conveying information related to the tasks
and activities that must be carried out by students is an obligation.

3. Maintain communication

A teacher must stay alert from the beginning of the class meeting for everything that
will happen and ensure that students are sensitive if their teacher is building
communication links through the five senses to monitor student behavior, while on the
other hand the teachers will be able to easily track possible disturbances arise in class.
 Handling Disruptive Behavior in Language Class

Although disruptive behavior is an annoying thing for a teacher, as a good teacher this
must be faced with a positive attitude in order to create a positive climate and comfortable
classroom atmosphere during learning activities. As a careful class manager, a competent
teacher. A number of educational academics believe that perfect lesson planning and positive
interactions with students are the main keys in solving cases of deviant student behavior
(Barry & King, 1998; Hansen & Childs, 1998, Hendrick, 2001). In general, there are a
number of basic things we can do as teachers in order to deal with disruptive behavior such
as communicating gently and respectfully with the perpetrator, reminding them that what
they are doing will not have an impact on themselves or others, and remind them to the
learning contract that has been agreed at the beginning of the meeting but if this fails then
have a private conversation outside the classroom by asking what causes them to do this
without offending, analyze carefully and if this is serious then this is where the role of school
counseling services is needed (UH Hilo, 2017).

Cruickshank, Jenkins, and Metcalf (2009) describes five intervention strategies that can
be applied by a teacher to deal with this disruptive behavior, namely :

1. Ignoring small distractions that appear is like an attention-seeking student, because

they will go away on their own.
2. Warnings or minor interventions in non-verbal forms such as establishing eye contact,
facial expressions, or body language as well as verbal interventions such as slowing
down the voice, clarifying the emphasis of a word or pausing for a moment.

3. A light reprimand by reminding them that what they do cannot be tolerated by the
teacher.

4. Giving light punishment, but the punishment given must be educational in nature such
as summarizing the material, cutting grades, memorizing a material that can deter
students from repeating the same thing.

5. Giving severe punishment as a last resort such as suspension or drop out.

Next, in order to overcome several types of disruptive behavior, there are several steps that can
be taken as attached in the following explanation :

1. The back-row distracters

The teacher must pay attention to eye contact when speaking, and invite the students
concerned to speak privately to find out the cause.

2. The non-participants

We can ignore the behavior if it doesn't interfere with and impact others, besides the teacher
can also move through their desks and offer help and check if they are also acting the same as
the rest of the class.

3. The over exuberant student

Appreciate them and immediately ask other students to speak. Let them know that he can
speak more in the group discussion activity and then have a heart-to-heart private
conversation (Richards and Renandya, 2002)

CONCLUSION

Literally, disruptive and inappropriate behavior can be defined as an act that interferes
with the instructional, administrative, or service functions of the College, for example some
behavior patterns, such as students talking in class, making noise that can cause feelings of
irritation and frustration in other. Meanwhile, other experts cited a number of examples of
disruptive behavior such as physical and verbal attacks or bullying, immoral acts, cheating,
stealing, denying teacher orders, throwing things to insulting other students on behalf of
parents which if not handled properly will cause disciplinary problems. In general,
preventing disruptive behavior in the classroom is not a difficult matter, the basic thing that
can be done is to build a positive classroom climate. According to Brown (2001) a teacher is
expected to be proficient in building positive relationships, and able to balance the portion of
praise and criticism. A number of educational academics believe that perfect lesson planning
and positive interactions with students are the main keys in solving cases of deviant student
behavior (Barry & King, 1998; Hansen & Childs, 1998, Hendrick, 2001).
 REFERENCE

Khasinah, Siti. 2017 “Managing Disruptive Behavior Of Students In Language Classroom.”

(Page 78-79). Aceh : Universitas Islam Negeri Ar-Raniry, Banda Aceh,Indonesia.