Untitled - Universitas Pelita Harapan

ABSTRACT
Vera Hartono (10120070011)
THE IMPLEMENTATION OF TEACHER’S COPING SKILLS TO
MANAGE CHRONIC MISBEHAVIORS: A CASE STUDY OF SECOND
SENIOR HIGH SCHOOL STUDENTS AT SMA KRISTEN KETAPANG II
( xvi + 87 pages: 1 figure; 15 tables; 4 appendices)
This thesis is the final result of the observations that were conducted six
times in SMAK Ketapang II with the Science Class of the Second Senior High
School Students during the English lesson. This thesis exposes three main things,
as followed by the three research questions. The first research question is about
the common misbehaviors that were done by the students in the classroom. The
second question is about the chronic misbehaviors that were done by the student
in the classroom. Finally, the last question is about the teacher’s coping skills in
managing the common and chronic misbehaviors and whether the coping skills
are effective or not.
This researcher mainly used the qualitative research method. The
instruments used in this research were the observations and interviews.
The results of the study exposed six types of common misbehaviors. They
are: chatting with peers, doing off-task behaviors, sleeping, cheating, not bringing
books, and ‘doodling the desk and playing with the pen’. These six common
misbehaviors were discussed in a particular order, from the most frequent to the
least frequent one. For the chronic misbehaviors, there are six types of chronic
misbehaviors. They are: chatting with peers, walking around the classroom,
looking around (cannot sit still), sleeping, moving seats, and tapping on the desk.
Next, the study exposes the teacher’s coping skills which are divided into verbal
and nonverbal skills. The verbal skills consist of five interventions. They are:
direct appeal, asking questions, questioning awareness of effect, order, and threat.
The nonverbal skills consist of three interventions. They are: eye contact,
proximity control, and planned ignoring.
Finally, for the further studies, the researcher suggested that the next
researchers should observe the students and the teachers in two subjects so that
the next researcher can compare the misbehaviors and the coping skills in two
different lessons because it will be more interesting.
References: 23 (1967-2008)
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ABSTRAK
Vera Hartono (10120070011)
THE IMPLEMENTATION OF TEACHER’S COPING SKILLS TO
MANAGE CHRONIC MISBEHAVIORS: A CASE STUDY OF SECOND
SENIOR HIGH SCHOOL STUDENTS AT SMA KRISTEN KETAPANG II
( xvi + 87 halaman: 1 gambar; 15 tabel; 4 lampiran)
Tesis ini adalah hasil akhir dari studi observasi yang telah diadakan di
SMAK Ketapang II terhadap Siswa-siswi Kelas IPA SMA 2 pada pelajaran
Bahasa Inggris selama enam kali. Tesis ini membahas tentang tiga hal utama,
seperti yg tertera pada pertanyaan penelitian. Pertanyaan yang pertama tentang
perilaku buruk umum yang dilakukan pleh siswa-siswi di kelas. Pertanyaan kedua
tentang perilaku buruk kronis yang dilakukan oleh siswa tertentu di kelas.
Akhirnya, pertanyaan terakhir tentang teknik-teknik yang digunakan guru dalam
menangani perilaku buruk umum dan kronis, serta apakah teknik-teknik tersebut
efektif atau tidak.
Penelitian ini banyak menggunakan metode penelitian kualitatif karena
data huruf lebih banyak dibandingkan data angka. Akan tetapi, peneliti juga
menggunakan sedikit desain penelitian kuantitatif untuk menghitung persentase
kelakuan buruk, jumlah siswa-siswi yang berkelakuan buruk, dan durasi dari
kelakuan buruk tersebut. Beberapa instrumen yang digunakan dalam penelitian ini
adalah obervasi dan wawancara.
Hasil dari penelitian memaparkan adanya enam macam kelakuan buruk
umum, yaitu: mengobrol dengan teman, melakukan off-task behaviors, tidur,
menyontek, tidak membawa buku, dan mencoret-coret meja serta memainkan
pulpen. Keenam perilaku buruk umum ini dibahas secara berurutan dari yang
paling banyak terjadi sampai yang paling sedikit. Dalam perilaku buruk kronik,
ada sebelas macam, yaitu: mengobrol dengan teman, berjalan-jalan di dalam
kelas, menengok kanan kiri (tidak dapat duduk diam), tidur, pindah tempat duduk,
memukul meja, menyela guru, melempar kertas pada teman, datang terlambat,
mengganggu teman, dan memainkan meja. Berikutnya, penelitian ini memaparkan
teknik-teknik yang digunakan oleh guru yang dibagi menjadi verbal dan
nonverbal. Teknik verbal terdiri dari lima cara, yaitu: direct appeal, asking
questions, questioning awareness of effect, order, dan threat. Teknik nonverbal
terdiri dari tiga cara, yaitu: eye contact, proximity control, dan planned ignoring.
Untuk penelitian selanjutnya, peneliti menyarankan untuk mengamati
siswa-siswi dan guru-guru pada dua pelajaran sehingga peneliti selanjutnya dapat
membandingkan kelakuan buruk dan teknik-teknik yang digunakan guru antara
dua pelajaran tersebut karena hal itu akan lebih menarik.
Referensi: 23 (1967-2008)
v
ACKNOWLEDGEMENTS
“Trust in the LORD with all your heart; and lean not on your own
understanding”
(Proverbs 3:5)
This thesis was written as a requirement to obtain the Bachelor’s degree in
English language and literature at English Department, Universitas Pelita
Harapan.
First of all, I would like to thank Jesus Christ, my almighty God, for
giving me abundant blessings, strength, patience, and knowledge in doing this
research. Without Him, I would not be able to accomplish this thesis. I would like
also to thank and convey my deepest appreciation the following people who have
accompanied, guided, and supported me in accomplishing this thesis:
1. Dr. I Made Markus, S.Pd., B.A. and Agus Santoso, S.Pd., M.A.,Ed.D.
as the supervisors for my thesis, for their great patience, guidance,
knowledge, and support in helping and assisting me to accomplish this
thesis.
2. Dr. Hananto, S.Pd., M.A, the Head of English Department and my
academic counselor, for his wisdom, kindness, guidance, and support
throughout my research and the researches of 2007 students.
3. All the lecturers and staff members at English Department of
Universitas Pelita Harapan, for their help, assistance, and guidance
throughout this thesis.
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4. Ms. Naniek, the principal of Senior High School students at SMAK
Ketapang II, for giving me a permission and a chance to observe in
class XI IPA.
5. Ms. Asti, the English teacher of class XI IPA, for giving me a
permission and a chance to observe during her lesson. I would like also
thank her for her time, support, and information throughout this thesis.
6. Ms. Naomi, the counselor teacher of class XI IPA, for giving me
valuable information and support in accomplishing this thesis.
7. Students of XI IPA at SMAK Ketapang II, as the research subjects and
participants, for their cooperation and support throughout this thesis.
8. My
beloved
parents,
Suhartono
Suhardiman
and
Patricia
Angkawidjaya, for their great support when I was down and their
prayers day and night. Thank you very much for always there for me.
This thesis is dedicated to them.
9. My brother, Dewanto Hartono, for his support and prayer throughout
this thesis.
10. My boyfriend, Boby Ui, for his great support, prayer, and guidance
throughout this thesis.
11. Ms. Iie Chandra, my private teacher and my beloved sister, for her
wonderful support, prayer, and guidance. Thank you very much for
always there for me and for always cheering me up. Can’t thank you
enough.
12. My best friends in English Department, Silviana, Dora, and Novita, for
their great support, prayers, and help. Thank you for the priceless
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friendship, support, for laughter, tears, and times we shared together. I
will never forget those moments.
13. My friends, Michelle, Sarah, Eli, Renata, Regina, and Sony, for their
support and help throughout this thesis.
14. My best friends in high school, Catherine, Ferin, Hanna, Christine,
Irene, and Kathe, for their support and prayers. Thanks for being nice
friends.
Finally, the writer would like to express sincere apology for any offensive
faults or incorrect analysis and information probably found in this thesis since the
writer realizes that this thesis is still far from being perfect. The writer hopes this
thesis will be useful for the readers.
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TITLE
STATEMENT OF THESIS AUTHENTICITY .......................................................... i
APPROVAL BY THESIS SUPERVISORS .............................................................. ii
THESIS EXAMINATION COMMITTEE ............................................................... iii
ABSTRACT .............................................................................................................iv
ABSTRAK ................................................................................................................ v
ACKNOWLEDGEMENTS ......................................................................................vi
TABLE OF CONTENTS ..........................................................................................ix
LIST OF FIGURES ................................................................................................xiv
LIST OF TABLES ................................................................................................... xv
LIST OF APPENDICES ......................................................................................... xvi
CHAPTER I
INTRODUCTION
1.1. Background of the Study .................................................. 1
1.2. Research Questions .......................................................... 2
1.3. Purpose of the Study ......................................................... 3
1.4. Significance of the Study .................................................. 3
1.5. Definitions of Terms ......................................................... 4
1.6. Overview of the Thesis ..................................................... 5
CHAPTER II
REVIEW OF LITERATURE
2.1. Understanding Why Students Misbehave .......................... 6
2.1.1. Societal changes...................................................... 6
2.1.2. Failure to meet the children’s basic needs ............... 7
2.1.3. Students’ pursuit of social recognition and self
esteem..................................................................... 8
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2.2. Types of Students’ Misbehaviors ...................................... 9
2.3. Teenagers’ Developments ............................................... 11
2.4. Managing Chronic Misbehavior Problems ...................... 12
2.4.1. Self-monitoring ..................................................... 12
2.4.2. Behavior contracting ............................................. 13
2.4.3. Anecdotal record keeping ...................................... 14
2.4.4. Seeking outside assistance .................................... 15
2.4.4.1. The role of counselor ................................ 15
2.4.4.2. The role of administrator .......................... 16
2.4.4.3. The role of school psychologist ................ 16
2.4.4.4. Working with parents ............................... 16
2.5. Managing Common Misbehavior Problems .................... 17
2.5.1. Nonverbal Skills ................................................... 17
2.5.1.1. Planned ignoring ...................................... 17
2.5.1.2. Signal interference .................................... 18
2.5.1.3. Proximity control...................................... 18
2.5.1.4. Touch control ........................................... 19
2.5.3. Verbal Skills ......................................................... 19
2.5.4. Logical Consequences........................................... 19
2.6. Theories of Classroom Management ............................... 20
2.7. Theoretical Framework ................................................... 21
CHAPTER III
METHODOLOGY
3.1. Research Method ............................................................ 23
3.2. Research Subjects and Setting ........................................ 24
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3.2.1. Research subjects .................................................. 24
3.2.2. Research setting .................................................... 24
3.3. Data Collection............................................................... 25
3.3.1. Observations ......................................................... 26
3.3.2. Interviews ............................................................. 26
3.4. Data Analysis ................................................................. 27
3.4.1. Observation .......................................................... 27
3.4.2. Interviews ............................................................. 27
3.5. Procedures ...................................................................... 28
CHAPTER IV
FINDINGS AND DISCUSSIONS
4.1. Common Misbehaviors in the English Lessons ............... 29
4.1.1. Chatting with peers ............................................... 31
4.1.2. Doing off-task behaviors ....................................... 37
4.1.3. Sleeping ................................................................ 45
4.1.4. Cheating ............................................................... 49
4.1.5. Not bringing books ............................................... 50
4.1.6. Doodling the desk and playing with the pen .......... 53
4.2. Chronic Misbehaviors in the English Lessons ................. 55
4.2.1. Chatting with peers ............................................... 56
4.2.2. Walking around the classroom .............................. 59
4.2.3. Looking around (cannot sit still)............................ 61
4.2.4. Sleeping ................................................................ 64
4.2.5. Moving seats ......................................................... 66
4.2.6. Tapping on the desk .............................................. 69
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4.3. Teacher’s Coping Skills in Managing Common and
Chronic Misbehaviors in the English Lessons and the
Effectiveness .................................................................. 71
4.3.1. Planned ignoring ................................................... 71
4.3.2. Eye contact ........................................................... 72
4.3.3. Proximity control .................................................. 72
4.3.4. Calling on the students’ name ............................... 73
4.3.5. Direct appeal......................................................... 73
4.3.6. Asking questions ................................................... 74
4.3.7. Questioning awareness of effects .......................... 74
4.3.8. Giving an order ..................................................... 75
4.3.9. Giving a threat ...................................................... 75
4.4. Additional Coping Skills to Manage Chronic
Misbehaviors .................................................................. 76
4.5. Calvin’s Personality........................................................ 77
4.6. Stages of Coping Skills ................................................... 77
CHAPTER V
CONCLUSION AND RECOMMENDATIONS
5.1. Conclusion ..................................................................... 80
5.2. Limitations of the study .................................................. 84
5.3. Recommendations .......................................................... 84
WORKS CITED ...................................................................................................... 86
APPENDICES
APPENDIX A ......................................................................................................... 88
APPENDIX B ........................................................................................................ 107
xii
APPENDIX C ........................................................................................................ 110
APPENDIX D ....................................................................................................... 112
xiii
LIST OF FIGURES
Figure 2.1 The Diagram of Theoretical Framework ....................................................... 21
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LIST OF TABLES
Table 4.1 Types of common misbehaviors and number of frequency in the English
lesson during six observations ....................................................................................... 29
Table 4.2 The duration of chatting with peers in the English lesson during six
observations (common) ................................................................................................. 32
Table 4.3 The duration of chatting with peers in the English lesson of eight
minutes (common) ........................................................................................................ 33
Table 4.4 Types and duration of doing off-task behavior (common) .............................. 38
Table 4.5 Number of students and duration of sleeping (common) ................................ 46
Table 4.6 Number of students of cheating (common) .................................................... 50
Table 4.7 Number of students of not bringing books (common) .................................... 51
Table 4.8 Number of students and duration of doodling the desk and playing with
the pen (common) ......................................................................................................... 53
Table 4.9 Types of chronic misbehaviors and number of frequency............................... 55
Table 4.10 Frequency and duration of chatting with peers (chronic) .............................. 57
Table 4.11 Frequency and duration of walking around the classroom (chronic) ............. 60
Table 4.12 Frequency and duration of looking around (chronic) .................................... 62
Table 4.13 Frequency and duration of sleeping (chronic) .............................................. 64
Table 4.14 Frequency and duration of moving seats (chronic) ....................................... 66
Table 4.15 Frequency of tapping on the desk (chronic) ................................................. 69
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LIST OF APPENDICES
Appendix A The Chart of Students’ Common and Chronic Misbehaviors,
Teacher’s Interventions, and Students’ Reactions .......................................................... 88
Appendix B The Result of Interview with the English Teacher ....................................107
Appendix C The Result of Interview with Calvin (the student who misbehaved
chronically) ..................................................................................................................110
Appendix D The result of Interview with James (one of the 23 students who
misbehaved commonly) ...............................................................................................112
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