Teacher’s Strategies In Managing Students’ Misbehaviors In An Efl Classroom: An Observational Study
Abstract
Despite the growing numbers of research studies on classroom management especially in
teacher’s strategies, there seems to be insufficient research on the teacher's strategies in
managing students’ misbehaviors in an EFL classroom, and it is sparse in senior secondary
school. Considering the various previous studies conducted by many researchers from different
contexts and backgrounds, in this study, the researcher aims to identify the types of students’
misbehaviors and the teacher’s strategies through classroom observation during learning
activities in the vocational school. This study was carried out through naturalistic observation in
a private vocational school in Yogyakarta. Additionally, a descriptive qualitative method was
used to examine the types of students’ misbehaviors and the teacher’s strategies in managing
students misbehaviors in the vocational school. The data were analyzed by referring to classroom
management, students’ misbehaviors and teacher’s strategies with respect to previous study
conducted by Debreli & Ishanova (2019). The outcomes of the study found that the types of
students’ misbehaviors include playing with handphones, demotivating others students, showing
disrespectful gestures, coming late, making noise, and coming late to the class. On the other
hand, using mother tongue is not considered as misbehavior in this present study as the context is
different from the framework. Moreover, the teacher’s strategies in managing students’
misbehaviors include increasing the teacher’s volume, being positive and classroom rules.
Although these strategies were momentarily effective, students still tended to repeat the
misbehaviors during another classroom activity. Therefore, teachers need to invent more
sustainable strategies to manage students' misbehavior.