ABSTRACT Silviana Jayanti Wijaya (10120070008) TEACHERS’ INTERVENTION IN HANDLING STUDENTS WITH DISCIPLINE PROBLEMS: A CASE STUDY AT SECOND GRADE STUDENTS OF KANAAN JUNIOR HIGH SCHOOL, TANGERANG (xiv + 72 pages: 1 figure; 6 tables; 4 appendices) The purpose of this thesis is to find out the students’ discipline problems, the teachers’ interventions toward the students’ discipline problems, and also the results of the interventions at Second Grade at Kanaan Junior High School, Tangerang. There are three research questions formulated in this study. The first question is about the students’ discipline problems at Class 8.2 of Kanaan Junior High School. The second question is the interventions that the teachers used in handling the students with discipline problems in the classroom. The last question is the results of the interventions by the teachers toward the students with discipline problems. This study used qualitative and quantitative research. The researcher observed the classroom and interviewed the teachers who taught English at Class 8.2. In addition, the researcher also interviewed some students who often did discipline problems in the classroom. The results of the study listed nine types of discipline problems in Class 8.2. Those are chatting with peers, walking around, shouting while talking, laughing, daydreaming, interrupting the teacher, playing, coming late, and babbling. Chatting with peers was considered as the most common discipline problem done by the students in the classroom. To handle the discipline problems, the teachers used signal interference, direct appeal, proximity control, calling on the student, name-dropping, touch control, and planned ignoring. The intervention that the teachers used the most was signal interference. The results of the interventions were quite successful to temporarily stop the students from their behaviors since they made the students change their behaviors into the appropriate behaviors. References: 22 (1952-2011)
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ABSTRAK Silviana Jayanti Wijaya (10120070008) TEACHERS’ INTERVENTION IN HANDLING STUDENTS WITH DISCIPLINE PROBLEMS: A CASE STUDY AT SECOND GRADE STUDENTS OF KANAAN JUNIOR HIGH SCHOOL, TANGERANG (xiv + 72 halaman: 1 gambar; 6 tabel; 4 lampiran) Tujuan dari tesis ini adalah untuk mengetahui masalah kedisiplinan para siswa, intervensi dari guru terhadap tingkah laku para siswa, dan juga hasil dari intervensi tersebut di Kelas Delapan SMP Kristen Kanaan Tangerang. Peneliti merumuskan tiga pertanyaan dalam studi ini. Pertanyaan pertama adalah masalah kedisiplinan para siswa di Kelas Delapan Dua SMP Kristen Kanaan. Pertanyaan kedua adalah intervensi-intervensi yang digunakan oleh guru dalam mengatasi para siswa yang memiliki masalah kedisiplinan di kelas. Pertanyaan terakhir adalah hasil dari intervensi yang dilakukan oleh guru terhadap para siswa yang memiliki masalah kedisiplinan. Peneliti menggunakan penelitian kualitatif dan kuantitatif. Peneliti mengamati kelas dan mewawancarai guru-guru yang mengajar Bahasa Inggris di kelas 8.2. Sebagai tambahan, peneliti juga mewawancarai beberapa siswa yang sering memiliki masalah kedisiplinan di kelas. Hasil dari studi ini menunjukkan sembilan jenis masalah kedisiplinan di kelas 8.2. Masalah tersebut adalah mengobrol dengan teman, berjalan-jalan, berteriak ketika berbicara, tertawa, bermain, datang terlambat, dan meniru katakata. Mengobrol dengan teman dianggap sebagai masalah kedisiplinan yang paling sering dilakukan oleh para siswa di kelas. Untuk mengatasi masalah kedisiplinan yang ada, guru-gurunya menggunakan teknik signal interference, direct appeal, proximity control, calling on the student, name-dropping, touch control, dan planned ignoring. Intervensi yang paling sering digunakan oleh guru adalah signal interference. Hasil dari intervensi tersebut cukup berhasil untuk mencegah atau menghentikan sementara tingkah laku para siswa karena intervensi tersebut dapat merubah perilaku para siswa menjadi baik. Referensi: 22 (1952-2011)
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ACKNOWLEDGEMENT This thesis was written as one of the requirements to obtain Bachelor’s Degree at the English Department, Universitas Pelita Harapan. First and foremost I would like to thank my God, Jesus Christ, for giving me blessings, inspiration, grace, guidance, and strength during this research. I could not finish without Him. I would like to express my deepest appreciation for the following people who have supported me throughout the entire process with their contributions, helps, encouragements, prayers, and guidance to complete this thesis: 1. M.B. Rini Wahyuningsih Ph.D. and Dr. I Made Markus as the supervisors of my thesis, for their constant guidance, wisdom, knowledge, kindness, and patience in helping and guiding me throughout the entire process of the thesis writing. 2. Agus Santoso, S.Pd., M.A., Ed.D., the current head of English Department, for his wisdom, guidance, and helps throughout my study. 3. Dr. Hananto, my academic counselor, for his kindness, guidance, patience, and struggle in helping the 2007 students throughout the study. 4. All the lecturers and staff members at the English Department of Universitas Pelita Harapan for their helps during this research. 5. Mrs. Natal, the principal of SMP Kristen Kanaan Tangerang for giving me the chance to observe one of the classes. 6. Ms. Juwita, the substitute teacher in Class 8.2 for helping during the observation and providing information for my research.
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7. Ma’am Harsiah, the English teacher in Class 8.2 for helping during the observation and providing information for my research. 8. Student J, Student L, and Student B at Class 8.2 SMP Kristen Kanaan as invaluable participants in this research. They are great students. 9. My parents, Aliah Wijaya and Yenny Yusan Wijaya, for their support when I was in the lowest condition and their prayers day and night. There is no word to describe their gratefulness. This thesis is dedicated for them. 10. My family, my brothers, Bobby Win Wijaya, Belmon Wijaya, and Billy Wijaya; my uncles, M. Wijaya, Herman Yusan, and Franky Yusman. Thanks for supporting me to finish my study and thesis. 11. My best friend since I was in kindergarten, Meiria Selly for her support, prayer, and sharing time. Thanks for always being there when I was down and for our valuable friendship. 12. My best friends in the English Department, Vera Hartono, Dora Chandra, and Novita Indriana for our wonderful friendship, support, discussion, laughter, tears, and time we shared together. I will never forget the good times with you all, Marus. 13. My friends in the English Department, Michelle, Regina, Sarah, Eli, Renata, and Sonny for the laughter and precious time we spent together.
Finally, the writer realized that this thesis is still far from being perfect. I would like to extend sincere apology for any offensive faults or incorrect analysis and information probably found in this thesis. I still hope this thesis will be useful for the readers.
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TABLE OF CONTENTS TITLE STATEMENT OF THESIS AUTHENTICITY ..................................................... i APPROVAL BY THESIS SUPERVISORS ......................................................... ii THESIS EXAMINATION COMMITTEE .......................................................... iii ABSTRACT ....................................................................................................... iv ABSTRAK .......................................................................................................... v ACKNOWLEDGEMENTS ................................................................................ vi TABLE OF CONTENTS .................................................................................. viii LIST OF FIGURES ........................................................................................... xii LIST OF TABLES............................................................................................ xiii LIST OF APPENDICES ................................................................................... xiv CHAPTER I INTRODUCTION 1.1
Background of the Study .............................................................. 1
1.2
Research Questions....................................................................... 4
1.3
Purpose of the Study ..................................................................... 4
1.4
Significance of the Study .............................................................. 5
1.5
Definition of Terms ...................................................................... 5
1.6
Organization of the Report ............................................................ 6
CHAPTER II REVIEW OF LITERATURE 2.1
Theoretical Description................................................................. 7 2.1.1 Types of Misbehavior ....................................................... 7 2.1.1.1 Discipline Problems ............................................... 7 2.1.1.2 Motivational Problems........................................... 9
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2.1.2 Teacher Power Bases ...................................................... 10 2.1.2.1 Reward Power ..................................................... 10 2.1.2.2 Coercive Power ................................................... 10 2.1.2.3 Legitimate Power ................................................ 11 2.1.2.4 Referent Power .................................................... 11 2.1.2.5 Expert Power ....................................................... 11 2.1.3 Theories of Classroom Management ............................... 12 2.1.3.1 Noninterventionist ............................................... 12 2.1.3.2 Interactionalist ..................................................... 13 2.1.3.3 Interventionist ..................................................... 14 2.1.4 Coping Skills .................................................................. 14 2.1.4.1 Nonverbal Interventions ...................................... 15 2.1.4.1.1 Planned Ignoring ................................... 16 2.1.4.1.2 Signal Interference ................................ 16 2.1.4.1.3 Proximity Control ................................. 17 2.1.4.1.4 Touch Control ....................................... 17 2.1.4.2 Verbal Interventions ............................................ 18 2.1.4.2.1 Calling on Student/Name-Dropping ...... 18 2.1.4.2.2 Direct Appeal ........................................ 19 2.1.5 Level of Students’ Development ..................................... 20 2.1.5.1 Emotional Development ...................................... 20 2.1.5.2 Mental/Cognitive Development ........................... 20 2.1.5.3 Psychological Development ................................. 21 2.1.5.4 Societal Development .......................................... 21
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2.2
Theoretical Framework ............................................................... 22
CHAPTER III METHODOLOGY 3.1
Research Method ........................................................................ 24
3.2
Research Setting and Subjects..................................................... 25 3.2.1 Research Setting.............................................................. 25 3.2.2 Research Subjects ........................................................... 25
3.3
Instrument .................................................................................. 26
3.4
Data Collection ........................................................................... 27 3.4.1 Observations ................................................................... 27 3.4.2 Interviews ....................................................................... 27
3.5
Data Analysis ............................................................................. 28 3.5.1 Observations ................................................................... 28 3.5.2 Interviews ....................................................................... 28
3.6
Procedures .................................................................................. 29
CHAPTER IV FINDINGS AND DISCUSSIONS 4.1
Discipline Problems of Second Grade Students at Kanaan Junior High School Tangerang .............................................................. 30 4.1.1 Chatting with Peers ......................................................... 31 4.1.2 Walking Around.............................................................. 35 4.1.3 Shouting while Talking ................................................... 37 4.1.4 Laughing ......................................................................... 40 4.1.5 Daydreaming................................................................... 42 4.1.6 Interrupting the Teacher .................................................. 44 4.1.7 Playing ............................................................................ 46
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4.1.8 Coming Late ................................................................... 48 4.1.9 Babbling ......................................................................... 49 4.2
Teachers’ Interventions in Handling the Students with Discipline Problems .................................................................................... 51 4.2.1 Signal Interference .......................................................... 52 4.2.2 Proximity Control ........................................................... 53 4.2.3 Touch Control ................................................................. 54 4.2.4 Planned Ignoring ............................................................. 55 4.2.5 Direct Appeal .................................................................. 55 4.2.6 Calling on the Student ..................................................... 56 4.2.7 Name-Dropping .............................................................. 56
4.3
Responses to the Given Interventions.......................................... 57 4.3.1 Student L’s Responses .................................................... 57 4.3.2 Student B’s Responses .................................................... 60 4.3.3 Student J’s Responses ..................................................... 64
CHAPTER V CONCLUSION, LIMITATION, AND RECOMMENDATIONS 5.1
Conclusion ................................................................................. 69
5.2
Limitation of the Study ............................................................... 71
5.3
Recommendation ........................................................................ 71 5.3.1 To Teachers .................................................................... 72 5.3.2 To School and Principal .................................................. 72 5.3.3 To Further Studies ........................................................... 72
WORKS CITED ................................................................................................ 73
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LIST OF FIGURES Figure 2.1
The Diagram of Theoretical Framework ..................................... 23
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LIST OF TABLES Table 3.1
Table of Observation Form ......................................................... 26
Table 4.1
Types of Discipline Problems ..................................................... 31
Table 4.2
Frequency of Teacher’s Intervention toward Students’ Discipline Problems .................................................................................... 52
Table 4.3
Student L .................................................................................... 58
Table 4.4
Student B .................................................................................... 61
Table 4.5
Student J ..................................................................................... 65
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LIST OF APPENDICES Appendix A
Observation Form ....................................................................... 75
Appendix B
Frequency of Students’ Discipline Problems ............................... 93
Appendix C
List of Questions to Interview ..................................................... 94
Appendix D
Letter of Permission from School................................................ 97
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