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.