Examining the correction strategies employed by novice elt teachers to handle students’ misbehaviors in efl context  

Oleh:

Gondowijoyo, Edwina ; Hidajat, Lanny

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 156-160.
Topik: Misbehaviors; Vorrection strategies; EFL context; Novice teacher
Fulltext: 156-160 Edwina Gondowijoyo, Lanny Hidajat_Edited.pdf (386.16KB)

Isi artikel

This research was intended to examine how novice ELT teachers handled students’ misbehaviors in their classrooms. Misbehaviors can be defined as inappropriate behavior, disruptive behavior, discipline problems, and maladaptive behavior (Charles, 2008).Teachers must correct misbehaviors because these actions can interrupt and hamper students’ learning process in the classroom (Unal & Unal, 2012). Sun & Shek (2011) categorized misbehaviors into 17 categories, including talking out of turn, walking out of seat, and laughing excessively. In addition, in their observations of English classrooms, Cabaroglu & Altinel (2010) found 22 types of misbehaviors. To correct students’ misbehaviors, teachers use various strategies. Yilmaz (2004) distinguished the correction strategies into two types: verbal and non-verbal interventions. The verbal ones are suitable for misbehaviors which disrupt the teaching and learning process; while, the non-verbal ones, such as establishing eye contact, can be used for the less serious problems. According to Cabaroglu & Altinel (2010), there are ten correction strategies, which are: ignoring, verbal warning, shouting, reminding the rules, making explanations, calling name, eye-contact, scolding, and threatening. The present study describes the kinds and frequencies of students’ misbehaviors that novice ELT teachers faced in their EFL classrooms and the correction strategies they used to deal with the situations. The novice teachers were four students of English Language Education program of a private university in South Jakarta who were taking a teaching practicum course. To gather the data, the researchers conducted a classroom observation in the classes in which the student teachers did their teaching practicum. Each student teacher was recorded for around 90 minutes. Afterward, the researchers focused on the 40-60 minutes in which students’ misbehaviors frequently occurred. To analyze the data, the researchers first identified the students’ misbehaviors and correction strategies. After that, the researchers employed an observation scheme based on Cabaroglu & Altinel (2010) and Sun & Shek (2011) to categorize students’ misbehaviors. The researchers also used the categories in Cabaroglu & Altinel’s (2010) study and Yilmaz’s (2004) study to categorize the correction strategies.

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