STUDENTS` DISRUPTIVE BEHAVIORS IN ENGLISH LANGUAGE LEARNING AT GRADE IX OF JUNIOR HIGH SCHOOL 26 PADANG

Dini   Erza Farta; Hevriani  Sevrika

doi:10.36989/didaktik.v12i04.19726

Dini Erza Farta Universitas Nahdlatul Ulama Sumatera Barat
Hevriani Sevrika Universitas Nahdlatul Ulama Sumatera Barat

DOI: https://doi.org/10.36989/didaktik.v12i04.19726

Keywords: disruptive behavior, English language learning, Charles (2014), classroom management, junior high school students

Abstract

This study aimed to identify the forms of students’ disruptive behavior and explore the reasons behind such behavior during English language learning among ninth-grade students at Junior High School 26 Padang. This study employed a qualitative descriptive design. The data were collected through two observation sessions and semi-structured interviews with five informants selected purposively. The data were analyzed using the model proposed by Miles, Huberman, and Saldaña (2014). The findings showed that six of the thirteen forms of disruptive behavior based on Charles (2014) were consistently identified in both observation sessions, namely inattention, needless talk, moving about the room, annoying others, disrupting, and defiance of authority. Meanwhile, the other seven forms, namely apathy, lying, stealing, cheating, sexual harassment, aggression and fighting, and malicious mis-chief, were not identified during the observations. The interview results showed that disruptive behavior was related to various reasons, including interaction with friends, the desire to gain attention, boredom, habitual behavior, difficulty under-standing the lesson, pressure related to assignments, and other personal and situa-tional conditions. These findings indicate that disruptive behavior did not occur be-cause of a single reason but was related to a combination of internal, interpersonal, and situational conditions during the learning process. This study is expected to provide useful information for English teachers in understanding the forms and rea-sons for students’ disruptive behavior and managing students’ behavior appropri-ately according to the learning context.

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