JUNIOR HIGH SCHOOL STUDENTS’ DISRUPTIVE BEHAVIOUR AND THEIR EXPECTATIONS ON EFL CLASS

Abstract

Students are at the heart of teaching and learning. Students will learn effectively if they are willing to learn. However, students may conduct disruptive behaviour in the classroom. This study addresses these following objectives: (1) to describe the forms of students’ disruptive behaviour; (2) to describe the sources of students’ disruptive behaviour; and (3) to describe students’ expectations to cope with that behaviour in EFL class. This study employed descriptive study design. The sampling was purposive sampling. To collect the data, open-ended and closed-ended questionnaire using 4-likert scale, focus group structured-interview, and complete participant observation were employed. To validate the data, methodological triangulation was used. The data were analyzed using qualitative data analysis developed by Miles, Huberman, and Saldaña (2014). The results of this study have revealed the forms of students’ disruptive behaviour, the sources of students’ disruptive behaviour, and students’ expectations to cope with that behaviour in EFL class. The results are discussed and further studies are encouraged.

Keywords: EFL class, students’ disruptive behaviour, students’ expectation.