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 arewilling to learn. However, students may conduct disruptive behaviour in the classroom. Thisstudy addresses these following objectives: (1) to describe the forms of students’ disruptivebehaviour; (2) to describe the sources of students’ disruptive behaviour; and (3) to describestudents’ expectations to cope with that behaviour in EFL class. This study employeddescriptive study design. The sampling was purposive sampling. To collect the data, openended and closed-ended questionnaire using 4-likert scale, focus group structured-interview,and complete participant observation were employed. To validate the data, methodologicaltriangulation was used. The data were analyzed using qualitative data analysis developed byMiles, Huberman, and Saldaña (2014). The results of this study have revealed the forms ofstudents’ disruptive behaviour, the sources of students’ disruptive behaviour, and students’expectations to cope with that behaviour in EFL class. The results are discussed and furtherstudies are encouraged.