Chapter Two Literature Review This chapter discusses several reviews and definition of teachers ...

31 Pages·2017·0.32 MB·English

Chapter Two
Literature Review
This chapter discusses several reviews and definition of teachers’
discipline and students’ motivation that related to this research. This chapter
focuses on the definition of discipline, motivation in learning English and the
correlation between teachers’ discipline and students’ motivation in learning
English. The conceptual framework and hypothesis of this study are also
presented in this chapter.

Definition of Discipline
Definition of discipline has been explained in some English dictionary,
such as Merriam Webster Dictionary (2003), Online Cambridge Dictionary,
and Oxford Dictionary (2008). Based on Marriam Webster Dictionary (2003),
there are three simple meanings of discipline. Firstly, discipline is control that
is gained by requiring that rules order be obeyed and punishing bad behavior.
Secondly, discipline is a way of behaving that shows a willingness to obey
rules or orders. Thirdly, discipline is behavior that is judged by how well it
follows a set of rules or orders. Definition of discipline is also stated in Online
Cambridge dictionary. Those are discipline for training (Noun) and discipline
for control (Verb). Discipline for training is training that makes people more
willing to obey or more able to control themselves, often in the form of rules,
and punishments if these are broken, or the behavior and discipline for control
is to teach someone to behave in a controlled way. Then, based on Oxford
Dictionary (2008), discipline is a practice of training people to obey the rules
and punishing them if they do not obey it and also discipline is ability to
control your behavior or the way you live.
In addition, some experts have made clear definition of discipline. As
reported on the Web of duniapelajar.com (2014), there are three definitions of
discipline based on three experts’ opinion. The first opinion comes from Drever
(1986) who stated that discipline is the ability to control the behavior that
comes from inside a person conforms to the things that have been set from the
outside or exiting norm. In other words, discipline of the psychological aspect
is the behavior of someone who appears and able to adjust the rules that have
been set. The second opinion comes from Fairshild (1977) who mentioned that
discipline consists of two parts. Namely self-discipline and social discipline
and both are connected each other. Therefore, people who have attitude of
discipline are the people who can guide the behavior and actions based on
specific benchmarks or limit certain behaviors are acceptable in a group or
social spheres respectively. The setting of those behaviors can be acquired
through education and learning. The third opinion comes from Macquarie
(1967) who believed that discipline is willingness and one’s actions in
complying with all regulations that have been strung with a specific purpose.
Other researchers also explained the definition of discipline. Robbins
and Judge (2013) asserted that the discipline is an attitude or behavior which is
done by way of voluntary with full of awareness and willingness to follow the
rules which is set by the organization or employer whether written or
unwritten. Siagian (1997) as cited in Kaliri (2008) found that discipline is the
measures of management to encourage the members of organizations to fulfill
various provisions. Another definition came from Zuliana (2010) that
discipline is a rule to organize the order of life personality of the group. The
rules were not made by the animals, but it is made by human as a maker and
performer. While discipline arise from inside the soul of human because of
there is encouragement to obey the rules. This can be understood that the
discipline is rules, namely: Settings (compliance). This can be understood that
discipline means obeying the rules.
Based on several definitions of discipline above, it can be interpreted
that discipline is an attitude that must exist within all people. It is a must
because discipline is the basis of people’s behavior which is really influence to
all things.

Definition of Teachers’ Discipline
Discipline is a value that became an integral of someone profession
which is must have by every person. Teachers’ discipline in teaching and
learning process is very essential. According to Aziz (2011), “teachers’
discipline is fully willing attitude in complying with all the rules and norms
that exist in school education and doing his job as a form of its responsibility
towards the education of their students” (p.33). Other definition of teachers’
discipline comes from Rogers (2011), he said that teachers' discipline is
teachers' who explain the rights, responsibilities, and rules of the school with
their students in the establishment phase of the year and they did what they
have explained. So, all things which are related to the students are the
responsibility of a teacher. Such as the lesson that the student does not
understand or student attitudes who like to disturb other students. All of those
are the responsibilities of a teacher.
A teacher must closer to student in order to know the problem that the
students’ face and teachers can solve the problem that is faced by students.
Because of teacher or education personnel is a mirror for the students in their
attitude or exemplary, the teacher should do a discipline and doing discipline
will give the extraordinary results to their students. In addition, Rogers (2011,
p.3) noted there are three meanings of discipline on his book under the title
“strategies for positive and effective behavior management and discipline in
schools” as follows:
Preventative discipline. Rogers (2011) said that preventative discipline
is concerned with basic rights and clear and fair rules and behavior
consequences. It involves developing positive routines for teaching and
learning, room organization, and curriculum planning.
Corrective discipline. Moreover Rogers (2011) said that corrective
discipline is concerned with teacher action. What we say to correct distracting,
disruptive, antisocial or deviant behavior is in discipline contexts. Crucial to
this aspect of discipline is our characteristic use of language under emotional
pressure (because of bad behavior) and it is an appropriate use of school-wide-
time-out procedures” (p.3). Such as the words of teacher when he was mad and
told students out of class by saying: get out, go on! I’m sick of stupid behavior.
Rogers (2011) said that “in this example, teacher’s voice is not loud or
aggressive but assertive and firm” (p.52).
Supportive discipline. Rogers (2011) also said that supportive
discipline ensures that correction is received as fairly as possible. It involves
repairing, rebuilding and re-establishing working relationships with students
who have been disciplined.
Rogers (2011) elaborated that “discipline in these sense is a teacher
directed activity whereby we seek to lead, guide, direct manage and (where
necessary) confront a student about behavior that disrupts the right of others”
(p.5). So to be a good teacher, a teacher must lead the students or control
directly the students to a better direction, such as directing the students to study
harder. So that they can understand what has been taught by a teacher and they
will get a great achievement and motivation in learning.
In order to become discipline, teachers need to have several approaches.
Mangkunagara (2000) as cited in Kaliri (2008) claimed that there are three
approaches to teachers’ discipline. Those are the modern discipline, traditional
discipline and discipline goal approach. The first one is modern discipline
approach. Modern discipline approach attempts to bring together a number of
purposes, and new requirements beyond punishment. The function of modern
discipline approach is to avoid physical punishment, to protect the correct
allegations to be forwarded to the legal process. The second one is traditional
discipline approach. Traditional discipline approach is discipline approach by
giving a punishment. It is to give punishment to the violators of discipline with
assumption to give a lesson to the offenders. The last one is discipline goal
approach. Kaliri (2008) said that discipline goal approach assumes that work
discipline must be accepted and understood by all teachers which discipline is
not a punishment but discipline is the creation of behavior. So, both of
discipline modern, traditional and discipline goal approach is very useful for
teachers who want to be discipline.

The Types of Teachers Discipline
Each school certainly had some teachers and every teacher organize a
class that has their own way in a classroom set. Each teacher may not be the
same in making the classroom atmosphere becomes conducive. Every style of
discipline that is imposed by a teacher in the class certainly adjusted to what is
needed by students.
Teachers’ discipline will help students in understanding what is
commanded and what should be done by them in learning process. Altinel
(2006) as cited in Rahimi and Hosseini (2015) argued that “the research shows
that teacher management styles maximize the students’ academic performance
and keep them on task” (p.6). It means that a teacher who has good
management styles will have the students more easily in understanding the
lesson that teacher teaches in the class. The researcher believes that every
teacher has different discipline style in managing the classroom.
Style of discipline that usually teachers do in the classroom depends on
their personality, attitude and their experience in teaching. Wolfgang (2001) as
cited in Kaya, Cynthia & Wolfgang (2010) explained that “the type of teachers’
discipline model use may depend on their personality, years of experience in
teaching process the classroom, or the grade level that they teach” (p.5). It can be
interpreted by the amount of teachers’ experiences in teaching and learning
process, so they have great discipline. Teacher discipline can be better and it also
comes from other factors. Such as their personality and the grade level that they
teach which have been mentioned above by Kaya. et. al (2010). Every teacher has
a different discipline in teaching. Sometimes there is a stern teacher. There is
teacher who is very familiar with the students and there is also a teacher who does
not care about their students. Tomal (1998) as cited in Reese (2012) mentioned
that there are five teacher discipline styles. Those are enforcer, abdicator,
compromiser, supporter and negotiator.
Enforcer. The first style is enforcer style. Enforcer means whatever he
wants, it should be obeyed by others. Tomal (1998) said that “a teacher who
has a high degree of enforcing and low degree of supporting, the teachers’ style
was called the "enforcer". This teacher was much like a dictator in demanding
that his/her students obey his/her rules and allows little room for discussion”
(p.8). In this discipline style, Reese (2012) said that “this style is not as
effective with students today as it once may have been, due to today’s pressing
need for increased student-teacher relationships” (p.41). So, teachers who have
enforcer style that are teachers who use a consistent hard-line approach. It
means that anything that the teachers demand to the students, they should obey
it. If they are not obeying the demand from the teacher they will get some
consequences, such as punishment. As stated by Reese (2012) that this
discipline style is not effective anymore in this era. In conclusion, those
teachers must provide what is needed by students not what is wanted by the
teacher. So, the relationship between teachers and students will be harmonious.
Abdicator. The second style is abdicator style. Abdicator means to
stop controlling or managing something that you are in charge of (Cambridge
Advance Learner Dictionary, 2008). Sometimes teacher forsake what their
student do. This action is called as abdicator style. Then, Tomal (1998) said
that abdicator style is characteristic of those teachers who has low supporting
and enforcing attributes. They tend to be apathetic towards handling
disciplinary problems and they have little interest in their students. If the
teacher has this discipline model in teaching and learning process, it will not
motivate the students. It is supported by Tomal (1998) as cited in Reese (2012)
asserted that “this style of discipline appears to lead to demotivation, poor
academic achievement, and class disruption” (p.42). A typical teacher has a
discipline like this are teachers who do not really care to students. As an
example if students want to sleep in class, then the teacher allowed them to
sleep in the class. Discipline style like this will not give a motivation to the
students to study harder, because their teachers are letting what students do in
learning process.
Compromiser. The third style is compromiser style. Compromise
means to accept something that you will reduce your demands or change your
opinion in order to reach an agreement with someone (Cambridge Advance
Learner Dictionary, 2008). Tomal (1998) mentioned that “teacher who had the
style of the “compromiser exhibit a moderate degree of enforcing and
supporting characteristics” (p.12). He also said that “these teachers appeared to
be more willing to compromise their own positions for those of the students.
Therefore, these teachers are appear to be a wishy-washy and inconsistent
teacher in enforcing school discipline policies” (p.12). Reese (2012) argued
that this kind of style will make the students confuse with the lesson that the
teacher teach in the classroom. Students confused with the lesson that is taught
by the teacher, because the teacher comes to the classroom just to perform a
task that is given by the school principal for them. They are not come the class
to give students an understanding of what they want to teach.
Supporter. The fourth style is supporter style. Supporter means
someone who supports a particular idea, group or person (Cambridge Advance
Learner Dictionary, 2008). So a teacher who has this style is a teacher who
always provides encouragement to students. Tomal (1998) explained that
“teachers who has a "supporter" discipline style exhibit a high degree of
supporting and a low degree of enforcing characteristics. They take great
efforts to talk with students about a disciplinary problem and they give a great
deal of latitude in the disciplinary action that they may administer” (p.13).
Then, Reese (2012) asserted those teachers who have this discipline style looks
really concerned to the students’ feeling and the students have difficulties with
applying or enforcing strict policies.
Negotiator. The fifth style is negotiator style. Negotiator means someone
who tries to help two groups who disagree to reach an agreement with others,
usually as a job (Cambridge Advance Learner Dictionary, 2008). Tomal (1998)
highlighted that “teachers with the "negotiator" discipline style exhibit a high
degree of emphasis on enforcing and supporting” (p.43). Tomal (1998) also said in
this discipline model, “the teachers used multiple approaches to discipline such as
parent/teacher conferences, listening to the students, enforcing rules and policies,
calling students’ parent to discussion, and counseling sessions with their students”
(p. 43). Teachers who have this discipline style will not find a problem too
difficult in handling students, because they involves multiple parties such as
parents and other teacher without underestimating and intimidating students.

The Roles of Teacher
The role of teacher is not easy. Beside they teach students, they also
educate them. To be a teacher is not only mastering the material that will be
thought to students, this is not enough, this thing cannot be categorized as
professional teacher. To be a professional teacher, they should have skill, they
love their job as a teacher, and there are many things that should be mastered
by them. It is supported by Kaliri (2008) asserted that teaching is not just a
teacher and stood in front of the class, but how the techniques and strategies to
convey or communicate the subject matter. He also said that one of the key to