Research proposal research baru 27 june

“A Study on The Level of Discipline Problem in One of The Secondary in Sarawak ”

RESEARCH PROPOSAL

Dabney Luang Anak Pengehan

2013327501

FACULTY OF EDUCATION

UNIVERSITI TEKNOLOGI MARA

2014

Master of Education in Educational

(Management and Leadership)

1

“The Study on The Level of Discipline Problem in Secondary School ”

By Dabney Luang Anak Pengehan

2013327501

Table of ContentsCHAPTER ONE

1.0 Introduction………………………………………………………………………………….4-10

1.1 Background of the study...............................................................................................................11

1.2 Research Problem..........................................................................................................................12

1.3 Research Objectives……………………………………………………………………………13

1.4 Research Questions…………………………………………………………………………………13

1.5 Research Hypothesis............................................................................................................................13

1.6 Significance of the study.................................................................................................................14-15

1.7 Limitation of the Study………………………………………………………………………………16

1.8 Operational Definitions

1.8.1Improve……………………………………………………………………….…………….17

1.8.2School Management………………………………………………………………………..17

1.8.3Disciplinary …………………………………...……………………………………………17

1.8.4Effect………………………………………………………………………………………..17

1.9 Conclusions…………………………………………………………………………………………...17

CHAPTER TWO

2.0 Introduction…………………………………………………………………………………………..19

2.1 Review of related literature……………………………………………………………………..…...20

2.2 Review of factors students discipline………………………………………………………………..21

2.3 Conceptual Framework……………………………………………………………………………...22

2

CHAPTER THREE

3.0 Introduction…………………………………………………………………………………………..23

3.1 Research Design……………………………………………………………………………...23-24

3.2 Population and Sample………………………………………………………………………….24

3.3 Research Instrument ………………………………………………………………………..25-27

3.4 Procedure for Data Collection ……………………………………………………………...27-28

3.5 Procedure for Data Analysis………………………………………………………………..29-30

3.6 Summary ………………………………………………………………………………………..30

List of References……………………………………………………………………………………..31-35

Appendix………………………………………………………………………………………………36-49

3

Chapter One

1.0 Introduction

Over the years, discipline problem is increase . Discipline problem is a fundamental problem in

every school . According to Higher Education Minister Datuk Seri Mohamed Khaled Nordin said, we

should all be born a human quality. National education dialogue could be one of the best platform to

produce quality graduates, thus fulfilling the human resource requirements . Higher Education Minister

Datuk Seri Mohamed Khaled Nordin said the implementation of the dialogue that takes into account the

views of the entire group and groups including teachers, students, youth, industry and non-governmental

organizations (NGOs) are timely. Until now research on top disciplinary problems among students in

school truancy. Disciplinary problems such as truancy, tardiness, unmanaged hair, smoking, extortion

problem, addiction problems and serious social problems cause problems in school.

Ministry of Education revealed that about 76.300 or 1.09 per than seven million students in this

country is involved in a variety of disciplines . According to Banyan Alwi , 2005, every school in this

region and in the world is 80 percent of the discipline problem . The problems faced by each school are

discipline problems that symptoms of serious student misconduct. Discipline students, especially high

school students should be taken seriously by all parties that it will not continue. Even casual attitude of

some schools that expose their student misconduct, should be praised and emulated. If hidden until

anytime problem can not be resolved. According to Sharifah Rinah, 2005 , the discipline problem will

probably result in a bigger problem when they encounter difficulties in life after running away from home

as involved in prostitution, the service at a nightclub or disco and so on.

4

In recent years, many cases involving high school students in the school. For example, the case of

students attack teachers. Utusan Malaysia Online on Jan 4, 2014, a student was charged hurting a male

teacher from SMK Kuala Perlis with curve knife on the first day of school. Incident happened on Jan 3

2014 Kangar, Perlis. During the incident at 7 am yesterday, the girls were said to be angry after the

teacher examining a school entrance rebuked him for styling hair styled 'punk' and color hair .After

reprimanded, the student went home and came back to school with her mother to meet with the teacher to

occur broil .Student the alleged act of attacking teacher uses curve knife resulting injury under his right

eye and had been treated at the clinic Kuala Perlis.

A fellow teacher from SMK Anderson Ipoh, Mr Ashri revealed he had surveyed in Ipoh at night

and felt very surprised to see that the male students drank booze unashamedly in public. He also exposes

the students involved in the distribution of ecstasy pills. Students involved frequently absent from school,

and on investigation found the school's students are the chief distributor of Ecstasy pills at school.

Teens are also involved in the 'K-Pop' which was popularized by Korean teenagers. Changes in

adolescents as well as hair dangle fairly strict dress is style 'K-Pop' teen Korea. Influence of mass media

and the nature of teenagers who want to try something new by imitation Korean teen could cause moral

decline of young Malaysians. Malaysia is rich in culture, distinctive skills and polite manners. However,

due to the influence of mass media outside cause some teenagers complacent and forget their origins.

Here has data analysis for discipline problem among students . This data was published by Ministry of

Education .

5

NoTypes of Criminal Behaviour

Primary School Secondary SchoolNo of Student Involved

%% Enrolment.

No.Student Involved

%No.Student Involved

%

1 The Criminal 5971 20.70 8350 10.66 14321 13.36 0.27

2 The Obscene 1064 3.69 2714 3.46 3778 3.52 0.07

3 Finishing Up 3082 10.69 10844 13.84 13926 12.99 0.26

4No Importance on time

2225 7.71 8178 10.44 10403 9.71 0.20

5 Curt 3794 13.15 11613 14.82 15407 14.37 0.29

6 Vandalism 1717 5.95 1913 2.44 3630 3.39 0.07

7 Truancy 5935 20.58 11408 14.56 17343 16.18 0.33

8 Naughtiness 2114 7.33 7812 9.97 9926 9.26 0.19

9 Bullying 2005 6.95 2154 2.75 4159 3.88 0.08

10 Cigarette 936 3.25 13362 17.05 14298 13.34 0.27

Total 28843 100 78348 100 107191 100 2.03

26.91 % 73.09 %

Table 1 .1 : The recorded statistics of students discipline Lower Secondary and High Secondary

school 2012 by Minister of Education Malaysia

2011 2012

6

No District No.of Students Involved

%

(District Enrolment)

No.of Students Involved

%

(District Enrolment)

1 PERLIS 759 1.48 747 1.55

2 KEDAH 7179 1.66 10054 2.47

3 PULAU PINANG

6189 2.25 3777 1.44

4 PERAK 12863 2.74 11752 2.14

5 SELANGOR 11854 1.27 18188 1.98

6 WP. KUALA LUMPUR

9193 3.70 6058 2.51

7 NEGERI SEMBILAN

5109 2.44 4339 2.09

8 MELAKA 4093 2.49 5356 3.39

9 JOHOR 11689 1.80 12219 1.97

10 PAHANG 8687 3.06 4133 1.52

11 TERENGGANU 7630 3.21 3859 1.59

12 KELANTAN 5369 1.40 2669 0.75

13 SABAH 11234 2.25 12088 2.52

14 SARAWAK 7479 1.50 11412 2.37

15 WP LABUAN 683 4.53 475 3.28

16 WP PUTRAJAYA

208 1.26 65 0.41

Table 1.2 : The recorded statistics of students discipline by each State from 2011 from 2012 by

Minister of Education Malaysia

7

No Year Total % Mean

1 2007 1834 0.08%

1584

(0.06%)

2 2008 1848 0.08%

3 2009 1534 0.06%

4 2010 1348 0.05%

5 2011 1131 0.05%

6 2012 1811 0.07%

Table 1.3 : The recorded statistics of students discipline in Disposable School from 2007 until 2012

by Minister of Education Malaysia


8

12007 9587 0.40%

7863

(0.33%)

22008 8515 0.36%

32009 9080 0.38%

42010 8246 0.35%

52011 5007 0.26%

62012 6746 0.28%

Table 1.4 : The recorded statistics of students discipline in Suspension from School from 2007

until 2012 by Minister of Education Malaysia


9

12007 31252 1.33%

26,691

(1.11%)

22008 31645 1.34%

32009 32964 1.40%

42010 27646 1.17%

5 2011 20452 0.87%

6 2012 16189 0.67%

Table 1.5 : The recorded statistics of students discipline in Caned from 2007 until 2012 by

Minister of Education Malaysia

Today's world has suffered a great social changes which influence the values and traditions of the

people increasingly thin as driven by technology and the explosion of information that can deflecting soul

of youth. Nowadays, many people are beginning to express their worries about moral decay and weakness

discipline teenagers or young people, especially among students. Nevertheless, my study will identify the

factors and measures to improve the issue of school discipline in one of Sarawak School and the

important thing is the effect of school management of school discipline .

1.1 Background of the study

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This paper focuses on the factors on the students discipline in school , the ways to improve school

discipline and the implication pf school management towards discipline problems in school . At present,

the problem of disciplines prevalent in the media and in the newspapers. These things should not be

continued. This is because the child is a valuable asset for the country. They will lead the country.

According to Biglan, T., Wang, M., & Walberg, H. (2003) where they support that discipline problems

can preventing youth problem .

Factors that cause disciplinary problems in school may have become a habit. But the high school as

a community should be viewed in terms of contextual influences and consequences for Students and

Teachers. This statement was supported by Bryk, A., & Driscoll, M. (1988). We want to produce students

with a range of products of a school is a good moral value and quality. Management schools should also

be viewed from a holistic and multifaceted. This can create a school that is organized, efficient and

balanced. Thus , this paper tends to provide an overview on the factors , the ways to improve and the

effects of school discipline to school management .

1.2 Research Problem

11

This study is to improve the discipline among students in SMK Rosli Dhoby , Sibu , Sarawak .

Nowadays , the problem of discipline in schools is rampant even nearly all schools have the same thing .

Truancy is a main problem among students at school . Through the experience of the researcher in

addressing the problem of truancy among school students of course there are factors that cause a student

commits an act of misconduct either skipping school truancy, truancy or skipping attend activities outside

the classroom. By observation there are many factors that cause students to engage in truancy, among

them is due to the attitude of the students attitudes, peers, parents and teachers.

The factors - environmental factors schools, school management and school infrastructure may also

cause the students involved in the truancy problem. In this study, the researcher will only identify the

extent of the factors attitude of students, peers, parents, students and teachers involved in the truancy

problem. In addition, researchers will try to identify the factors which motivate students more involved in

the truancy problem .Such things cannot be overstated because it involves teenagers.

Youth is very important and will lead the country in the future . Failure to address the problems of

moral discipline will impair adolescents and their future . All schools have rules and students can not be

against the rules. However , students who violate the rules will invite disciplinary problems at school .

With the advent of efficient regulation and more efficient management will foster a harmonious and

happy. School leaders need to be concerned with this problem and work with academic staff , non-

academic and parents to reduce school discipline . Thus, the focus of the investigation is to find the

factors of an issue with discipline and a way to overcome the problem of discipline to discipline problems

can be overcome and establish a harmonious and peaceful school .According to Doyle , 2006 , improving

school discipline through an ecological approach to classroom management focuses on improving the

holding power of the classroom.

1.3 Research Objectives

12

The objectives of this study are :

a) To determine the factors that causes discipline problems among student .

b) To determine the ways to improve school discipline .

c) To determine the implication of school management towards discipline problems in school .

1.4 Research Questions

The questions of this study are :

a) What are the factors that cause discipline problems among students?

b) What are the ways to improve of school discipline ?

c) What are the implication of school management towards discipline problem in school ?

1.5 Research Hypothesis

A research hypothesis is a prediction of the outcome of a study. The prediction may be based on an

educated guess .The research hypothesis for this study are ;

1. There is no significant differences factors that causes discipline problems among students .

2. There is no significant differences the ways to overcome the problem of school discipline .

3. There is no significant differences the implication of school management towards discipline problem in

school .

1.6 Significance of the study

13

Nowadays , the discipline problem in school is not a new issues in our country . Each school has

its own way to solve the problem of discipline in schools. Discipline problems in schools is increasing

and worried . However, it is difficult to get a response prevalent causes of these symptoms. Md. Myidin

(2009) in his study entitled "Bullying / Truancy / Cigarettes" found

social problems such as bullying, truancy and smoking (ACA) is increasing from time to time and one of

the causes of youth involvement in this problem is due to parental divorce.

Koziey (1982) in his study titled "Broken Homen : Impact and Adolescent", argues cracking household

and parental divorce affects the behavior and personality of children . Although many ways that have

been implemented by the government for the problem of discipline, but drastic measures that can be

overcome by the teacher, the school, the Education Department (JPN) and Ministry of Educational . In

this situation , discipline problem can improve if has involving by many parties . As a counsellor

teacher , they are need to provide more activities to attract students . For example , a motivation camp . A

motivation camp can built the problem in self- esteem . Then , school may give motivation talk to student

discipline . The motivator by other school can be invite so that to improve in higher motivation among

students . According to Ames , 1992a , 1992b , the motivation influences on achievement and influencing

self-efficiency and mastery goals . So, to achieve the goal , we need give a motivation to discipline

students .

Apart from that , teacher should be change their pedagogy in classroom . Sometimes , teacher

won’t attract students during teaching and learning . This problem can contribute a school discipline

among students . For example , teacher need to do the activities learning in-door and outdoor class .

Then , the attractive learning may be can using the Information Communication and Technology

(ICT) .This can make student interest in learning and teaching .According to Watkins and

Mortimore ,1997 , the conceptual of pedagogy is develop in understanding of cognition and meta-

14

cognition . According to Cornu ,1995 , ICT is one of learning opportunities and can design a new

‘integrated pedagogy’ .

Besides that , Education Department (Jabatan Pendidikan Negeri)(JPN) and Ministry of

Education (MOE) needs to support school and teachers to improve the discipline problem . In house

training is one part of training can help among teachers to improve in a leadership and organization

management . According to Fagerlind and Kanayen (1994) , the mission in house training train is

characteristic the current policies through knowledge of the system and the way it functions .

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1.7 Limitation of the Study

The first limitation is the respondents of the study . The respondents is only limited to teachers in

one school in SMK Rosli Dhoby , Sibu , Sarawak only . They are different working experience among

them . The difference of working experience have affected among teacher the ways to manage school

discipline . Normally , teachers who are more than 10 years in teaching experience know how to manage

school discipline . So, the respondents it’s not just specified among teachers but might be their parents .

This study is not limit among teachers but parents also is one part of respondent to success of the study .

The second limitation of this study is the sample size in the study is not a good sample size . The

sample size of this study is too small . The sample is limited to 50 respondent consists of teachers from

SMK Rosli Dhoby , Sibu , Sarawak . The size must big enough in order to make a general conclusion

based on a study a level of discipline problem among students in SMK Rosli Dhoby , Sibu .

The third limitation of this study is the place that this study will conducted . The researcher’

sample were only made up of among teachers SMK Rosli Dhoby , Sibu . Because of this study is only

conducted for teachers from SMK Rosli Dhoby, Sibu , thus the sample cannot be the representative of the

rest of the population .Furthermore , the study only focuses in Malaysia context only . Conclusion can

only be made for teachers in Malaysia context only .Teachers from other countries also must be included

in order to have solid conclusion regarding the level of students discipline . Therefore , the results can be

used worldwide if there is any further related study regarding how to improve students discipline

Last but not least , the limitation is this research taking long time to be completed . The study

started from first semester until third semester almost 1 year and a half . The research for the Master level

by coursework and research is only one year enough to complete it . The last semester is dissertation by 9

credit hours . So, by this credit hour might be complete all the research as well .

16

1.8 Operational Definitions

The definitions used in this study are as follows :

1.8.1 Improve

According to Oxford Advanced Learner’s Dictionary (2005) , improve is defined as to make somebody or

something better than before . In (Dictionary.com ,2013) , the improve refers to the discipline students’

among students SMK Rosli Dhoby, Sibu .

1.8.2 School Management

According to Business Dictionary (2013) , the term of management is the organization and coordination

of the objectives in business in order to achieve the objectives . However , on term of school management

is the proper organization and coordination in school to achieve their objective . For the purpose of term

school management is refer to school management towards discipline problems in school .

1.8.3 Disciplinary

According to Oxford Advanced Learner’s Dictionary (2005) , the term of disciplinary is defined as

actions are concerned with making sure that people obey rules . For the purpose of the term disciplinary

refers school discipline growing concern in SMK Rosli Dhoby ,Sibu .

1.8.4 Effect

According to Oxford Advanced Learner’s Dictionary (2005) , the term of effect is defined as something

that is produced by an cause . For the purpose of this study , the term effect refers between the effect of

school mangement and school discipline .

17

1.9 Conclusion

In conclusion, this study describes the background of the study, the problem statement of the

study, the research objectives, the research questions, the significance of the study, limitations, and also

about the operational definition. This review will explain more fully the factors of discipline problems

and also the most drastic and efficient measures to tackle indiscipline among students. Chapter 2 , will tell

the literature review. In this literature review will tell the scientific outlook on discipline problems among

adolescents in the present age.

18

Chapter Two

Research Review

2.0 Introduction

This chapter describes a research study by the scientific views to see the extent of the problem about

students discipline . This research is important in order to support concerns about the causes of

indiscipline among students. This chapter were discuss about the review of related literature , the review

by the effect of school discipline and theoretical framework .

2.1 Review of related literature

Since lately, school disciplinary problems rampant in schools. Every day percentage discipline

problems getting increase recorded show with a variety of factors. The example of the factor school

discipline because of financial problem . If it is not controlled, discipline problems will contribute social

problems in our country. Among rob, kidnap, rob, rape, murder and so on. Various factors that cause

discipline problems in schools. For example, the students' own problems, financial problems, family

sessions and lessons at school are boring, a lot of school work and peer influence. Pupils are national

assets . If it is not formed from scratch then ruined the future generation. Statistical information on school

discipline has been showed the problems by following each a state.

According to Chambers (1983) , external control based to order and fear while discipline is

internal . However the Internal discipline comes from the individual because they understand the need for

it .The review has been supported by Johnson (1994) that the four orientations of school discipline were

reached . There are traditional , liberal progressive , socially critical and laissez faire .

19

Apart from that , Cantana (1991) believed that classroom management , planning and organizing

academic work effectiveness may controlling student’s behavior . Based on a ‘traditional orientation to

school discipline , the oriented more like communication and learning as unidirectional . The teacher’s

responsible to teach and control students to respect teachers .This theory has been supported by Johnson

(1994) .

According to Charles (2002) discipline has been described as maintain without teacher

intervention by students become self-disciplined and the behavioral students . Teachers should be

understand that students discipline happened by different historical backgrounds , religious beliefs and

living patterns (Gollnick & Chinn , 2002 , p.5 ) .

Apart from that , the students comes to school have different ethnic , and identities based of

valued socioeconomic status , ethnic , gender , language and others . In the other research , in African

tribal classrooms , that students’ misbehavior be attributable to confusion where conflicting in often the

situation . The sentences mentioned by Al Hassan (1992) .

According to Irwin & Nucei , 2004 , as a teacher , there should be understanding students

culture . However , teachers may determine ethnically sensitive and intervention strategies in the

classroom .The other overview that Ayensua-Mensah (1984) said in large family be able happened among

students . This is because their parents do not provide a book , school uniforms , and school fees . Apart

from that , Mutalib (1986) said that a big family out of found suffering financial hardship and sociological

aspects of irregular .

20

2.2 Review of related by factors students discipline

Factor Statement by review

1. Peer Group Some students has been influenced by a friend .

They do not come to school by a friend who did not

attend classes . The opinion was supported by

Manja Mohd Ludin (1991) and Jaafar Abdul Rahim

(1977)

2. Parents According to Mutalib (1986) , family size have

relationship with student attendance at school . A

big family out of found suffering financial hardship

and sociological aspects of irregular

3. Teacher The interesting of Teaching and Learning make a

students interest to learn / study well . This is

because student will not bored to learn . This

research has been supported by Atan (1980) . The

characteristic of Teaching and Learning make a

student affected .

21

2.3 Conceptual Framework

Figure 1 : The Conceptual Framework

In this study, the factors , the ways to improve and the effect on school managment have related

to school discipline among students SMK Rosli Dhoby , Sibu , Sarawak . There are many factor

affected school discipline . In this framework were find the ways to improve school discipline

better . The ways to improve school discipline can decrease total number of discipline . If

measures to reduce school discipline is not taken care of, then it will also have an impact on the

management of the school . In this study , the school will identify ways to address the problem of

school discipline in order to avoid a negative impact on school management .A good in school

management may help a student especially problem students at least may change the attitude of

22

The factors

School Discipline

The ways to improve

The implication of school managment

students . By three variable above were to determine either the factor , the ways and the

motivation were be effected to reduce the discipline student or not .

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the Research Method which divided into Research Design, Population and Sample,

Instrumentation , Data Collection and Data Analysis . This research used experimental design to

investigate the factor and the ways to improve school discipline among students in SMK Rosli Dhoby

Sibu Sarawak . Apart from that , this study will determine the implication of school management

towards discipline problems in school .

3.1 Research Design

The design of this research is quantitative approach . This study to investigate the effects of three

independent variables; namely, the factors of school discipline , the ways to improve school discipline

and the effect of school management ; on the dependent variable of school discipline . The design was

meant among SMK Rosli Dhoby Teachers perception the factors and the ways to improve and how

classroom management effective helps in improving their school management . Among 50 teachers from

SMK Rosli Dhoby Sibu Sarawak have been chosen as the samples to gather the data needed . According

to Bulmer ,2004 ,the questionnaire is important because it is a establish tool within social science

research to gain information and participants the characteristics ,the behavior and their reason to topic

investigate . This section will explain the factorial design with each of the independent variable having

two levels. The two levels of factors were low and high; the two levels of the ways to improve were low

and high ; and two implication of school management were low and high. The factorial design is shown

in Table 3.1.

23

Table 3.1: Factorial Design on School Discipline

INDEPENDENT VARIABLE DEPENDENT VARIABLE

LOW HIGH

THE FACTORS Low factor will affect school

discipline

High factor doesn’t affect school

discipline

THE WAYS TO IMPROVE Low to overcome to improve will

not affect school discipline

High the ways to overcome

doesn’t affect school discipline

THE IMPLICATION OF SCHOOL MANAGEMENT TOWARDS DISCIPLINE PROBLEMS IN SCHOOL

Low implication of classroom

management will affect school

discipline

High implication of classroom

management will affect school

discipline

3.2 Population and Sample

The population for this study will be among teachers SMK Rosli Dhoby , Sibu , Sarawak . The subject

selected as defined the criteria and standards used for the determination of the inclusion of subjects for

research protocol . According to Neuman (2003) . However , this study used non-probability sampling

procedures to choose respondents . Non – probability sampling is not a random selected method

(Castillo , 2009 ) . Moreover , in non-probability , the samples are selected based on the purposive own

decision of the researcher . This statement has been supported by Castillo (2009) . This study used

purposive sampling . Purposive sampling mean only target a particular group of people ; whereby for this

research is teachers who are respondents among teachers SMK Rosli Dhoby , Sibu Sarawak .All the

24

respondents consist of teachers were randomly selected . The sample sizes for this study are 50

respondents .

3.3 Research Instruments

The instrument used for data collection in this research study is questionnaire . The questionnaire is

adapted from Perception of School Discipline Survey by Barbara N.Young , Donald Snead and Toto

Sutarso(1964) .Some of the items are modified by the researcher in order to analyze school discipline

and school management to overcome the student discipline . For the purpose of this study , the

questionnaire included both close –ended as well as open-ended questions that would serve to bring

quantitative and qualitative data respectively . The open-ended questions are referred as structured

interview as the researcher has limited time to conduct actual interview with all respondents . The close –

ended questions ,its has provide the Likert-Scale , which was the five –item scale from strong disagree to

strongly agree .

The total number of questions in this questionnaire was 42 items that have been divided into five sections

which were A,B,C, and D . The questions were divided into different section in order to improve the face

design of the questionnaire . The descriptions of each section are as follows :

SECTIONS DESCRIPTIONS NUMBER OF ITEMS

Section A : Demographic

Information

This section carries the general

questions on demographic data of

the respondents such as gender ,

7 items :

25

age ,and race . Moreover , there

are also additional questions on

respondents’ jobs background

such as working experience and

basic salary and academic

qualification .

Question

1 – 7

Section B :

The Factors of The School

Disciplinary Problem

This section consists of several

question that are related the

factors school discipline causes .

This section might be help and

strenghten point that the factors

of school discipline may effect of

school management or not . Item

15 is an opened-ended question .

8 items :

Question

8 – 15

Section C :

The ways to Improve of School

discipline

This section consists of several

question that are related the the

ways to improve of school

discipline . This section might be

help and has a strenghten point

that the ways to improve of

school discipline may effect of

school management or not .

However , the item 30 is an

opened –ended question .

15 items :

Question

16 – 30

While Section B and C focused

on the the factors and the ways to

26

Section D :

The Effect of School

Management of School

Discipline

improve , this final section

emphasized on how the

discipline problem may effect

school management .There is

also open-ended question in this

last section .

8 items :

31 – 38

These elements were chose in order to get the result and make conclusion on either the level of discipline

problem increase or decrease . However , the result were make a conclusion either discipline problem

may effect of school management or not .

Table 3.2 : Description of the Questionnaire

3.4 Data Collection

The respondents of this questionnaire are teachers from SMK Rosli Dhoby , Sibu , Sarawak . Among 50

teachers as respondents were called to answer this research questionnaire at the staff room . Before the

respondents answer the questionnaire , there will be a short briefing and explanation on the procedure .

The briefing is about the explaination on the research objective and what actually the questionnaire is .

The briefing took about five minutes . The questionnaire is distributed on weekdays during school

time ,class sessions and before last period . The time needed to complete all the questions is around five

to ten minutes . The survey process was monitored by the researcher himself . This was to ensure that the

data given by the respondents are valid and any inquiries or problems faced by the respondents during the

survey could be attended . The questionnaire is collected after the respondents completed answering the

questionnaire .

27

The data collection was as follows :

28

Design of Questionnaire

The questionnaire has four sections which are Section A : Demographic Information , Section B : The factor of discipline problem , Section C : The ways to improve discipline problem and Section D : The Effects of school management of discipline problem.

Sample Selection

The respondents of this questionnaire are 50 teachers from SMK Rosli Dhoby , Sibu , Sarawak

Questionnaire Distribution

The questionnaire is distributed on weekdays during school time , class sessions or before last period .

Time Taken

The time needed to comple the all questions is around five to ten minutes .

Questionnaire Collections

The questionnaire is collected after the

respondentscompleted answering the

questionnaire .

Survey Process :

The survey process was monitored by the researcher himself . This was to ensure that the data given by the respondents are valid and any inquiries or problems faced by the respondents during the survey could be attended.

Table 3.3 : Summary of the Data Collection Procedures

3.5 Data Analyses

All the data obtained from the questionnaire were collected and analyzed to provide answer to three

research questions for the study .For my interpret and analyze the data , the study use the Statistical

Package for Social Science (SPSS) version 20.0 software . SPSS Software is more compatible for a

survey research . In this system software , the data was keyed –in and descriptive statistics is used in order

to analyze and interpret data and information gathered .

Research Objectives Section Analysis

i) To determine the factors that

causes discipline problems of

school discipline .

B

(Question 1 – 14)

Data were analyzed to the

frequency , mean and standard of

each item .

B

(Question 15)

This open-ended question was

analyze and data was analyze to

find the frequency and

percentage of the responses .

b) To determine the ways to

improve of school discipline . C

(Question 16 – 29)



each item .

C




29

(Question 30) percentage of the responses .

c) To determine the effect of

school management of school

discipline .

D

(Question 31 – 37)



each item .

D

(Question 38)




percentage of the responses .

Table 3.4 : Summary of Data Analysis

Thus , by using SPSS version 16.0 software , all items were analyzed from descriptive statistics . The

quantitative data from Section A , B, C and D of the questionnaire were analyzed and presented in the

form of charts and tables . However , the open-ended , the researcher will read the respondents’ answers .

After the researcher has determined the data whether they were positively or negatively inclined , then

only the data were keyed-in and analyzed . Simple charts representations for these open-ended questions

were also constructed for ease of reference by this study .

3.6 Summary

This chapter presented the Research Method that was focused on the Research Design, Population and

Sample, Research Instruments, Data Collection, Procedure for Data Analyses and Summary. The

research was carried out on 50 respondents among teachers from SMK Rosli Dhoby, Sibu Sarawak . By

this part ,the study is useful because the researcher were explained detail and analyze detail to know the

30

perception the factors of discipline problem, the ways to improve discipline problem and the effect of

school management by facing discipline problem among students .

List of References

Abdul Mutalib Osman (1986) , " Faktor-faktor yang mempengaruhi Pelajar Sekolah Menengah

Melakukan Ponteng

Alhassan , A.B (1992) . Absenteeism and truancy : Cross – culture perceptions . Onitsha , Nigeria : Leo –

Time Press Ltd .

Arthur Sheldon.(1998).Discipline In Inner-City Elementary School .Research Papers - Fall Quarter .

Atan Long (1982) , "Psikologi Pendidikan." Kuala Lumpur :Dewan Bahasa dan Pustaka .

Ames, C. (1992a). Classrooms: Goals, structures, and student motivation. Journal of Educational

Psychology, 84, 261–271.

Ayensua-Mensah , J . (1984) . Causes of absenteeism : A case study of Winneba Middle Schools .

Unpublished thesis .

31

Bear, G G. (with A. Cavalier & M.Manning). (2005). Developing self discipline and preventing and

correcting misbehavior.Boston :Allyn & Bacon .

Bear , G G . (2009) . The positive in positive models of discipline.In R.Gilman,E.S. Huebner,&

M.J.Furlong (Eds.), Handbook of positive psychology in schools (pp 305 - 321). New York : Routledge .

Bear, G.G.(in press)From school discipline to self -discipline .New York : Guilford .

Biglan , T., Wang , M. , &Walberg , H.(2003) . Preventing youth problems . New York : Kluwer

Academic /Plenum .

Cantana . T .(1991) Teachers' perceptions of effective classroom management within an inner - city

middle school . unpublished EdD thesis . The University of Tennessee .

Chambers, H. J. (1983).The Achievement of Education: An Examination of Key Concepts in Educational

Practice. Lanham:

University Press of America.

Charles , C.M . (2002) . Building classroom discipline . New York . Longman .

Cornu, B. (1995), ‘New technologies: integration into education’, in Watson, D. and Tinsley, D. (Eds),

Integrating Information Technology into Education. London: Chapman and Hall.

32

Fägerlind, Ingemar and Kanayew, Alexander, (1994), "Civic Education in Central Asia", Report of the

mission undertaken for the Section for Secondary Education, Division of the Renovation of Education

Curricula and Structure, U N E S C O , 12-21 December 1994, U N E S C O , Paris, p.

Irwin , L . , & Nucei , C . (2004) . Perceptions of students' locus of control of discipline among pre-

service and in service teachers in multicultural classrooms . Intercultural Education , 15 (1) .

Jabatan Pelajaran Negeri Johor Darul Takzim . Retrived from

http://jpnjohor.moe.gov.my/jpnjohor/v6/bahanpro.php

Johnson . B ., Whitington , V. & Oswald . M . (1994) Teachers ' view on school discipline : a theoretical

framework . Cambridge Journal of Education , 24.pp. 261 - 276 .

Koziey, P.W. 1982. Broken Homes:Impact and Adolescent. Journal of Educational Research.v 28:hlm. 95-99.

Ministry of Education . Retrieved from http://web.moe.gov.my/bpk/v2/index.php?

option=com_content&view=article&id=146%3Alahir-insan-berkualiti&lang=en

Ministry of Education . Retrived from http://moe.gov.my

M D. Mydin Md. Syeriff. 2009. Gejala Sosial Negeri SelangorBuli/Ponteng/Rokok. Seminar Mencegah Gejala Sosial Selangor.Hotel Grand Bluewave , Selangor, 24 - 25 Jun.

33

The Questionnaire .Retrieved from

www. uscupstate.edu/uploadedFiles/academics/Education/perceptionsdiscipline.pdf

Steward, R. (2012). The use of visualarts in teaching arts . Jornal of visual Arts , 213 - 234 .

Slide share . Retrieved from http://www.slideshare.net/dabneyluang/imp-disciplineosher

The Oxford Advanced Learners Dictionary (2005) . Retrieved from http://www.

http://www.oxfordlearnersdictionaries.com/.com/improve

The Business Dictionary (2013) . Retrieved from Business Dictionary (2013)

http://www.businessdictionary.com//school management

The Oxford Advanced Learners Dictionary (2005) . Retrieved from

http://www.oxfordlearnersdictionaries.com/ effect

The Oxford Advanced Learners Dictionary (2005) . Retrieved from

http://www.oxfordlearnersdictionaries.com/ disciplinary

34

http://www.uscupstate.edu/uploadedFiles/academics/Education/perceptionsdiscipline.pdf

http://www.slideshare.net/dabneyluang/imp-disciplineosher

http://www.oxfordlearnersdictionaries.com/

http://www.thefreedictionary.com/implementation

Utusan Online . Retrieved from http://www.utusan.com.my/utusan/Jenayah/20140104/je_01/Pelajar-

serang-guru-ditahan # ixzz33lA3BtLQ

Portal Rasmi Politeknik Merlimau . Retrieved from

http://www.pmm.edu.my/jke3/index2.php?option=com_docman&task=doc_view&gid=114&Itemid=54

Watkins, C. and Mortimore, P. (1999), ‘Pedagogy: what do we know?’, in Mortimore, P. (Ed.)

Understanding Pedagogy and its Impact on Learning. London: Chapman.

APPENDIX A

35

http://www.pmm.edu.my/jke3/index2.php?option=com_docman&task=doc_view&gid=114&Itemid=54

UNIVERSITI TEKNOLOGI MARA

FACULTY OF EDUCATION

MASTER OF EDUCATION IN EDUCATIONAL MANAGEMENT AND LEADERSHIP

SARJANA PENDIDIKAN DALAM PENGURUSAN DAN KEPIMPINAN

“The Study on The Level of Discipline Problem in Secondary School ”

Dear respondent ,

I am Dabney Luang Anak Pengehan (UiTM Student ID No. 2013327501) from Faculty of Education , UiTM Shah

Alam . Currently , I am pursuing a master program in Master of Education in Educational Management and Leadership . As a

reqruitment for my EDU 755(Dissertation) paper , I am conducting a survey on “ The Study on The Level of Discipline Problem

One of Sarawak School ” .

Therefore , I need your sincere coorperation to complete this questionnaire . Thank you for participating in my

research. I would appreciate if you could spend a few minutes of your time to comple my research . The data collected from this

survey will be used for academic and research purposes only . Your participation is completely voluntary and information will

kept strictly confidential .

Your time and cooperation is much appreciated . Thank you very much .

Researcher ,

-----------------------------------------

(Dabney Luang Anak Pengehan)

APPENDIX A

SECTION A – Demographic Information (Maklumat Demografi)

36

Direction : Please read each statement carefully and tick your answer .Arahan : Sila baca setiap kenyataan dengan teliti dan tandakan jawapan anda.

1. Gender (Jantina) 4. Academic qualification(Kelayakan Akademik)

Female(Perempuan) Diploma

Male(Lelaki) Bachelor

Master

2. Race(Bangsa) PhD

Malay

Chinese 5. Teaching Experience (Pengelaman Mengajar)

Indian <3 years

Others (please specific) : _______________ 3 – 5 years

6 – 10 years

3. Age(Umur) 11 -15 years

< 30 > 15 years

31- 40 6. Marital status(Status Perkahwinan)

41 – 50 Single

>50 Married

Others

7. Basic monthly salary(Gaji Asas Bulanan)

<RM 2,500 RM3, 501 –RM 4, 500 >RM5,500

RM2, 500 – RM 3,500 RM4,501- RM5,500

37

APPENDIX A

SECTION B : The Factors of The School Disciplinary Problem

Bahagian B : Faktor masalah disiplin

Instruction: Please indicate how strong you are agree or disagree with the below statements.

Arahan: Sila nyatakan anda sangat bersetuju atau tidak bersetuju dengan kenyataan di bawah .

Score: 1 Strongly Disagree 2 Disagree 3 Satisfactory 4 Agree 5 Strongly Agree.

No. The Factor of The School Disciplinary Problem 1 2 3 4 5

1 Discipline problems in school due to health problem(Masalah disiplin di sekolah disebabkan masalah kesihatan)

2 Discipline problem in school due to family problem(Masalah disiplin di sekolah disebabkan masalah keluarga)

3 Discipline problem in school due to financial problem(Masalah disiplin di sekolah disebabkan masalah kewangan)

4 Discipline problem at school because of the peer surrounding(Masalah disiplin di sekolah disebabkan masalah rakan sebaya)

5 Discipline problem at school due to the lacks of attention from the parents(Masalah disiplin di sekolah disebabkan kurangnya perhatian ibu bapa)

6 Discipline problem in school due to the lacks of religious upbringing(Masalah disiplin di sekolah disebabkan kurangnya didikan agama)

7 Discipline problem in school due to the mass media(Masalah disiplin di sekolah disebabkan masalah media massa)

8 Disciplinary problems in school due to a lack of motivation by

38

the people around (Masalah disiplin di sekolah disebabkan tidak ada motivasi oleh orang sekeliling )

9 Disciplinary problems at school because the kids have to try out new properties (Masalah disiplin di sekolah disebabkan masalah ingin mencuba sesuatu yang baru )

10 Without parental supervision(Tanpa pengawasan ibu-bapa)

11 Teaching method are boring(Teknik pengajaran yang membosankan)

12 Teachers do not care about the students(Guru tidak mengambil berat tentang murid-murid)

13 Teachers do not cooperate each other in disciplining the students(Guru tidak memberi kerjasama anatara satu sama lain dalam mendisiplinkan murid)

14 School rules are less strict(Peraturan sekolah tidak ketat )

15 . Social problems among school children are becoming more common. In your opinion, in addition to

the above factors, what are the other factors that cause disciplinary problems in school? Masalah sosial

dalam kalangan kanak-kanak sekolah semakin menjadi-jadi . Pada pendapat anda, di samping faktor-

faktor di atas, apakah faktor-faktor lain yang menyebabkan masalah disiplin di sekolah?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

39

APPENDIX A

SECTION C: the ways to improve of school discipline

Bahagian C : Langkah untuk mengatasi masalah disiplin sekolah




No. The ways to improve of school discipline 1 2 3 4 5

16 Establish a merit-demerit system(Mewujudkan sistem merit-demerit)

17 Parents need to spend more time for kids (Ibu bapa perlu meluangkan masa lebih bersama anak-anak)

18 Parents should advise their children to be a good children(Ibu bapa perlu menasihati anak-anak agar menjadi anak yang baik)

19 Parents should monitor their child’s action(Ibu bapa perlu memantau setiap pergerakan anak mereka)

20 Empowerment of school’s prefects(Memperkasakan pengawasan sekolah)

21 School’s rules able to control problematic students(Peraturan sekolah dapat mengawal masalah murid)

22 Teachers applied the disciplinary conducts in the class management (Guru menggunakan tatacara disiplin dalam pengurusan kelas )

23 Students are aware of the punishment regarding to the school rule’s disobedience(Murid sedar tentang hukuman mengenai ketidaktaatan perturan sekolah)

24 Counseling teachers should provide motivation for troubled

40

students(Guru kaunseling perlu adakan motivasi kepada pelajar yang bermasalah)

25 Teachers should not give a lot of homework(Guru tidak harus memberi kerja sekolah yang banyak)

26 Teaching in the classroom should attract the attention of students(Pengajaran di dalam kelas perlu menarik perhatian pelajar)

27 Counseling teachers can organize activities such as anti-discipline in schools(Guru kaunseling boleh mengadakan aktiviti seperti anti-disiplin di sekolah)

28 Engagement to the surrounded community to overcome outside school disciplinary misconducts (Melibatkan kepada masyarakat sekeliling untuk mengatasi salah laku disiplin di sekolah )

29 Multiply the number of activities that involve the community in school(Memperbanyakkan aktiviti kemasyarakatan di sekolah)

30. Despite various measures taken by the school in dealing with discipline problems among students, but

the problem is getting worse. In your opinion, what are the most effective measures to deal with this

discipline?Walaupun pelbagai langkah dilaksanakan oleh pihak sekolah dalam menangani masalah

disiplin dalam kalangan pelajar , namun masalah ini semakin parah . Pada pendapat anda , apakah

langkah yang paling efektif bagi menangani masalah disiplin ini ?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

41

APPENDIX A

SECTION D: the effect of school management of school discipline

Bahagian D: Kesan pengurusan sekolah terhadap disiplin sekolah




No. The effect of school management of school discipline 1 2 3 4 5

31 Discipline problems in schools affect student performance(Masalah disiplin di sekolah menjejaskan prestasi pelajar)

32 Discipline problems in schools affect the good name of the school(Masalah disiplin di sekolah menjejaskan nama baik sekolah)

33 Affect the quality of teaching and learning in the classroom(Menjejaskan kualiti pengajaran dan pembelajaran)

34 Affect the quality of the school culture(Menjejaskan kualiti budaya sekolah)

35 Affect the strategic management of the school in developing the school's vision and mission towards quality(Menjejaskan pengurusan strategik sekolah dalam visi dan misi membangunkan sekolah ke arah yang berkualiti)

36 Discipline problems can affect government policy in education development(Masalah disiplin dapat menjejaskan polisi kerajaan dalam pembangunan pendidikan)

37 Disciplinary problems at school can affect job satisfaction among teachers(Masalah disiplin di sekolah menjejaskan kepuasan kerja dalam kalangan guru)

42

38. In your opinion, what are the other effects on the management of the school in the face of disciplinary

problems? Pada pendapat anda ,apakah kesan lain terhadap pengurusan sekolah dalam menghadapi

masalah disiplin ?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

43

Appendix A

Perceptions of School Discipline Survey

Directions: Please read the following carefully and select one answer from the scale below.

SA=Strongly Agree

A = Agree

N = Neither Agree nor Disagree

D = Disagree

SD-Strongly Disagree

1. Teachers must have knowledge of group dynamics. SA A N D SD

2. Teachers need to have background information when dealing SA A N D SD

with rule infractions.

3. Teachers are responsible for knowing everything that goes on in the SA A N D SD

classroom at all times. *

4. Teachers should create a "democratic” classroom. SA A N D SD

5. Teachers should “invite” student cooperation. SA A N D SD

6. Teachers are responsible for "shaping" desired behavior in the classroom.* SA A N D SD

7. Teachers should use the reward/punishment system in the classroom.* SA A N D SD

8. Teachers must take student needs into consideration. SA A N D SD

9. Teachers are responsible for controlling the behavior of their students.* SA A N D SD

10. Students are able to control their behavior. SA A N D SD

11. Conflict resolution should be employed in the school setting. SA A N D SD

12. Teachers must deal with all students in the same manner when using SA A N D SD

disciplinary measures.*

13. A "sense of belonging" needs to be created by the teacher within SA A N D SD

the classroom setting.

14. Class meetings can be used effectively as a means of problem SA A N D SD

44

solving for a class concern.

15. Because students' thinking is limited, rules need to be established SA A N D SD

for them by mature adults.*

16. Groups of young children can, through a facilitated class SA A N D SD

meeting, decide what rules they need to govern themselves.

17. What students must learn and the tasks to be performed SA A N D SD

must be determined by the teacher, and a specific sequence

of instruction to accomplish these goals must be followed.

18. If books in the class are being misused, I would remove SA A N D SD

or limit books available and observe closely to see whom

was misusing the books in order to punish the offender.*

19. If books were being misused, I would hold a class meeting SA A N D SD

and ask the class for suggestion as to what action might be taken.

20. If a student disrupts class, I would ignore the disruption if SA A N D SD

possible and/or remove the student to the back of the room as

a consequence for his behavior.

21. If a student disrupts class, I would express discomfort to SA A N D SD

the student about being disrupted from my task and then

continue on with the lesson.

22. Rules are never written "in stone," and can be SA A N D SD

renegotiated by the class; consequences will vary with students.

23. Each student needs to realize there are some school rules SA A N D SD

that need to be obeyed, and each student who breaks them

will be punished in the same fair manner.*

24. Teachers should intervene quickly when misbehavior occurs. SA A N D SD

25. Inner thoughts and feelings of students are more important than SA A N D SD

45

overt behavior.

26. Individual student differences are as important SA A N D SD

to the regular education teacher as to the special education teacher.

28. Corporal punishment is an effective method of discipline.* SA A N D SD

29. Student autonomy is very important in the classroom. SA A N D SD

30. Extrinsic rewards may decrease intrinsic motivation. SA A N D SD

27. Consequences and punishment are one and the same.* SA A N D SD

3 1. Please mark (a) Student Teacher Middle School (b) Student Teacher Fligh School

(c) Teacher Middle School (d) Teacher High School

(e) MTSU Student/YOED 4000

32. Please mark (a) English/Lang. Arts/Foreign Lang. (b) Math/Science (c) History/Social Studies

(d) Health/Wellness/Physical Education (e) Speech/Drama/Music/Art

33. Please mark (a) Male (b) Female

34. Teaching Experience (a) 0 (b) 1-5 yrs. (c) 6- 10 yrs. (d) 11 - 15 yrs. (e) 16+ yrs.

35. Degree Earned (a) BA (b) Master's (c) EdS (d) Doctorate (e) Undergraduate

Appendix B

Definitions

For purposes of this study, "Autocratic" was defined as believing in, relating to, or characterized by

obedience to authority, rather than emphasizing individual freedom of judgment and action, indicating a

more behavioristic and less flexible perception of discipline.

For purposes of this study, "Democratic" was defined as believing in, relating to, or characterized by an

emphasis on individuality, indicating a more humanistic and more flexible perception of discipline.

For purposes of this study, variables of status, gender, years of experience, degree and subject area were

divided into subgroups as follows:

Status: Student Teacher (ST), Teacher Middle School (MS), Teacher fth School (HS), and MTSU Student

(YOED 4000)

46

Gender: Male/Female

Experience: 0, 1-5 yrs, 6-10 yrs., I 1- 15 yrs., 16+ yrs.

Degree: Undergraduate, BA, Master's+, EdS/Doctorate

Subject Area: English/Language Arts/Foreign Language, Math/Science, History/Social Studies,

Health/Wellness/Physical Education, and Speech/Drama/Music/Art

47