AYU PUTRI HANDAYANI Pengarang Agus Triyogo, M.Pd. Dosen Pembimbing 1 Ayu Oktaviani, M.Pd. Dosen Pembimbing 2 Agus Triyogo, M.Pd. Ketua Penguji Yulfi, M.Pd. Penguji 2 Dr. Hamdan, M.Pd. Penguji 1 AYU PUTRI HANDAYANI Contributor

Misbehavior in the context of the teaching and learning process refers to any student misbehavior from classroom rules or norms, which may disrupt the flow of learning, hinder the achievement of learning objectives, and reduce the quality of interaction between teacher and student. This research aimed to identify kinds of students’ misbehavior and the teacher’s response during learning English at SMA Muhammadiyah 2 Tugumulyo. The method of this research was qualitative descriptive. The data were collected through classroom observation, interview and documentation. The findings revealed that several types of misbehavior occurred during English lessons, including inattention, apathy, needless talk, moving about the room, annoying others, disruption, lying, and defiance of authority. These behaviors disrupted the learning environment and hindered effective instruction. The teacher responded to these misbehaviors using a variety of strategies, including non-verbal cues (eye contact, gestures, physical closeness), direct intervention, inviting responses, and the interview technique. These responses were aligned with classroom management strategies aimed at maintaining a conducive learning atmosphere. For the next researcher are encouraged to develop intervention models or strategies that can help minimize student misbehavior and improve classroom engagement. Keyword: Students’ Misbehavior, Teacher Response, English Learning