Teacher’s Punishment in Teaching Writing Recount Text at The Eighth Grade of SMP Swasta Free Methodist 2 Medan

This study aimed to analyze the types of teacher’s punishment used in teaching
writing recount text and to examine the process of teacher’s punishment
implemented in class VIII-2 at SMP Swasta Free Methodist 2 Medan. This study
employed a qualitative descriptive research design. The data were collected through
classroom observation, interviews, documentation, and video recordings and were
analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The
analysis of the types of teacher’s punishment was based on Charles and Senter
(2006), while the process of teacher’s punishment was analyzed using Lee Canter’s
Assertive Discipline theory (2001). The findings revealed that four of the five types
of teacher’s punishment were implemented during the teaching of writing recount
text. A total of 15 punishment practices were identified, consisting of verbal
reprimands (33%), non-verbal reprimands (27%), physical punishment (27%), and
loss of privilege (13%), while time-out was not implemented (0%). In addition, 24
punishment process activities were identified, in which establishing clear classroom
rules, identifying student misbehaviour, applying punishment (consequences), and
monitoring student response and behavioral change each accounted for 21%, while
giving a clear warning accounted for 16%. The study concludes that verbal
reprimands were the most frequently used type of punishment, and the teacher
implemented the punishment process systematically to maintain classroom
discipline and support the teaching of writing recount text.