Profile of Off-task Behavior in Primary School Students

As an effort to achieve the developmental tasks of primary school age children, they are expected to obtain the basics of knowledge that are considered important to successfully adapt to adult life, and learn various important skills. However, there were several aspects that inhibit the achievement of the developmental tasks, for instance, off-task behavior, in which students disengaged from the learning environment by performing unrelated behavior. The occurrence of off-task behavior phenomena in primary school students needs to be addressed. Therefore, this research aims at investigating the profile of off-task behavior in primary school students. This quantitative research was conducted using the instruments of off-task behavior. This research involved 25 fifth grade primary school students in one private primary school in South Jakarta. The research results revealed that there were 60% of the students who were categorized performing moderate rate of off-task behavior with motoric aspect was the highest rare (38.7%).

Off-task behavior is one of students' learning behaviors indicated by doing activities that are unrelated to learning, in which the students completely lose control in the learning environment and tasks (Baker, 2007). Rathov (as cited in Pate-Clevenger et al., 2008) explains that offtask behavior is all activities carried out by students outside the given task. Based on these opinions, off-task behavior is defined as students' disengagement from the learning environment that leads to unrelated behavior Donetta and Kulinna (2007) state that there are three forms of unexpected behavior occurred in the classroom, namely off-task behavior, aggressive behavior and non-participant behavior.
These unexpected behaviors required action when occurring during lesson hours, since the students would not engage in the learning environment. The students who perform off-task behavior would disrupt the learning process in the classroom.
Marchan and Martella (as cited in Martinez and Brock, 2009) explain that, every day, the students performed only 4% of on-task behavior, in meaning that the students performed off-task behavior in the remaining time (96%). Baker (2007) predicts that the amount of time of students' offtask behavior was about 15%-25% of teaching time. The previous research showed that off-task behavior occurred in every different class and level. The emergence of off-task behavior in almost every education level is considered as reasonable behavior. In this research, most students performed off-task behavior in the moderate rate (60%), while the remainder of students performed off-task behavior in the low rate (24%), and in the high rate (16%).
In fact, off-task behaviors occurred in almost every education level. The research conducted by Riyadi (2015) to 36 students in one of senior secondary school in Subah, Batang, Central Java showed that during learning hours, there were the students who liked to make noise, and chat with friends (8%), students who made fun with friends (22%), students who did not focus on teachers' explanation (53%), and students who liked to sing in the classroom (28%

RESULTS
Based on the data processing, the most forms of off-task behaviors performed by the students were doing the other subject assignments in classrooms; scribbling on performed moderate rate of off-task behavior, and six students (24%) performed low rate of off-task behavior, and four students (16%) performed high rate of offtask behavior.
The performed off-task behavior based on its aspects is presented in Graph 1.

Graph 1. Description of Students' Off-Task
Behaviour based on Its Aspects.
Meanwhile, the lowest rate of off-task behavior occurred in inactivity aspect (10.9%) The results of data processing were divided off-task behavior into three categories: high, moderate and low rates, depicted in the following Graph 2.

Graph 2. Average Score of Off-Task
Behavior in Each Category.

DISCUSSION
The research results revealed that the majority of participants' off-task behavior conditions were in the moderate rate (60%), then in the low rate (24%), and in the high rate (16%). Based on its aspects, the highest rate of off-task behavior They claimed that they suffered stress and confusion in dealing with students' off-task behavior.
Off-task behavior was required to be addressed, because without intervention, the students with off-task behavior would tend to deteriorate, and had a serious risk of problems throughout life (Meany-Wallen et al., 2015). This statement showed that if off-task behavior were not immediately addressed, it would affect other problems for the students. Fleming et al. (in Bluestein, 2013) explained that if the intervention was successful in reducing naughty and antisocial behavior in the students in primary school and junior high school, they had the opportunity to achieve academic success in senior high school.
The majority of the experts agreed that offtask behavior was forms of behavior that disrupted the learning process.
Nevertheless, Killian and Hofer (2013) provided a slightly different perspective on school, but also the parents' responsibility at home. Therefore, the teachers and the parents are expected to collaborate in addressing the students' off-task behavior.

CONCLUSION
The research results revealed that the students who were categorized in the moderate rate of off-task behavior with the motoric aspect that was considered as the highest rate occurred in the students.
Off-task behavior was occurred due to feeling bored, monotonous learning, less friendly classroom, difficult or easy learning, and lack of family attention to children.
Off-task behavior must be addressed, because it could decrease the students' academic achievement. There are various methods that can be used to reduce offtask behavior, e.g., picture activity schedule, play therapy, fixed time schedule, and better classroom management.
For further researchers who are interested in conducting similar research, it is recommended to add factors that affect off-task behavior, such as the teachers' teaching methods, or parenting methods.
In addition, the increasing number of samples is also needed for obtaining more representative results that can be generalized.