Motivating A Fourth Grade Student When Assisting Her In Learning Grammar At ACES.
ABSTRACT
Penelitian ini dilakukan untuk membahas masalah dalam
memotivasi siswa kelas IV SD ketika saya mendampingi siswa dalam
belajar grammar di ACES. Masalah ini saya jumpai ketika magang di
ACES, sebuah tempat kursus bahasa Inggris selama satu bulan dan
menjadi asisten guru di sana.
Saya menganalisis penyebab dan dampak dari masalah yang saya
hadapi. Penyebab pertama dari masalah adalah kurangnya komunikasi
antara saya dan siswa. Penyebab kedua masalah adalah saya tidak
memberikan kesempatan kepada siswa untuk mencari jawaban dalam
mengerjakan tugas pekerjaan rumah dari sekolah. Penyebab ketiga
masalah ini adalah kebanyakan kegiatan pembelajaran berupa latihan
tertulis tanpa kegiatan yang bersifat komunikatif yang membuat siswa
tidak termotivasi dalam mempelajari grammar. Masalah ini membawa
beberapa dampak, yaitu siswa selalu mengeluh ketika belajar grammar,
kemudian siswa tidak mendengarkan penjelasan saya melainkan dia
melakukan hal yang lain, dan terakhir, saya merasa sulit untuk membuat
siswa antusias dalam mendapatkan nilai yang baik untuk tes grammar.
Untuk mengatasi masalah ini, saya memiliki tiga pilihan solusi yang dapat
saya gunakan. Solusi pertama adalah saya akan melakukan pendekatan
pribadi dengan siswa, kedua saya akan memberikan permainan yang
mendukung siswa dalam mempelajari grammar, dan ketiga adalah saya
akan memberikan dorongan terhadap siswa agar siswa tersebut lebih aktif
dan berhasil.
Hasil dari penelitian ini adalah untuk memecahkan masalah
motivasi siswa kelas IV SD dalam mempelajari grammar, saya akan
menerapkan solusi pertama, kedua dan ketiga. Ketiga solusi tersebut
adalah melakukan pendekatan pribadi dengan siswa, menyiapkan games
yang mendukung siswa dalam mempelajari grammar, dan memberikan
dorongan terhadap siswa agar siswa tersebut lebih aktif dan berhasil.
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TABLE OF CONTENTS
ABSTRACT……………………………………………………………………..….i
DECLARATION OF ORIGINALITY……………………………………………...ii
ACKNOWLEDGEMENTS……………………………………………………….iii
TABLE OF CONTENTS…………………………………………………………iv
CHAPTER I. INTRODUCTION…..……………………………………………...1
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS………………………………………….7
CHAPTER III. POTENTIAL SOLUTIONS…………………………………….11
CHAPTER IV. CONCLUSION……………………………………………........16
BIBLIOGRAPHY
APPENDICES :
A.
B.
C.
D.
FLOWCHART
THE TRANSCRIPTION OF THE INTERVIEW
AN EXAMPLE OF GRAMMAR EXERCISES FROM ACES
AN EXAMPLE OF GRAMMAR TEST FROM ACES
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APPENDIX: A
FLOWCHART
Problem
Effects
the student.
I had difficulties in motivating a
2. I did not give the student the
fourth grade student when
opportunity to seek answers by
assisting her in learning
1. She always complained when
learning grammar.
2. She did not show respect to me
herself when doing grammar
grammar at ACES.
Causes
1. I had lack of communication with
when I was assisting her by her
action of doing something else.
homework from her school.
3. I felt it was difficult to make her
3. Most of learning activities at
enthusiastic in getting good mark
ACES are only written exercises
in grammar tests.
without communicative activities
which made the student not
motivated to learn grammar.
Potential Negative Effects
Potential Solution I
Potential Positive Effects
The student might not respect me
I will build a personal approach
1. I can be closer to her.
as a teacher assistant if I am too
with the student as a private
2. The student will trust and respect
close with her.
tutor.
me as a teacher assistant.
Potential Negative Effects
Potential Solution II
1. The class might be noisy.
I will provide games which
2. Playing games will take much
support the student in learning
time.
grammar.
the
Potential Positive Effects
1. Games will bring fun and also
enhance the teacher and the
student relationship.
2. Games will motivate the
students and build their confidence.
Potential Negative Effect
I must put in extra time and effort to
encourage the student in learning
grammar.
Potential Solution III
I will encourage the student to
do her best in learning
grammar.
Potential Positive Effect
1. Giving encouragement will
motivate the student from the
inside and also help the student
feel capable to learn grammar.
2. Giving encouragement will make
the student more active and eager
to succeed.
Chosen Solution
Combining all the potential solutions
APPENDIX: B
TRANSCRIPTION OF THE INTERVIEW
Name of respondent : Rhimelda Marcella Yulita. S.S.
Name of Interviewer : Melisa, Indri, Grace Hellen.
Place of Interview
: ACES, Jl.Pandu no 6 A.
Date of Interview
: 21 February 2013.
Melisa: Selamat malam Ms. Rhimelda. Saya dari D III Bahasa Inggris Maranatha,
ingin menanyakan bagaimana sejarah ACES berdiri dan siapa pendiri ACES?
Ms. Rhimelda: Iya, waktu dulu itu namanya ACES Kids, pertama kali didirikan oleh
Dra. Leonny Siswati Tanama yang merupakan tante dari saya atau bibi. Kalau di
Jakarta mungkin berdirinya sudah lebih lama lagi yah, mungkin sekitar tahun 1998.
Kemudian pada tahun 2002 saya ditawarkan untuk bekerja sama dengan beliau
untuk mendirikan ACES di Bandung. Karena di Bandung belum ada ya, jadi kita
membuka cabang dari Jakarta. Saya mendirikannya pada tanggal 1 April 2002 di Jl.
Padjajaran no 87 lantai 3, kemudian karena jumlah kapasitas murid semakin banyak
jadi di tahun 2005 kita pindah ke Jl. Astina no 8 D. Sesudah sampai di sana karena
habis masa kontraknya kita pindah ke Jl. Pandu no 6 A, karena di sini tempat milik
saya sendiri.
Melisa: Lalu, apa arti nama ACES itu sendiri, yang tadinya bernama ACES Kids
diganti nama menjadi ACES, mengapa?
Ms. Rhimelda: Nah, awalnya kita fokusnya kan ke anak-anak, namun banyak orang
tua dan juga para pekerja yang ingin belajar Bahasa Inggris terutama untuk daily
conversation. Jadi kita mengganti nama ACES Kids menjadi ACES. Kapasitas nya
bukan untuk anak-anak saja yah. Nah kalau ACES itu diganti nama nya menjadi
Active Communicative English Study. Jadi itu untuk berbagai usia.
Melisa: Lalu apa misi dan visi ACES dan apakah Aces juga memiliki moto?
Ms. Rhimelda: Ya, tentu saja. Visi dari ACES, kita kedepannya ingin membuka
semacam sekolahan yang mungkin dimulai dari playgroup, fokusnya kita kesana
dulu. Untuk misinya sendiri, kita ingin mengembangkan pendidikan di Indonesia,
terutama dalam bidang Bahasa Inggris, supaya lebih baik lagi. Karena nantinya kan
dalam globalisasi era kita membutuhkan Bahasa Inggris sebagai second language
setelah Bahasa Indonesia, yang nantinya juga kalau misalkan anak-anak yang
Bahasa Inggrisnya baik dari mereka kecil sampai dewasa untuk masuk ke dunia
kerja akan lebih mudah.
Melisa: Lalu, berapa awal jumlah murid ketika ACES didirikan?
Ms. Rhimelda: Wah, waktu mulai didirikan jumlah murid sekitar dua puluhan kali yah.
Kalau sampai sekarang kita sampai mencapai seratus murid, tetapi kita mengalami
penurunan di tahun ini sekitar delapan puluh kurang lebih nya.
Melisa: Fasilitas apa saja yang disediakan oleh ACES untuk menunjang
pembelajarannya, Miss?
Ms. Rhimelda: Kita menyediakan mainan, ada beberapa juga kita mengambil
mainan dari luar negri dan buku-buku yang rata-rata kita ambil dari Singapore. Nah
terus kita juga menunjang menggunakan laptop untuk mendengarkan kemampuan
listening mereka, dan juga ada audio room, supaya mereka bisa menonton dan
mendengarkan lagu.
Melisa: Kriteria guru seperti apa yang ACES sendiri butuhkan untuk menjadi seorang
guru disini?
Ms. Rhimelda: Yang pasti, guru itu harus sabar, lalu harus saying sama murid –
murid dan yang paling utama harus pintar. Yang pertama dilakukan yaitu mencoba
test dulu, test TOEFL dan nilai nya harus lebih dari 550. Sesudah test TOEFL kita
mengadakan interview, setelah itu kita bisa menentukan guru tersebut bisa diterima
atau tidak.
Melisa: Apakah ada masa percobaan nya, Miss?
Ms. Rhimelda: Ada, masa percobaan nya selama tiga bulan dulu, dan biasanya kita
lihat dari training juga.
Melisa: Lalu, materi pengajaran dari ACES, sumber nya dari mana saja?
Ms. Rhimelda: Kita mengambil sumbernya kebanyakan dari Singapore yah, untuk
materi nya.
Melisa: Level apa saja yang ditawarkan ACES?
Ms. Rhimelda: Level nya dimulai dari Toddy yaitu playgroup umur tiga tahun,
kemudian Nursery untuk empat tahun, kemudian Kiddy, Kiddy Pre-Basic, lalu Basic
1, Basic 2, Basic 3, Intermediate 1 sampai 3.
Melisa: Lalu bagaimana hubungan antar departemen yang terjadi di ACES?
Ms. Rhimelda: Tentu saja hubungan kami sangat terbuka, kalau kita ada masalah di
diskusikan langsung, dan biasanya kita mengadakan meeting sekitar seminggu
sekali untuk membahas langkah-langkah apa saja yang harus kita lakukan untuk
menambah jumlah murid atau untuk mengatasi masalah-masalah ringan siswa
ataupun masalah dari luar.
Melisa: Lalu bagaimana cara ACES mengenalkan ke orang-orang?
Ms. Rhimelda: Sebetulnya kita sih tidak banyak menggunakan iklan. Iklan yang kita
pakai dari Bandung Info Media saja, selebihnya dari mulut ke mulut dan
kepercayaan orang tua terhadap kita.
Melisa: Bagaimana cara pembagian kelasnya sendiri, seperti di kelas ada beberapa
murid dengan sekolah yang berbeda, bagaimana cara pembagian waktu nya?
Ms. Rhimelda: Sebenarnya, pembagian waktu bagian awal mereka datang kemari.
Biasanya mereka akan menjalani test, lewat test tersebut kita akan tahu level mana
yang akan mereka masuki lalu kita kelompokkan Basic 1, Basic 2, atau Basic 3
sesuai dengan kemampuan mereka.
Melisa: Terakhir, hal apa saja yang membedakan ACES dengan kursus – kursus
yang lain?
Ms. Rhimelda: Hmm, kalau menurut opini orang-orang kita baik dalam grammar
nya, karena itu merupakan basic dari Bahasa Inggris. Kita kembangkan grammar
tersebut menjadi speaking, listening dan writing.
Melisa: Saya mengucapkan banyak terima kasih karena telah memberikan waktunya
untuk di interview. Terima kasih sekali, selamat malam Miss.
APPENDIX: C
AN EXAMPLE OF GRAMMAR EXERCISES FROM ACES
APPENDIX: D
AN EXAMPLE OF GRAMMAR TEST FROM ACES
CHAPTER I
INTRODUCTION
A.
Background of the Study
Students are expected to have motivation within themselves to
support the process of learning. Arends states that, “Motivation is
usually defined as the processes within individuals that stimulate
behavior or arouse us to take action” (80). Similarly, it is important for
teachers to give support or motivation for the student. As stated in
“Motivation in the Classroom”, “All teachers want their students to
excel in life and motivating the students is one of the important ways to
help achieve this goal” (par.1). Giving motivation can help students to
learn.
There are two types of motivation. Arends explains that,
“Psychologists make the distinction between two major types of
motivation, intrinsic and extrinsic” (80). Furthermore, he states that:
When behavior is sparked internally by one’s own interest or
curiosity or just for the pure enjoyment of an experience, this is
called intrinsic motivation. In contrast extrinsic motivation kicks in
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when individuals are influenced to action from external or
environmental factors, such as rewards, punishments, or social
pressures (80).
By having intrinsic and extrinsic motivation, students will be motivated
to learn and to succeed.
I had difficulties in motivating a fourth grade student when assisting
her in learning grammar at ACES (Active Communicative English
Study), an English Course, in Bandung. During my internship, I was
helping the teacher to accompany one student to learn English and
also assisting her when the lesson began. I would also teach English
to the student occasionally. Most of the learning materials are grammar
exercises.
The problem began when I met a fourth grade student who was not
motivated in learning English grammar at ACES. She always
complained when I gave her some grammar exercises. She did not
listen to my explanation and always did something else. First, I felt very
confused to communicate with her and I also had difficulties to make
her focus on grammar lessons. She always asked me for the answers
to the grammar exercises. If I did not tell her the answers she would
ignore me as a teacher assistant and she did not want to do the
grammar exercises. This situation is quite problematic for me as the
teacher assistant.
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Considering the above explanation, I would like to analyze how to
be a good teacher assistant who can motivate the students in learning
grammar. I would like to analyze the problem systematically and
critically to find the solution of this problem.
B.
Identification of the Problem
This term paper describes a problem that I found when I did my
internship as a teacher assistant in ACES. This problem can be stated
in the following questions:
1. Why did I have difficulties in motivating a fourth grade student
when assisting her in learning grammar?
2. How did the problem influence the student and me?
3. How should I solve this problem?
C.
Objectives and Benefits of the Study
The objectives of the study are to analyze the causes of my
problem in motivating a fourth grade student in learning grammar at
ACES, to find the effects of the problem, and to find the ways to
motivate the student in learning grammar. The first benefit of this study
is for the teachers at ACES. Hopefully, they will give the best to
motivate the students. The second benefit is for the readers. The
readers can get knowledge of motivating young learners in learning
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grammar. The last benefit is for the writer. As the writer, I will solve the
problem in motivating a fourth grade student in learning grammar.
D.
Description of the Institution
This information is based on the interview with Ms. Rhimelda
Marcella Yulita, S.S as the owner of ACES. ACE Kids was established
by Dra. Leonny Siswanti Tanama in 1998 in Jakarta. ACE Kids
changed its name into ACES in 2013, because the learners are not
only kids but also people of different age levels. ACES itself stands for
Active Communicative English Study, which has the motto "Start with
the end in mind". The motto means everything begins and ends with
the goal until the goal is completed. Dra. Leonny Siswanti offered her
niece, Ms. Rhimelda, S.S, to open a branch of ACE Kids in Bandung.
Afterwards, Ms. Rhimelda started a branch of ACE Kids in Bandung
which was located at Padjajaran Street no. 87 on April 1, 2002. Initially
Ms. Rhimelda worked as a private English teacher. Later, she
accepted the offer from Ms. Leonny to open ACE Kids English Course
in Bandung.
In 2006, ACE Kids moved their premises to Astina Street no. 8
D, Bandung, because the number of the students and the staff was
also increasing. The vision of Ms. Rhimelda for ACES is to open and
create a small school starting from Playgroup. The mission of ACES
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itself is to teach English to students there to prepare them in the era of
globalization. Ms. Rhimelda herself thought that “if the students can not
apply the English language in this era of globalization the students will
not be prepared to compete with other people, moreover the students
will be left behind from others”. In early 2013, ACES moved to a new
location in Pandu Street no. 6 A. At the new premises of ACES, there
are more than 80 learners (21 February 2013).
E.
Method of the Study
The data collection of my final term-paper is taken from my
internship journal, books and articles from the Internet. The internship
journal book records the observation of my interaction with the
students during my internship from 8 January 2013 to 23 March 2013.
The data is used to get theories that support my analysis of the
problem.
F.
Limitation of the Study
The research of my final term-paper focuses on a fourth grade
female student aged 10 years old at ACES. The problem is taken from
a real problem that I experienced when I did an internship in ACES
that was done from 8 January 2013 to 23 March 2013. This research
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focuses on my difficulty in motivating a fourth grade student in learning
grammar at ACES.
G.
Organization of the Term Paper
The Term Paper starts with the Abstract which discusses the
summary of this Term Paper in Bahasa Indonesia, followed by the
Declaration of Originality, which is the statement of the term paper’s
originality. Next, there is Acknowledgements. After that, there is Table
of Contents.
This Term Paper is divided into four chapters. The first chapter
is the Introduction. This chapter contains Background of the Study,
Identification of the Problem, Objectives and Benefits of Study,
Description of the Institution, Method of the Study, Limitation of the
Study, and Organization of the Term Paper. The second chapter
explains the Problem Analysis. This chapter discusses the causes and
the effects of the problem. The third chapter is Potential Solutions. The
fourth chapter is the Conclusion. This chapter concludes the best
solutions in motivating a fourth grade student to learn grammar. After
the last chapter, there is a Bibliography, which is followed by
Appendices, which include the Flowchart, transcription of the interview,
an example of grammar exercises, and an example of grammar test
from ACES.
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CHAPTER IV
CONCLUSION
In the previous chapters, I have discussed my difficulty in motivating a
fourth grade student when assisting her in learning grammar at ACES. The
causes of the problem are I had lack of communication with the student, I did
not give the student opportunity to seek answers by herself when doing
grammar homework, and most of the learning activities are only written
exercises without communicative activities which made the student not
motivated to learn grammar. The effects of the problem are she always
complained when learning grammar, she did not show respect to me when I
assisted her by her action of doing something else, and I felt it difficult to
make her enthusiastic in getting good mark in grammar tests. I provide three
potential solutions to solve the problem. The first is I will build a personal
approach with the student as a private tutor. The second is I will provide
games which support her in learning grammar. The last is I will encourage the
student to do her best in learning grammar. Based on the analysis I think the
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best solution to overcome my problem is the combination of the first, second
and the third potential solutions.
The first solution is chosen because if I could build a good relationship
with the student, it would help me to motivate the student to learn grammar.
For example, when the student and I have a conversation, the student will
feel comfortable talking with me and I can also motivate the student. It will be
easier for me to have good communication with the student. Therefore, the
relationship between the student and teacher is very important to enhance
student’s motivation and achievement. The second potential solution is also
chosen because games will help the student in learning grammar, and also
games will bring fun. I will provide games which support the student in
learning grammar, such as hedbanz, scrabble or other games which are
suitable in learning grammar. The third potential solution is suitable because
encouragement can motivate the student and help her feel capable to do
grammar. There is no other form of motivation that works quite as well as
encouragement. At ACES, I can show encouragement by allowing the student
to watch a movie after finishing her exercise, giving praise for her
achievement, and saying positive words.
The combination of these three potential solutions will help me to
overcome the problem. By having the problem resolved, I can motivate the
student in learning grammar at ACES. For the institution, I suggest that the
teachers at ACES should motivate all their students more by giving
encouragement and building a good relationship.
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BIBLIOGRAPHY
Printed Source
Arends, Richard I. Learning to Teach. New York: McGraw-Hill Higher
Education, 2001.
Electronic Sources
Diana, Nova Pravita Rus. “The Advantages and Disadvantages of Using
Games in Teaching Vocabulary to the Third Graders of Top School
Elementary School”. eprints.uns.ac.id. 2010. 11 May 2013.
http://www.eprints.uns.ac.id/336/1/166750209201011411.pdf
Felder, Richard., Brent, Rebecca. “The 67 Worst Teaching Mistakes”.
oncourseworkshop.com. oncourseworkshop.com. 21 April 2013.
http://oncourseworkshop.com/Getting%20On%20Course024.htm
Maranatha Christian University
“How to Be a Great Teaching Assistant”. busyteacher.org. 2007. 25 April
2013.
http://www.busyteacher.org/4093-how-to-be-a-great-teachingassistant.html
“How to Become a Tutor”. thetutorwebsite.co.uk. 2011. 8 May 2013.
http://thetutorwebsite.co.uk/for-tutors/how-to-become-a-tutor.html
“How to Encourage Student Learning”. ehow.com. 1999. 8 May 2013.
http://www.ehow.com_2050215_encourage-student-learning.html
Johansson, Andreas. “What influences students’ motivation for learning
English grammar?”. Institution of Language and Literature.
www.essays.se. 2010. 15 March 2013.
Kang, Hye Won. “Teaching Statement”. 2 May 2013
http://people.mbi.ohio-state.edu/kang.235/docs/120928_HWTeaStat.pdf
“Lack of Motivation in Students”. buzzle.com. 2000. 6 April 2013.
http://www.buzzle.com/articles/lack-of-motivation-in-students.html
Maranatha Christian University
Mc Cready, Amy. “Rewards vs. Encouragement”.
positiveparentingsolutions.com. 2006. 8 May 2013.
http://www.positiveparentingsolutions.com/parenting/rewards-vsencouragement/
“Motivation in the Classroom”. buzzle.com. 2000. 6 April 2013.
http://www.buzzle.com/articles/motivation-in-the-classroom.html
Noonan, Brian Ph D. “The Relationship Between Time Teachers Spend With
Students and Student Learning”. 11 April 2013.
http://www.saskschoolboards.ca/old/ResearchAndDevelopment/Research
Reports/SchoolImprovement/07-02.pdf
Parson, Monica. “Enthusiasm and Feedback: A Winning Combination!”.
pacentral.org. 2001. 18 April 2013.
http://www.pacentral.org/climate/monicaparsonarticle.html
Reichert, Robin. “How to Encourage Students to Do Well in the Classroom”.
ehow.com. 1999. 8 May 2013.
http://www.ehow.com/how_7632842_encourage-students-do-wellclassroom.html
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Shore, Dr. Ken. “Lack of Motivation”. educationworld.com. 1996. 25 April
2013.
http://educationworld.com/a_curr/shore/shore060.shtml
“Teaching Grammar with Games in the ESL Classroom”.
teachingenglishgames.com. 2006. 23 April 2013.
http://www.teachingenglishgames.com/Articles/Teaching_Grammar_with
_Games_in_the_Classroom.htm
Wang, Ying-Jian., Hui-Fang Shang., and Paul Briody.
“Investigating the Impact of Using Games in Teaching Children English”.
International Journal of Learning & Development. 28 November 2011,
Vol.1, No.1. 23 April 2013.
Wright, Jim. “Six Reasons Why Students Are Unmotivated (and What
Teachers Can Do)”. RTI Toolkit: A Practical Guide for Schools. 12 July
2011. 29 April 2013.
http://www.jimwrightonline.com/mixed_files/NASP_Indy/Wright_NASP_IN
_motivation_supplemental_handout.pdf
Interview Source
Yulita, Rhimelda Marcella, S.S. Personal interview. 21 February 2013.
Maranatha Christian University
Penelitian ini dilakukan untuk membahas masalah dalam
memotivasi siswa kelas IV SD ketika saya mendampingi siswa dalam
belajar grammar di ACES. Masalah ini saya jumpai ketika magang di
ACES, sebuah tempat kursus bahasa Inggris selama satu bulan dan
menjadi asisten guru di sana.
Saya menganalisis penyebab dan dampak dari masalah yang saya
hadapi. Penyebab pertama dari masalah adalah kurangnya komunikasi
antara saya dan siswa. Penyebab kedua masalah adalah saya tidak
memberikan kesempatan kepada siswa untuk mencari jawaban dalam
mengerjakan tugas pekerjaan rumah dari sekolah. Penyebab ketiga
masalah ini adalah kebanyakan kegiatan pembelajaran berupa latihan
tertulis tanpa kegiatan yang bersifat komunikatif yang membuat siswa
tidak termotivasi dalam mempelajari grammar. Masalah ini membawa
beberapa dampak, yaitu siswa selalu mengeluh ketika belajar grammar,
kemudian siswa tidak mendengarkan penjelasan saya melainkan dia
melakukan hal yang lain, dan terakhir, saya merasa sulit untuk membuat
siswa antusias dalam mendapatkan nilai yang baik untuk tes grammar.
Untuk mengatasi masalah ini, saya memiliki tiga pilihan solusi yang dapat
saya gunakan. Solusi pertama adalah saya akan melakukan pendekatan
pribadi dengan siswa, kedua saya akan memberikan permainan yang
mendukung siswa dalam mempelajari grammar, dan ketiga adalah saya
akan memberikan dorongan terhadap siswa agar siswa tersebut lebih aktif
dan berhasil.
Hasil dari penelitian ini adalah untuk memecahkan masalah
motivasi siswa kelas IV SD dalam mempelajari grammar, saya akan
menerapkan solusi pertama, kedua dan ketiga. Ketiga solusi tersebut
adalah melakukan pendekatan pribadi dengan siswa, menyiapkan games
yang mendukung siswa dalam mempelajari grammar, dan memberikan
dorongan terhadap siswa agar siswa tersebut lebih aktif dan berhasil.
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TABLE OF CONTENTS
ABSTRACT……………………………………………………………………..….i
DECLARATION OF ORIGINALITY……………………………………………...ii
ACKNOWLEDGEMENTS……………………………………………………….iii
TABLE OF CONTENTS…………………………………………………………iv
CHAPTER I. INTRODUCTION…..……………………………………………...1
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS………………………………………….7
CHAPTER III. POTENTIAL SOLUTIONS…………………………………….11
CHAPTER IV. CONCLUSION……………………………………………........16
BIBLIOGRAPHY
APPENDICES :
A.
B.
C.
D.
FLOWCHART
THE TRANSCRIPTION OF THE INTERVIEW
AN EXAMPLE OF GRAMMAR EXERCISES FROM ACES
AN EXAMPLE OF GRAMMAR TEST FROM ACES
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APPENDIX: A
FLOWCHART
Problem
Effects
the student.
I had difficulties in motivating a
2. I did not give the student the
fourth grade student when
opportunity to seek answers by
assisting her in learning
1. She always complained when
learning grammar.
2. She did not show respect to me
herself when doing grammar
grammar at ACES.
Causes
1. I had lack of communication with
when I was assisting her by her
action of doing something else.
homework from her school.
3. I felt it was difficult to make her
3. Most of learning activities at
enthusiastic in getting good mark
ACES are only written exercises
in grammar tests.
without communicative activities
which made the student not
motivated to learn grammar.
Potential Negative Effects
Potential Solution I
Potential Positive Effects
The student might not respect me
I will build a personal approach
1. I can be closer to her.
as a teacher assistant if I am too
with the student as a private
2. The student will trust and respect
close with her.
tutor.
me as a teacher assistant.
Potential Negative Effects
Potential Solution II
1. The class might be noisy.
I will provide games which
2. Playing games will take much
support the student in learning
time.
grammar.
the
Potential Positive Effects
1. Games will bring fun and also
enhance the teacher and the
student relationship.
2. Games will motivate the
students and build their confidence.
Potential Negative Effect
I must put in extra time and effort to
encourage the student in learning
grammar.
Potential Solution III
I will encourage the student to
do her best in learning
grammar.
Potential Positive Effect
1. Giving encouragement will
motivate the student from the
inside and also help the student
feel capable to learn grammar.
2. Giving encouragement will make
the student more active and eager
to succeed.
Chosen Solution
Combining all the potential solutions
APPENDIX: B
TRANSCRIPTION OF THE INTERVIEW
Name of respondent : Rhimelda Marcella Yulita. S.S.
Name of Interviewer : Melisa, Indri, Grace Hellen.
Place of Interview
: ACES, Jl.Pandu no 6 A.
Date of Interview
: 21 February 2013.
Melisa: Selamat malam Ms. Rhimelda. Saya dari D III Bahasa Inggris Maranatha,
ingin menanyakan bagaimana sejarah ACES berdiri dan siapa pendiri ACES?
Ms. Rhimelda: Iya, waktu dulu itu namanya ACES Kids, pertama kali didirikan oleh
Dra. Leonny Siswati Tanama yang merupakan tante dari saya atau bibi. Kalau di
Jakarta mungkin berdirinya sudah lebih lama lagi yah, mungkin sekitar tahun 1998.
Kemudian pada tahun 2002 saya ditawarkan untuk bekerja sama dengan beliau
untuk mendirikan ACES di Bandung. Karena di Bandung belum ada ya, jadi kita
membuka cabang dari Jakarta. Saya mendirikannya pada tanggal 1 April 2002 di Jl.
Padjajaran no 87 lantai 3, kemudian karena jumlah kapasitas murid semakin banyak
jadi di tahun 2005 kita pindah ke Jl. Astina no 8 D. Sesudah sampai di sana karena
habis masa kontraknya kita pindah ke Jl. Pandu no 6 A, karena di sini tempat milik
saya sendiri.
Melisa: Lalu, apa arti nama ACES itu sendiri, yang tadinya bernama ACES Kids
diganti nama menjadi ACES, mengapa?
Ms. Rhimelda: Nah, awalnya kita fokusnya kan ke anak-anak, namun banyak orang
tua dan juga para pekerja yang ingin belajar Bahasa Inggris terutama untuk daily
conversation. Jadi kita mengganti nama ACES Kids menjadi ACES. Kapasitas nya
bukan untuk anak-anak saja yah. Nah kalau ACES itu diganti nama nya menjadi
Active Communicative English Study. Jadi itu untuk berbagai usia.
Melisa: Lalu apa misi dan visi ACES dan apakah Aces juga memiliki moto?
Ms. Rhimelda: Ya, tentu saja. Visi dari ACES, kita kedepannya ingin membuka
semacam sekolahan yang mungkin dimulai dari playgroup, fokusnya kita kesana
dulu. Untuk misinya sendiri, kita ingin mengembangkan pendidikan di Indonesia,
terutama dalam bidang Bahasa Inggris, supaya lebih baik lagi. Karena nantinya kan
dalam globalisasi era kita membutuhkan Bahasa Inggris sebagai second language
setelah Bahasa Indonesia, yang nantinya juga kalau misalkan anak-anak yang
Bahasa Inggrisnya baik dari mereka kecil sampai dewasa untuk masuk ke dunia
kerja akan lebih mudah.
Melisa: Lalu, berapa awal jumlah murid ketika ACES didirikan?
Ms. Rhimelda: Wah, waktu mulai didirikan jumlah murid sekitar dua puluhan kali yah.
Kalau sampai sekarang kita sampai mencapai seratus murid, tetapi kita mengalami
penurunan di tahun ini sekitar delapan puluh kurang lebih nya.
Melisa: Fasilitas apa saja yang disediakan oleh ACES untuk menunjang
pembelajarannya, Miss?
Ms. Rhimelda: Kita menyediakan mainan, ada beberapa juga kita mengambil
mainan dari luar negri dan buku-buku yang rata-rata kita ambil dari Singapore. Nah
terus kita juga menunjang menggunakan laptop untuk mendengarkan kemampuan
listening mereka, dan juga ada audio room, supaya mereka bisa menonton dan
mendengarkan lagu.
Melisa: Kriteria guru seperti apa yang ACES sendiri butuhkan untuk menjadi seorang
guru disini?
Ms. Rhimelda: Yang pasti, guru itu harus sabar, lalu harus saying sama murid –
murid dan yang paling utama harus pintar. Yang pertama dilakukan yaitu mencoba
test dulu, test TOEFL dan nilai nya harus lebih dari 550. Sesudah test TOEFL kita
mengadakan interview, setelah itu kita bisa menentukan guru tersebut bisa diterima
atau tidak.
Melisa: Apakah ada masa percobaan nya, Miss?
Ms. Rhimelda: Ada, masa percobaan nya selama tiga bulan dulu, dan biasanya kita
lihat dari training juga.
Melisa: Lalu, materi pengajaran dari ACES, sumber nya dari mana saja?
Ms. Rhimelda: Kita mengambil sumbernya kebanyakan dari Singapore yah, untuk
materi nya.
Melisa: Level apa saja yang ditawarkan ACES?
Ms. Rhimelda: Level nya dimulai dari Toddy yaitu playgroup umur tiga tahun,
kemudian Nursery untuk empat tahun, kemudian Kiddy, Kiddy Pre-Basic, lalu Basic
1, Basic 2, Basic 3, Intermediate 1 sampai 3.
Melisa: Lalu bagaimana hubungan antar departemen yang terjadi di ACES?
Ms. Rhimelda: Tentu saja hubungan kami sangat terbuka, kalau kita ada masalah di
diskusikan langsung, dan biasanya kita mengadakan meeting sekitar seminggu
sekali untuk membahas langkah-langkah apa saja yang harus kita lakukan untuk
menambah jumlah murid atau untuk mengatasi masalah-masalah ringan siswa
ataupun masalah dari luar.
Melisa: Lalu bagaimana cara ACES mengenalkan ke orang-orang?
Ms. Rhimelda: Sebetulnya kita sih tidak banyak menggunakan iklan. Iklan yang kita
pakai dari Bandung Info Media saja, selebihnya dari mulut ke mulut dan
kepercayaan orang tua terhadap kita.
Melisa: Bagaimana cara pembagian kelasnya sendiri, seperti di kelas ada beberapa
murid dengan sekolah yang berbeda, bagaimana cara pembagian waktu nya?
Ms. Rhimelda: Sebenarnya, pembagian waktu bagian awal mereka datang kemari.
Biasanya mereka akan menjalani test, lewat test tersebut kita akan tahu level mana
yang akan mereka masuki lalu kita kelompokkan Basic 1, Basic 2, atau Basic 3
sesuai dengan kemampuan mereka.
Melisa: Terakhir, hal apa saja yang membedakan ACES dengan kursus – kursus
yang lain?
Ms. Rhimelda: Hmm, kalau menurut opini orang-orang kita baik dalam grammar
nya, karena itu merupakan basic dari Bahasa Inggris. Kita kembangkan grammar
tersebut menjadi speaking, listening dan writing.
Melisa: Saya mengucapkan banyak terima kasih karena telah memberikan waktunya
untuk di interview. Terima kasih sekali, selamat malam Miss.
APPENDIX: C
AN EXAMPLE OF GRAMMAR EXERCISES FROM ACES
APPENDIX: D
AN EXAMPLE OF GRAMMAR TEST FROM ACES
CHAPTER I
INTRODUCTION
A.
Background of the Study
Students are expected to have motivation within themselves to
support the process of learning. Arends states that, “Motivation is
usually defined as the processes within individuals that stimulate
behavior or arouse us to take action” (80). Similarly, it is important for
teachers to give support or motivation for the student. As stated in
“Motivation in the Classroom”, “All teachers want their students to
excel in life and motivating the students is one of the important ways to
help achieve this goal” (par.1). Giving motivation can help students to
learn.
There are two types of motivation. Arends explains that,
“Psychologists make the distinction between two major types of
motivation, intrinsic and extrinsic” (80). Furthermore, he states that:
When behavior is sparked internally by one’s own interest or
curiosity or just for the pure enjoyment of an experience, this is
called intrinsic motivation. In contrast extrinsic motivation kicks in
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when individuals are influenced to action from external or
environmental factors, such as rewards, punishments, or social
pressures (80).
By having intrinsic and extrinsic motivation, students will be motivated
to learn and to succeed.
I had difficulties in motivating a fourth grade student when assisting
her in learning grammar at ACES (Active Communicative English
Study), an English Course, in Bandung. During my internship, I was
helping the teacher to accompany one student to learn English and
also assisting her when the lesson began. I would also teach English
to the student occasionally. Most of the learning materials are grammar
exercises.
The problem began when I met a fourth grade student who was not
motivated in learning English grammar at ACES. She always
complained when I gave her some grammar exercises. She did not
listen to my explanation and always did something else. First, I felt very
confused to communicate with her and I also had difficulties to make
her focus on grammar lessons. She always asked me for the answers
to the grammar exercises. If I did not tell her the answers she would
ignore me as a teacher assistant and she did not want to do the
grammar exercises. This situation is quite problematic for me as the
teacher assistant.
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Considering the above explanation, I would like to analyze how to
be a good teacher assistant who can motivate the students in learning
grammar. I would like to analyze the problem systematically and
critically to find the solution of this problem.
B.
Identification of the Problem
This term paper describes a problem that I found when I did my
internship as a teacher assistant in ACES. This problem can be stated
in the following questions:
1. Why did I have difficulties in motivating a fourth grade student
when assisting her in learning grammar?
2. How did the problem influence the student and me?
3. How should I solve this problem?
C.
Objectives and Benefits of the Study
The objectives of the study are to analyze the causes of my
problem in motivating a fourth grade student in learning grammar at
ACES, to find the effects of the problem, and to find the ways to
motivate the student in learning grammar. The first benefit of this study
is for the teachers at ACES. Hopefully, they will give the best to
motivate the students. The second benefit is for the readers. The
readers can get knowledge of motivating young learners in learning
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grammar. The last benefit is for the writer. As the writer, I will solve the
problem in motivating a fourth grade student in learning grammar.
D.
Description of the Institution
This information is based on the interview with Ms. Rhimelda
Marcella Yulita, S.S as the owner of ACES. ACE Kids was established
by Dra. Leonny Siswanti Tanama in 1998 in Jakarta. ACE Kids
changed its name into ACES in 2013, because the learners are not
only kids but also people of different age levels. ACES itself stands for
Active Communicative English Study, which has the motto "Start with
the end in mind". The motto means everything begins and ends with
the goal until the goal is completed. Dra. Leonny Siswanti offered her
niece, Ms. Rhimelda, S.S, to open a branch of ACE Kids in Bandung.
Afterwards, Ms. Rhimelda started a branch of ACE Kids in Bandung
which was located at Padjajaran Street no. 87 on April 1, 2002. Initially
Ms. Rhimelda worked as a private English teacher. Later, she
accepted the offer from Ms. Leonny to open ACE Kids English Course
in Bandung.
In 2006, ACE Kids moved their premises to Astina Street no. 8
D, Bandung, because the number of the students and the staff was
also increasing. The vision of Ms. Rhimelda for ACES is to open and
create a small school starting from Playgroup. The mission of ACES
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itself is to teach English to students there to prepare them in the era of
globalization. Ms. Rhimelda herself thought that “if the students can not
apply the English language in this era of globalization the students will
not be prepared to compete with other people, moreover the students
will be left behind from others”. In early 2013, ACES moved to a new
location in Pandu Street no. 6 A. At the new premises of ACES, there
are more than 80 learners (21 February 2013).
E.
Method of the Study
The data collection of my final term-paper is taken from my
internship journal, books and articles from the Internet. The internship
journal book records the observation of my interaction with the
students during my internship from 8 January 2013 to 23 March 2013.
The data is used to get theories that support my analysis of the
problem.
F.
Limitation of the Study
The research of my final term-paper focuses on a fourth grade
female student aged 10 years old at ACES. The problem is taken from
a real problem that I experienced when I did an internship in ACES
that was done from 8 January 2013 to 23 March 2013. This research
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focuses on my difficulty in motivating a fourth grade student in learning
grammar at ACES.
G.
Organization of the Term Paper
The Term Paper starts with the Abstract which discusses the
summary of this Term Paper in Bahasa Indonesia, followed by the
Declaration of Originality, which is the statement of the term paper’s
originality. Next, there is Acknowledgements. After that, there is Table
of Contents.
This Term Paper is divided into four chapters. The first chapter
is the Introduction. This chapter contains Background of the Study,
Identification of the Problem, Objectives and Benefits of Study,
Description of the Institution, Method of the Study, Limitation of the
Study, and Organization of the Term Paper. The second chapter
explains the Problem Analysis. This chapter discusses the causes and
the effects of the problem. The third chapter is Potential Solutions. The
fourth chapter is the Conclusion. This chapter concludes the best
solutions in motivating a fourth grade student to learn grammar. After
the last chapter, there is a Bibliography, which is followed by
Appendices, which include the Flowchart, transcription of the interview,
an example of grammar exercises, and an example of grammar test
from ACES.
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CHAPTER IV
CONCLUSION
In the previous chapters, I have discussed my difficulty in motivating a
fourth grade student when assisting her in learning grammar at ACES. The
causes of the problem are I had lack of communication with the student, I did
not give the student opportunity to seek answers by herself when doing
grammar homework, and most of the learning activities are only written
exercises without communicative activities which made the student not
motivated to learn grammar. The effects of the problem are she always
complained when learning grammar, she did not show respect to me when I
assisted her by her action of doing something else, and I felt it difficult to
make her enthusiastic in getting good mark in grammar tests. I provide three
potential solutions to solve the problem. The first is I will build a personal
approach with the student as a private tutor. The second is I will provide
games which support her in learning grammar. The last is I will encourage the
student to do her best in learning grammar. Based on the analysis I think the
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best solution to overcome my problem is the combination of the first, second
and the third potential solutions.
The first solution is chosen because if I could build a good relationship
with the student, it would help me to motivate the student to learn grammar.
For example, when the student and I have a conversation, the student will
feel comfortable talking with me and I can also motivate the student. It will be
easier for me to have good communication with the student. Therefore, the
relationship between the student and teacher is very important to enhance
student’s motivation and achievement. The second potential solution is also
chosen because games will help the student in learning grammar, and also
games will bring fun. I will provide games which support the student in
learning grammar, such as hedbanz, scrabble or other games which are
suitable in learning grammar. The third potential solution is suitable because
encouragement can motivate the student and help her feel capable to do
grammar. There is no other form of motivation that works quite as well as
encouragement. At ACES, I can show encouragement by allowing the student
to watch a movie after finishing her exercise, giving praise for her
achievement, and saying positive words.
The combination of these three potential solutions will help me to
overcome the problem. By having the problem resolved, I can motivate the
student in learning grammar at ACES. For the institution, I suggest that the
teachers at ACES should motivate all their students more by giving
encouragement and building a good relationship.
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BIBLIOGRAPHY
Printed Source
Arends, Richard I. Learning to Teach. New York: McGraw-Hill Higher
Education, 2001.
Electronic Sources
Diana, Nova Pravita Rus. “The Advantages and Disadvantages of Using
Games in Teaching Vocabulary to the Third Graders of Top School
Elementary School”. eprints.uns.ac.id. 2010. 11 May 2013.
http://www.eprints.uns.ac.id/336/1/166750209201011411.pdf
Felder, Richard., Brent, Rebecca. “The 67 Worst Teaching Mistakes”.
oncourseworkshop.com. oncourseworkshop.com. 21 April 2013.
http://oncourseworkshop.com/Getting%20On%20Course024.htm
Maranatha Christian University
“How to Be a Great Teaching Assistant”. busyteacher.org. 2007. 25 April
2013.
http://www.busyteacher.org/4093-how-to-be-a-great-teachingassistant.html
“How to Become a Tutor”. thetutorwebsite.co.uk. 2011. 8 May 2013.
http://thetutorwebsite.co.uk/for-tutors/how-to-become-a-tutor.html
“How to Encourage Student Learning”. ehow.com. 1999. 8 May 2013.
http://www.ehow.com_2050215_encourage-student-learning.html
Johansson, Andreas. “What influences students’ motivation for learning
English grammar?”. Institution of Language and Literature.
www.essays.se. 2010. 15 March 2013.
Kang, Hye Won. “Teaching Statement”. 2 May 2013
http://people.mbi.ohio-state.edu/kang.235/docs/120928_HWTeaStat.pdf
“Lack of Motivation in Students”. buzzle.com. 2000. 6 April 2013.
http://www.buzzle.com/articles/lack-of-motivation-in-students.html
Maranatha Christian University
Mc Cready, Amy. “Rewards vs. Encouragement”.
positiveparentingsolutions.com. 2006. 8 May 2013.
http://www.positiveparentingsolutions.com/parenting/rewards-vsencouragement/
“Motivation in the Classroom”. buzzle.com. 2000. 6 April 2013.
http://www.buzzle.com/articles/motivation-in-the-classroom.html
Noonan, Brian Ph D. “The Relationship Between Time Teachers Spend With
Students and Student Learning”. 11 April 2013.
http://www.saskschoolboards.ca/old/ResearchAndDevelopment/Research
Reports/SchoolImprovement/07-02.pdf
Parson, Monica. “Enthusiasm and Feedback: A Winning Combination!”.
pacentral.org. 2001. 18 April 2013.
http://www.pacentral.org/climate/monicaparsonarticle.html
Reichert, Robin. “How to Encourage Students to Do Well in the Classroom”.
ehow.com. 1999. 8 May 2013.
http://www.ehow.com/how_7632842_encourage-students-do-wellclassroom.html
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Shore, Dr. Ken. “Lack of Motivation”. educationworld.com. 1996. 25 April
2013.
http://educationworld.com/a_curr/shore/shore060.shtml
“Teaching Grammar with Games in the ESL Classroom”.
teachingenglishgames.com. 2006. 23 April 2013.
http://www.teachingenglishgames.com/Articles/Teaching_Grammar_with
_Games_in_the_Classroom.htm
Wang, Ying-Jian., Hui-Fang Shang., and Paul Briody.
“Investigating the Impact of Using Games in Teaching Children English”.
International Journal of Learning & Development. 28 November 2011,
Vol.1, No.1. 23 April 2013.
Wright, Jim. “Six Reasons Why Students Are Unmotivated (and What
Teachers Can Do)”. RTI Toolkit: A Practical Guide for Schools. 12 July
2011. 29 April 2013.
http://www.jimwrightonline.com/mixed_files/NASP_Indy/Wright_NASP_IN
_motivation_supplemental_handout.pdf
Interview Source
Yulita, Rhimelda Marcella, S.S. Personal interview. 21 February 2013.
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