Difficulty in Teaching A Nine-Year-Old ADHD Student of Runners Module 3 in Kids2success.
ABSTRACT
Seperti yang kita ketahui, setiap anak memiliki sifat dan
karakteristiknya masing-masing. Salah satunya adalah anak ADHD
(Attention Deficit Hiperactivity Disorder). Anak ADHD adalah anak yang
memiliki kekurangan dalam berkonsentrasi pada satu kegiatan dan sangat
mudah terganggu konsentrasinya oleh gangguan sekecil apapun. Akan
tetapi anak-anak ADHD pun membutuhkan pendidikan seperti anak-anak
pada umumnya.
Kesulitan dalam mengajar anak ADHD disebabkan oleh 3 faktor.
Pertama, anak ADHD sangat mudah terganggu konsentrasinya. Kedua,
anak ADHD sangat aktif bergerak. Ketiga, anak ADHD juga anak yang
impulsif. Hal-hal tersebut bisa mengakibatkan efek-efek yang bersifat
negatif yang dapat mengganggu kelancaran proses pembelajaran jika
seorang pengajar tidak mengetahui cara untuk mengajar anak ADHD.
Setelah kita mengetahui permasalahannya, maka kita dapat
menerapkan cara-cara untuk menyelesaikan masalah ini. Ada beberapa
cara yang bisa pengajar gunakan untuk mengajar anak ADHD. pertama,
memberikan hadiah dengan cara pengumpulan cap atau gambar tempel
untuk di tukar dengan hadiah atau memberikan pujian jika anak tersebut
berhasil melakukan sesuatu dengan baik. Kedua, melakukan teknik-teknik
khusus yang bisa digunakan untuk membantu anak ADHD lebih
berkonsentrasi dalam belajar.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT……………………………………………………………………….i
DECLARATION OF ORIGINALITY……………………………………………ii
ACKNOWLEDGEMENTS………………………………………………………iii
TABLE OF CONTENTS………………………………………………………..iv
CHAPTER I. INTRODUCTION………………………………………………1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS……………………………………….6-8
CHAPTER III. POTENTIAL SOLUTIONS…………………………….......9-13
CHAPTER IV. CONCLUSION…………………………………………….14-15
BIBLIOGRAPHY
ii
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
“There are many students in the classroom who have special needs
and require some sort of intervention” (Linse 192), one type is those with
ADHD (Attention Deficit/Hyperactivity Disorder). ADHD children are
children who “often accused of not paying attention and being easily
distracted.” (“Inattention” par.1). In addition, “it is estimated that between 3
and 5 percent of children have ADHD. It means that in a classroom of 25
to 30 children, it is likely that at least one will have ADHD.” (“Attention
Deficit Hyperactivity Disorder” par. 1). It is also said by Jeanne Segal et al.
that, “the impulsivity and hyperactive behavior of such students can be
distracting to everyone in the classroom.” (1) That is why, it is difficult to
teach an ADHD student.
In my apprenticeship, I became an assistant of a teacher who had four
students. One of them was an ADHD student. My job was to look after this
ADHD student. He is a nine-year-old student. I faced a difficulty in
teaching this ADHD student because of his behaviors which are short
1
Maranatha Christian University
concentration span, hyperactivity, and impulsivity. Therefore, in this term
paper I would like to discuss about how to teach an ADHD student of
runners module 3 in Kids2Success.
B. Identification of the Problem
There are some questions that are discussed in this paper:
1. Why is it difficult to teach an ADHD student?
2. What is the best solution to overcome the difficulty in teaching an
ADHD student?
C. Objectives and Benefits of the Study
The objectives of the study are:
1. To find out the reason of difficulty in teaching an ADHD student.
2. To find out the best solution to overcome the difficulty in teaching
an ADHD student.
The research is expected to be beneficial for three sides below:
1. For the institution
This study can be an input to complete the quality of teaching in
order to increase students’ satisfaction so that they will enjoy the
lesson.
2. For reader:
I expect that this study can give more knowledge about how to
teach ADHD students.
2
Maranatha Christian University
3. For the writer:
I can realize the importance of understanding how to teach
ADHD students.
D. Description of the Institution
The name of this institution is Kids 2 Success. Kids 2 Success was
established in June 2005. It is located in Taman Kopo Indah II, Ruko 2A
no. 55. Kids 2 Success has a branch in Setrasari Plaza A2, Bandung. The
owner of this branch is Mr. Setiabudi Teja. The owner changed the name
of Kids 2 Success to become Creative Learning in 2007. Creative learning
is devided into two divisions, which are Calismath and Kids 2 Success.
Calismath is a division where children can learn to read, to write, and learn
mathematic. Kids 2 success is a division where children can learn English.
Now, it can be said that Kids 2 Success is one of the famous English
education centers in Bandung. It can be proven by the number of its
students which always increases from year to year.
The vision of Kids 2 Success is to become an education center with a
new fun way of learning English. The mission of Kids 2 Success is to
make children like learning English by using some interesting activities.
E. Method of the Study
In order to gain data for my thesis, I collected data from
Apprenticeship Journal which contained all events that happened during
3
Maranatha Christian University
my internship from July 19, 2008 until August 31, 2008 in Kids 2 Success
and my class observation in Kids 2 Success. To support and to analyze
my data, some information from internet and books were gathered.
F. Limitation of the Study
I would like to focus my discussion on finding the best solution to
overcome the difficulty in teaching a nine-year-old ADHD student in Kids 2
Success. The discussion was based on my research in this place from
July 19, 2008 until August 31, 2008.
G. Organization of the Term Paper
This term-paper starts with the Abstract, which summarizes all the
discussion in this term paper written in Bahasa Indonesia. This abstract is
followed by three parts; Declaration of Originality that contains declaration
of work authentication, Acknowledgements, and Table of Contents which
is followed by four chapters and Bibliography which contains all
publication‘s information from all sources that are quoted in this termpaper. The four chapters are: Chapter I Introduction which contains
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, and Organization of the Term Paper. Chapter II is
the Problem Analysis, which contains the causes and the effects of the
problem. Chapter III, Potential Solution, contains the potential solutions
4
Maranatha Christian University
that may solve the problem. Chapter IV is the Conclusion, which contains
the best potential solutions to overcome the problem.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
This chapter discusses the chosen solution to overcome the
difficulty in teaching an ADHD student of Runners Modul 3 in Kids 2
Success. Teaching an ADHD student is not easy, especially if the
teacher does not have the knowledge needed to teach the student. In
the previous chapter, three potential solutions to solve the problem
have been discussed. From these three potential solutions, I chose to
combine the first potential solution, which is to give a reward and the
third potential solution, which is to use methods that can help a student
with ADHD function better in the classroom. This combination solution
is effective for teaching ADHD students because these techniques
make an ADHD student focus on learning process and concentrate
better, so it is easier for the teacher to teach the student.
Before using these chosen solutions, the teachers have to
remember several things. First, when using these chosen solutions, the
teachers should not show different attitude extremely to the other
students because it will bring the negative effects that have been
mentioned in Chapter III. However, the negative effects can be
reduced by applying all the chosen solutions to the other students. As it
14
Maranatha Christian University
is stated in The Discipline Guide For Children’s Ministry that “ these methods
would apply to any other child as well, but they are especially helpful for the child
with ADD.” Second, Jeanne Segal et al. said that, “teacher’s job is to help the
student identified as disabled by ADD/ADHD to gain access to materials and
services and to do anything to assist the student in realizing his or her full
potential”(13). It means that the teacher has to give full support and help
ADD/ADHD students to find his or her ability. In addition, the teacher has to
remember that even he/she has used these chosen solutions, not every meeting
will be successful. Capehart says, “Sometimes when you have tried everything,
children with ADD may still spinning out in orbit” (119).
I would like to give suggestion to Kids2Success. It would be better if the
teachers not only can teach English but also know the suitable techniques in
teaching both normal and ADHD students. Therefore, first, the teachers must
master the techniques. Second, teachers have to apply the techniques in their
class.
15
Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Capehart, Jody et al. The Discipline Guide For Children’s Ministry U.S.A.:
Church Strengthening Ministry, 1997
Linse, Caroline T. Practical English Language Teaching Young Learners
New York: McGraw Hill, 2005
Mash,Erick J., and Russel A. Barkley. Child Psychopathology. 2rd ed. New
York: The Guilford press, 2003
Electronic Sources
“Attention Deficit Hyperactivity Disorder.” nimh.nih.gov. 2008. National
Institutes of Health. 13 December 2008
Doyle, Terry. “Intrinsic versus Extrinsic motivation.”
FerrisStateUniversity.com. 2008. Ferris State University. 13 September
2008
< http://seamonkey.ed.asu.edu/~jimbo/RIBARY_Folder/resource.htm>
“Inattention.” ADHD.org.nz. 2000. New Zealand’s ADHD Online Support
Group.12 September 2008
Maranatha Christian University
“Intrinsic vs. Extrinsic Motivation.” p2pfoundation.com. 2007. P2P
Foundation. 13 October 2008
Kohn, Alfie. “The Risk of Rewards.” Alfiekohn.org. 1994. Alfie Kohn
Organization. 13 October 2008
Segal, Jeanne. Et al. “ADD/ADHD in the Classroom.” helpguide.org. 2007.
Help Guide Organization. 17 October 2008
Wright, Jim. “What Every Teacher Should Know About…Punishment
Techniques and Student Behavior Plans.” Interventioncentral.org.
2008. Intervention Central. 13 September 2008
Maranatha Christian University
Seperti yang kita ketahui, setiap anak memiliki sifat dan
karakteristiknya masing-masing. Salah satunya adalah anak ADHD
(Attention Deficit Hiperactivity Disorder). Anak ADHD adalah anak yang
memiliki kekurangan dalam berkonsentrasi pada satu kegiatan dan sangat
mudah terganggu konsentrasinya oleh gangguan sekecil apapun. Akan
tetapi anak-anak ADHD pun membutuhkan pendidikan seperti anak-anak
pada umumnya.
Kesulitan dalam mengajar anak ADHD disebabkan oleh 3 faktor.
Pertama, anak ADHD sangat mudah terganggu konsentrasinya. Kedua,
anak ADHD sangat aktif bergerak. Ketiga, anak ADHD juga anak yang
impulsif. Hal-hal tersebut bisa mengakibatkan efek-efek yang bersifat
negatif yang dapat mengganggu kelancaran proses pembelajaran jika
seorang pengajar tidak mengetahui cara untuk mengajar anak ADHD.
Setelah kita mengetahui permasalahannya, maka kita dapat
menerapkan cara-cara untuk menyelesaikan masalah ini. Ada beberapa
cara yang bisa pengajar gunakan untuk mengajar anak ADHD. pertama,
memberikan hadiah dengan cara pengumpulan cap atau gambar tempel
untuk di tukar dengan hadiah atau memberikan pujian jika anak tersebut
berhasil melakukan sesuatu dengan baik. Kedua, melakukan teknik-teknik
khusus yang bisa digunakan untuk membantu anak ADHD lebih
berkonsentrasi dalam belajar.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT……………………………………………………………………….i
DECLARATION OF ORIGINALITY……………………………………………ii
ACKNOWLEDGEMENTS………………………………………………………iii
TABLE OF CONTENTS………………………………………………………..iv
CHAPTER I. INTRODUCTION………………………………………………1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS……………………………………….6-8
CHAPTER III. POTENTIAL SOLUTIONS…………………………….......9-13
CHAPTER IV. CONCLUSION…………………………………………….14-15
BIBLIOGRAPHY
ii
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
“There are many students in the classroom who have special needs
and require some sort of intervention” (Linse 192), one type is those with
ADHD (Attention Deficit/Hyperactivity Disorder). ADHD children are
children who “often accused of not paying attention and being easily
distracted.” (“Inattention” par.1). In addition, “it is estimated that between 3
and 5 percent of children have ADHD. It means that in a classroom of 25
to 30 children, it is likely that at least one will have ADHD.” (“Attention
Deficit Hyperactivity Disorder” par. 1). It is also said by Jeanne Segal et al.
that, “the impulsivity and hyperactive behavior of such students can be
distracting to everyone in the classroom.” (1) That is why, it is difficult to
teach an ADHD student.
In my apprenticeship, I became an assistant of a teacher who had four
students. One of them was an ADHD student. My job was to look after this
ADHD student. He is a nine-year-old student. I faced a difficulty in
teaching this ADHD student because of his behaviors which are short
1
Maranatha Christian University
concentration span, hyperactivity, and impulsivity. Therefore, in this term
paper I would like to discuss about how to teach an ADHD student of
runners module 3 in Kids2Success.
B. Identification of the Problem
There are some questions that are discussed in this paper:
1. Why is it difficult to teach an ADHD student?
2. What is the best solution to overcome the difficulty in teaching an
ADHD student?
C. Objectives and Benefits of the Study
The objectives of the study are:
1. To find out the reason of difficulty in teaching an ADHD student.
2. To find out the best solution to overcome the difficulty in teaching
an ADHD student.
The research is expected to be beneficial for three sides below:
1. For the institution
This study can be an input to complete the quality of teaching in
order to increase students’ satisfaction so that they will enjoy the
lesson.
2. For reader:
I expect that this study can give more knowledge about how to
teach ADHD students.
2
Maranatha Christian University
3. For the writer:
I can realize the importance of understanding how to teach
ADHD students.
D. Description of the Institution
The name of this institution is Kids 2 Success. Kids 2 Success was
established in June 2005. It is located in Taman Kopo Indah II, Ruko 2A
no. 55. Kids 2 Success has a branch in Setrasari Plaza A2, Bandung. The
owner of this branch is Mr. Setiabudi Teja. The owner changed the name
of Kids 2 Success to become Creative Learning in 2007. Creative learning
is devided into two divisions, which are Calismath and Kids 2 Success.
Calismath is a division where children can learn to read, to write, and learn
mathematic. Kids 2 success is a division where children can learn English.
Now, it can be said that Kids 2 Success is one of the famous English
education centers in Bandung. It can be proven by the number of its
students which always increases from year to year.
The vision of Kids 2 Success is to become an education center with a
new fun way of learning English. The mission of Kids 2 Success is to
make children like learning English by using some interesting activities.
E. Method of the Study
In order to gain data for my thesis, I collected data from
Apprenticeship Journal which contained all events that happened during
3
Maranatha Christian University
my internship from July 19, 2008 until August 31, 2008 in Kids 2 Success
and my class observation in Kids 2 Success. To support and to analyze
my data, some information from internet and books were gathered.
F. Limitation of the Study
I would like to focus my discussion on finding the best solution to
overcome the difficulty in teaching a nine-year-old ADHD student in Kids 2
Success. The discussion was based on my research in this place from
July 19, 2008 until August 31, 2008.
G. Organization of the Term Paper
This term-paper starts with the Abstract, which summarizes all the
discussion in this term paper written in Bahasa Indonesia. This abstract is
followed by three parts; Declaration of Originality that contains declaration
of work authentication, Acknowledgements, and Table of Contents which
is followed by four chapters and Bibliography which contains all
publication‘s information from all sources that are quoted in this termpaper. The four chapters are: Chapter I Introduction which contains
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, and Organization of the Term Paper. Chapter II is
the Problem Analysis, which contains the causes and the effects of the
problem. Chapter III, Potential Solution, contains the potential solutions
4
Maranatha Christian University
that may solve the problem. Chapter IV is the Conclusion, which contains
the best potential solutions to overcome the problem.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
This chapter discusses the chosen solution to overcome the
difficulty in teaching an ADHD student of Runners Modul 3 in Kids 2
Success. Teaching an ADHD student is not easy, especially if the
teacher does not have the knowledge needed to teach the student. In
the previous chapter, three potential solutions to solve the problem
have been discussed. From these three potential solutions, I chose to
combine the first potential solution, which is to give a reward and the
third potential solution, which is to use methods that can help a student
with ADHD function better in the classroom. This combination solution
is effective for teaching ADHD students because these techniques
make an ADHD student focus on learning process and concentrate
better, so it is easier for the teacher to teach the student.
Before using these chosen solutions, the teachers have to
remember several things. First, when using these chosen solutions, the
teachers should not show different attitude extremely to the other
students because it will bring the negative effects that have been
mentioned in Chapter III. However, the negative effects can be
reduced by applying all the chosen solutions to the other students. As it
14
Maranatha Christian University
is stated in The Discipline Guide For Children’s Ministry that “ these methods
would apply to any other child as well, but they are especially helpful for the child
with ADD.” Second, Jeanne Segal et al. said that, “teacher’s job is to help the
student identified as disabled by ADD/ADHD to gain access to materials and
services and to do anything to assist the student in realizing his or her full
potential”(13). It means that the teacher has to give full support and help
ADD/ADHD students to find his or her ability. In addition, the teacher has to
remember that even he/she has used these chosen solutions, not every meeting
will be successful. Capehart says, “Sometimes when you have tried everything,
children with ADD may still spinning out in orbit” (119).
I would like to give suggestion to Kids2Success. It would be better if the
teachers not only can teach English but also know the suitable techniques in
teaching both normal and ADHD students. Therefore, first, the teachers must
master the techniques. Second, teachers have to apply the techniques in their
class.
15
Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Capehart, Jody et al. The Discipline Guide For Children’s Ministry U.S.A.:
Church Strengthening Ministry, 1997
Linse, Caroline T. Practical English Language Teaching Young Learners
New York: McGraw Hill, 2005
Mash,Erick J., and Russel A. Barkley. Child Psychopathology. 2rd ed. New
York: The Guilford press, 2003
Electronic Sources
“Attention Deficit Hyperactivity Disorder.” nimh.nih.gov. 2008. National
Institutes of Health. 13 December 2008
Doyle, Terry. “Intrinsic versus Extrinsic motivation.”
FerrisStateUniversity.com. 2008. Ferris State University. 13 September
2008
< http://seamonkey.ed.asu.edu/~jimbo/RIBARY_Folder/resource.htm>
“Inattention.” ADHD.org.nz. 2000. New Zealand’s ADHD Online Support
Group.12 September 2008
Maranatha Christian University
“Intrinsic vs. Extrinsic Motivation.” p2pfoundation.com. 2007. P2P
Foundation. 13 October 2008
Kohn, Alfie. “The Risk of Rewards.” Alfiekohn.org. 1994. Alfie Kohn
Organization. 13 October 2008
Segal, Jeanne. Et al. “ADD/ADHD in the Classroom.” helpguide.org. 2007.
Help Guide Organization. 17 October 2008
Wright, Jim. “What Every Teacher Should Know About…Punishment
Techniques and Student Behavior Plans.” Interventioncentral.org.
2008. Intervention Central. 13 September 2008
Maranatha Christian University