Dealing With Challenging Behavior Of Three Pupils in TK A 'Sunflower' At Tunas Cemara Kindergarten.
ABSTRACT
Tugas Akhir ini membahas masalah yang muncul selama periode
magang pada Juli hingga Agustus 2009 di TK A Tunas Cemara yaitu di
kelas “Sunflower”. Di kelas ini terdapat tiga anak yang menunjukkan
perilaku yang mengganggu kegiatan belajar mengajar. Tujuan dari Tugas
Akhir ini adalah mengetahui alasan yang melatarbelakangi perilaku ketiga
anak tersebut dan menganalisa cara yang efektif dalam menangani
perilaku ketiga anak tersebut sehingga kegiatan belajar mengajar dapat
berlangsung dengan baik.
Penyebab masalah ini adalah pertama, ketiga anak ini berusaha
mencari perhatian gurunya di kelas. Kedua, guru-guru yang mengajar
kurang berpengalaman dalam mengajar anak-anak. Ketiga, murid-murid
tersebut bosan dengan aktivitas-aktivitas yang diberikan. Dampak dari
permasalahan ini adalah kelas menjadi ribut, ketiga anak ini mengganggu
teman satu mejanya, proses belajar mengajar tidak berjalan dengan baik,
dan guru-guru tidak dapat mengatur ketiga anak ini dengan baik.
Ada tiga solusi yang ditawarkan, yaitu, pertama para guru
menetapkan peraturan kelas dan konsekuensinya secara konsisten.
Kedua, para guru harus belajar mengetahui karakteristik muridnya. Ketiga,
aktivitas mengajar dibuat bervarisasi supaya para murid menjadi fokus
pada pelajaran dan tidak mempunyai kesempatan untuk mengganggu
temannya ataupun mencari perhatian guru.
Dari ketiga pilihan solusi di atas, solusi terbaik adalah para guru
terlebih dahulu berusaha untuk mengetahui karakteristik ketiga muridnya
dan membuat peraturan kelas beserta konsekuensinya. Dengan
mengetahui karakteristik muridnya, para guru dapat menentukan kegiatan
belajar yang tepat untuk mereka, dan juga dapat mengatasi perilaku
mereka. Begitu pula dengan adanya peraturan dan konsekuensi, para
murid diajar untuk berdisiplin dan para guru pun dapat mengontrol situasi
di kelas.
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TABLE OF CONTENTS
ABSTRACT .............................................................................................. i
DECLARATION OF ORIGINALITY........................................................... ii
ACKNOWLEDGEMENTS.......................................................................... iii
TABLE OF CONTENTS............................................................................. iv
CHAPTER I. INTRODUCTION …..……................................................. 1-6
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 …………..................................... 7-11
CHAPTER III. POTENTIAL SOLUTIONS …….................................... 12-18
CHAPTER IV. CONCLUSION ………….............................................. 19-22
BIBLIOGRAPHY
APPENDICES
A. FLOWCHART
B. LIST OF THE INTERVIEW QUESTIONS
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APPENDIX A
FLOW CHART
Causes
1. The three pupils are looking for the teachers
attention because they are not getting teachers
attention at class.
2. The teachers only have little experience in
teaching young learners.
3. The pupils get bored with the teaching
activities.
Statement of the problem
Three pupils of TK A ‘Sunflower’ at
Tunas Cemara Kindergarten have
behaviour problems.
Potential positive effects
Potential Solution 1
1.The pupils can learn about
disciplines and consequences.
2. The pupils will not disturb their
friends during learning process
at class.
The teachers should set clear
classroom rules and should be
consistent to apply the rules and the
consequences.
Effects
1. The class becomes very noisy.
2. The three pupils make other pupils in
their table play and chat with them.
3. The teaching time is not running
properly.
4. The teacher cannot handle the three
pupils properly.
Potential negative effects
1. The pupils might not understand and
not follow the rules.
2. There will be a certain distance
between their teachers and the pupils.
3. The punishments are going to be given
as the consequences and the
punishment could be unfair for the
pupils.
Potential positive effects
Potential Solution 2
Potential negative effects
1. The relationship between the pupils
and the teachers is getting close.
2. The teacher can make the learning
process at class more fun and reduce
the noise.
3. The teachers will know how to deal
with their pupils who have
unacceptable behavior.
The teachers should learn the
characteristics of the pupils by
communicating with the students,
their parents, and reading some
references or asking other teachers.
1. The teachers have difficulties to
understand the characteristic because
of their unknown pupils background.
2. It takes time for the teachers to
communicate with the pupils, do
observation, and library research.
Potential Solution 3
Potential negative effects
Potential positive effects
1. The pupils will be excited to follow
the activities and they will not make
a challenging behavior.
2. The teachers will not spend an extra
energy to deal with the challenging
pupils’ behavior.
3. The class atmosphere will support
the learning process.
The teachers should vary the
teaching activities to make the
pupils interested in the lesson.
1. There might be some pupils who are
not interested in the activities which
can make a new problem for the
teachers.
2. The pupils might have difficulties in
doing new activities as every
activities has it own level difficulty.
Chosen Solution
1. The teachers should learn their
pupils characteristics.
2. The teachers should set clear
classroom rules and should be
consistent to apply the rules and
the consequences.
Maranatha Christian University
APPENDIX B
LIST OF THE QUESTIONS OF INTERVIEW
For the teachers:
1. How is Noni, Ping Lei and Daniel’s behavior in class?
2. Does their behavior disturb the learning process in class?
3. What steps have been taken to deal with their behavior?
4. In your opinion, what are the causes of challenging behavior of the
three pupils?
5. Have you ever related with psychology when dealing with their
behavior?
6. What are the difficulties that you have experienced in dealing with
their behavior?
7. How does the school get involved in dealing with the pupils’
behavior?
8. Are there any requirements for the teachers who apply to teach in
this school?
9. Is there any special course from the school for the teachers to
expand their knowledge and ability about teaching young learners?
For the pupils:
1. Do your parents love you?
2. Have your parents been angry at you?
3. Did they ever give you punishment? What kind of punishment?
4. Are your teachers often angry at you? Why?
For the parents:
1. How is your child’s development on academic performance in this
school?
2. How is your child’s behavior at home?
3. What do you usually do when your child shows challenging
behavior?
4. How is the relationship of your family members?
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Children‟s behavior is an interesting issue in education because
behavior is always present in people‟s lives. “Child behavior is any
observable response or action of a child from 24 months through 12 years
of age” (Child Behavior par. 1). The one who is mainly responsible to
manage children‟s behavior is the parents. Besides the parents, the
teacher also has a responsibility to shape their pupils‟ behavior, especially
to support the learning process in their academic and social life at school.
In class, children‟s behavior can influence the success of the lesson,
either positively or negatively. Positive behavior will give positive impact to
children‟s positive behavior in the learning process. First, as an example,
children can concentrate on the lesson if all the children give respect to
the teacher and give attention to the lesson. Second, the class may have a
good atmosphere that supports the learning process for all the pupils.
Negative behavior of the children will give negative impact on the learning
process. The first example is other children cannot concentrate on the
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lesson because the children who have a problem with their behavior will
disturb their friends or invite them to chat. Jeremy. D. Finn and Ginna M.
Finn Pannozzo write in their article that “Behaviors have consistent, strong
correlations with academic performance” (par. 2). Second, the class
becomes noisy because of the disturbance from other children. Third, the
pupils will be left behind in following the lesson than their friends.
Considering the influential impacts of children‟s behavior, I believe that
being able to manage children‟s behavior in the class is very important for
the teachers to establish the learning process.
Similarly, I found out the importance of managing children‟s behavior
when I did the internship from July to August 2009 at Tunas Cemara
Kindergarten. I found that there were three pupils at TK A there who had
behavior problems. The three pupils were Noni, Ping Lei, and Daniel. Noni
usually spoiled to the teacher, made unwanted noises, liked to disturb her
friends who were sitting at the same table, and did not write the letters of
the alphabet correctly. Meanwhile, Ping Lei always ran and played at the
beginning of lesson, disturbed his friends sitting at the same table, and
made some unwanted noises by knocking on his pencil case on his desk.
Similarly, Daniel liked to interrupt the lesson by giving irrelevant answers
to the questions; besides this, he always disturbed his friends who were
sitting at the same table by playing with their writing tools. All of these
pupils‟ behaviors influenced the learning process; as a result, their grades
in writing the letters of the alphabet were not satisfying. Therefore, it is
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important for the teacher to be able to manage their pupils‟ behavior for a
better learning process in the class.
Based on the above explanation, in this term-paper I would like to
analyze the causes and the effects of the children‟s behavior problem as
well as the solutions to manage their behavior in the class. This analysis is
important so that the teacher can shape their pupils‟ behavior for a better
class atmosphere that supports the learning process.
B. Identification of the Problem
In this term-paper, I would like to analyze the problems as follows:
1.
Why did the three pupils in TK A „Sunflower‟ at Tunas Cemara
Kindergarten have behavior problems?
2.
How could the teachers deal with the behavior problems of the
three pupils effectively?
C. Objectives and Benefits of the Study
The objectives of the study are as follow:
1.
Analyzing the reasons which make the three pupils in TK A
“Sunflower” at Tunas Cemara Kindergarten have behavior
problems.
2.
Finding effective ways to deal with the three pupils‟ behavior in TK
A “Sunflower” Tunas Cemara so the learning process in class can
be done well and these three pupils can follow the lesson well.
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The benefits of the study are first, for the institution: the teachers at TK
A „Sunflower‟ Tunas Cemara Kindergarten can get valuable input on
managing behavior problems in the class, so that this study can be a
reference for dealing with any future cases. Second, the readers can get
useful knowledge in dealing with kindergarten pupils who have behavior
problems. And lastly, the writer can know the causes which make the three
pupils have behavior problems and know how to manage their behavior in
class for a successful learning process.
D. Description of the Institution
Tunas Cemara Kindergarten was established on 17 April 2000. At the
beginning, this school was located at Jalan Sumber Hurip 31, Sumber Sari
Bandung, using its institution office. In July 2004, Tunas Cemara
Kindergarten moved to a new building at Jalan Situ Aksan 41, and Lenny
Sanjaya became the headmistress of this school.
The vision of Tunas Cemara Kindergarten is to be a school which
prepares the children to have good academic quality and responsibility.
Meanwhile, the missions of Tunas Cemara Kindergarten are, first,
educating the pupils by optimizing the pupil‟s potential in knowledge,
physics, and linguistic ability. Second, building the pupils‟ health physically
and spiritually, developing their knowledge, ability, personality, and mind.
Third, applying a teaching system which is based on the National
Education Curriculum. The curriculum optimizes the pupils‟ linguistic ability
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and stimulates the pupils‟ creativity. Fourth, cultivating the pupils‟ love of
science which is appropriate with the demand of today‟s era.
Tunas Cemara Kindergarten teachers teach the pupils three
languages; these are Bahasa Indonesia, English language and Chinese
language, as the media of communication. This kindergarten uses the
curriculum from the Indonesian Education Department; however, since this
school emphasizes using three languages, the Education Department
curriculum is adjusted with the school‟s standard curriculum.
E. Method of the Study
This term-paper focuses on problem solving analysis. The problem is
taken from the real problem which was found at Tunas Cemara
Kindergarten during my internship that was done there from 21 July to 31
August 2009.
The data is taken from my internship journal, observation, interview,
and references. First, the journal contains the details about the teaching
and learning process during the internship. Second, the observation was
conducted during the internship. From this observation, the causes and
the effects of the problem can be seen clearly. The results of my
observation are written in the Internship Journal. Third, doing library
research to find and analyze the problem solutions. Fourth, interview with
the teachers, the parents, and also the pupils are conducted to know their
backgrounds and the causes of their problem behavior.
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F. Limitation of the Study
The study is limited to three pupils of TK A „Sunflower‟ at Tunas
Cemara Kindergarten, Bandung, during the classroom learning process
from 21 July 2009 until 31 August 2009; they are Noni, Ping Lei, and
Daniel. The study focuses on their behavior problems in class during the
learning process and how the teachers dealt with these three pupils.
G. Organization of the Term-paper
The term-paper starts with the Abstract. It explains the summary of this
term-paper in Bahasa Indonesia. Next, the Declaration of Originality
explains the originality of the term-paper. Afterwards, Table of Contents
presents the structure of this term-paper. This term-paper is divided into
four chapters. Chapter One is the Introduction. This chapter presents The
Background of the Study, The 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. Chapter Two
is Problem Analysis. This chapter explains the problem, and the causes
and the effects of the problem. Chapter Three is Potential Solutions. In this
chapter, the possible solutions are analyzed clearly and systematically.
Chapter Four is the Conclusion. This chapter provides the best solutions in
handling the problem about children‟s behavior in the class. After the last
chapter there is a Bibliography which contains all the references that have
been used in this term-paper. The last part is Appendices, which presents
the Flowchart and the list of the interview questions.
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CHAPTER IV
CONCLUSION
Before discussing the chosen solutions of the problem, I would like to
present the summary of the previous chapters. The problem is that there
are three pupils who have difficult behavior problems that disturbed the
learning process in the classroom and this behavior influenced their
friends and the class atmosphere. The pupils were Noni, Ping Lei, and
Daniel. The causes that the three pupils have behavior problems are first,
they were looking for the teachers’ attention because they were not getting
the teacher’s attention in class. Second, the teachers only have a little
experience in teaching young learners. Third, the pupils get bored with the
teaching-learning activities. The effects of this problem are first, the class
becomes very noisy. Second, the three pupils make other pupils at their
table play and chat with them. Third, the teaching time does not run
properly. Fourth, the teacher cannot handle the three pupils properly.
Those are the causes and the effects of the problem.
There are several potential solutions to solve the problem at TK A
“Sunflower” at Tunas Cemara Kindergarten. These are, first, the teachers
should set clear classroom rules and should be consistent in applying the
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rules and the consequences. Second, the teachers should learn the
characteristics of the pupils by communicating with them, their parents,
and reading some references or asking other teachers. Third, the teachers
should vary the teaching activities to make the pupils interested in the
lesson.
Based on the analysis in the previous chapters, the best solution to
handle the behavior problems of the three pupils is the combination of all
solutions. From the three solutions, the one that has to be put first is the
teachers should know their pupils’ characteristics then set the classroom
rules and be consistent in applying the rules. As said in Best Teaching
Methods Kindergarten articles: “One of the best teaching methods is to be
flexible and understanding with young children” (par. 1). Similarly, in the
same paragraph it is stated that “Learning won’t happen if children are
overtired, hungry, upset or worried” (par. 1). Sometimes, teachers
misinterpret a child’s unwillingness to participate as bad behavior.
Therefore, knowing and understanding the pupils’ characteristics is
necessary to decide the lesson activities.
The next solution to solve the problem effectively is the teachers have
to set classroom rules and be consistent. The rules and the consequences
are important to control pupil’s behavior. The first step is setting the rules
together with the pupils. Then, give the pupils the pictures of the rules and
ask them to color the pictures, and then stick the pictures on the rules
board. Second, the teachers prepare a reward board at the class. The
teachers can stick the sticker or stamp on the reward board for the pupils
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who can answer the question well and show good behavior at class. Third,
for those who show misbehavior, the reward should be removed from the
board and the teacher should give them a punishment. In an article
entitled Kindergarten Classroom Management Plan, it is stated:
The first time punishment is verbal reminder or warning. The second
time is child meets with teacher to discuss their behavior. The third time
is child loses 5 minutes of playtime and is redirected to another activity.
Fourth time, child loses 10 minutes of playtime and contact is made with
parents by note. Fifth time, child is sent to the office to meet with
Principal Teacher and referral is written (par.10).
The above statements contain several examples of some punishment for
the kindergarten pupils and applying the rules and consequences;
moreover, the teachers also have to be consistent in applying the rules
and the consequences.
The last solution is varying the teaching–lesson activity. This solution is
important to make the pupils enthusiast about the lesson so the pupils will
not have time to show challenging behavior. Varying the teaching–lesson
activity can be done periodically, for example, once a week or twice a
week. With new activities, the pupils will feel curiosity about the activity
and it can be used to change the pupils’ attention from chatting with their
friends at the same table or shouting in the class to the new activity that is
interesting for them. As a result, the three pupils will not have time to show
challenging behavior.
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These three solutions are chosen because by knowing the pupils, the
teachers can understand how to deal with their behavior; therefore, they
will do the class activities and follow the lesson well. By giving the pupils
rewards and punishment, they will have more motivation in doing school
activities and the teachers can also control the pupils’ behavior. And by
varying the teaching–lesson activity, the pupils will not have time to show
challenging behavior.
The three chosen solutions above are the best solutions for the
teachers in TK A “Sunflowers” at Tunas Cemara Kindergarten because
these solutions are effective to manage and deal with the pupils’ behavior
and for good classroom management.
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BIBLIOGRAPHY
Printed Sources
Brewer, Jo Ann. Introduction to Early Childhood Education: Preschool
through Primary Grades. 6th ed. London: Pearson, 2007
Samuel, Victoria. “How to Handle Children with Disrespectful Behavior.”
Campus Asia November – December. 2008: 200.
Electronic Sources
Anggriani, Bulkis. “ Pelaksanaan Administrasi Guru dalam Menunjang
Keberhasilan Pembelajaran di SMK Al-Amanah Cisauj Tangerang
Banten”. UIN Syarif Hidayatullah. Jakarta, 2007. 19 April 2010.
“Best Teaching Methods Kindergarten.” kindergarten-lesson.com. 2010.
22 May 2010.
“Child Behaviour.” Biology online. 3 October 2005. 28 March 2010.
Maranatha Christian University
“Classroom Management and Dealing with Pupils.” Zephyrus.co.uk. 20
May 2010.
Cook, Alisa. “How to Instill Positive Discipline and Effective Classroom
Rules”. Helium, Inc. 2002-2010. 16 May 2010.
Dodd, Celia. “Teacher, I’m Bored”. 7 October 2009
“How to Stop Your Child Misbehaving”. Squido.com. 2010. 17 May 2010.
Kugler, Patsi. “Kindergarten Classroom Management Plan.” 2001. 16 May
2010.
Mather, N and Sam Goldstein. “Behavior Modification in the Classroom”.
LD Online. 2008. 16 May 2010.
Pamela. “Three Easy Tips to Managing Classroom Behavior.” Bright Hub.
6 March 2010. 19 April 2010.
Vercillo, Kathryn. “Why Teachers Must Understand Child Development”.
Hubpages Inc. 2010. 17 May 2010.
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Vernon, Shelley. “The Five Golden Rules of Good Classroom
Management”. Teaching English Games.com. 2006-2008. 17 May 2010.
Vernon, Shelley. “Teaching English Tips to Stay in Control of a Large
Class”. Buzzle.com. 2010. 17 May 2010.
Wistorm, Elizabeth. “Easy Classroom Discipline Plan You Can Implement
Today”. Brighthub.com. 19 April 2010. 22 May 2010.
Maranatha Christian University
Tugas Akhir ini membahas masalah yang muncul selama periode
magang pada Juli hingga Agustus 2009 di TK A Tunas Cemara yaitu di
kelas “Sunflower”. Di kelas ini terdapat tiga anak yang menunjukkan
perilaku yang mengganggu kegiatan belajar mengajar. Tujuan dari Tugas
Akhir ini adalah mengetahui alasan yang melatarbelakangi perilaku ketiga
anak tersebut dan menganalisa cara yang efektif dalam menangani
perilaku ketiga anak tersebut sehingga kegiatan belajar mengajar dapat
berlangsung dengan baik.
Penyebab masalah ini adalah pertama, ketiga anak ini berusaha
mencari perhatian gurunya di kelas. Kedua, guru-guru yang mengajar
kurang berpengalaman dalam mengajar anak-anak. Ketiga, murid-murid
tersebut bosan dengan aktivitas-aktivitas yang diberikan. Dampak dari
permasalahan ini adalah kelas menjadi ribut, ketiga anak ini mengganggu
teman satu mejanya, proses belajar mengajar tidak berjalan dengan baik,
dan guru-guru tidak dapat mengatur ketiga anak ini dengan baik.
Ada tiga solusi yang ditawarkan, yaitu, pertama para guru
menetapkan peraturan kelas dan konsekuensinya secara konsisten.
Kedua, para guru harus belajar mengetahui karakteristik muridnya. Ketiga,
aktivitas mengajar dibuat bervarisasi supaya para murid menjadi fokus
pada pelajaran dan tidak mempunyai kesempatan untuk mengganggu
temannya ataupun mencari perhatian guru.
Dari ketiga pilihan solusi di atas, solusi terbaik adalah para guru
terlebih dahulu berusaha untuk mengetahui karakteristik ketiga muridnya
dan membuat peraturan kelas beserta konsekuensinya. Dengan
mengetahui karakteristik muridnya, para guru dapat menentukan kegiatan
belajar yang tepat untuk mereka, dan juga dapat mengatasi perilaku
mereka. Begitu pula dengan adanya peraturan dan konsekuensi, para
murid diajar untuk berdisiplin dan para guru pun dapat mengontrol situasi
di kelas.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT .............................................................................................. i
DECLARATION OF ORIGINALITY........................................................... ii
ACKNOWLEDGEMENTS.......................................................................... iii
TABLE OF CONTENTS............................................................................. iv
CHAPTER I. INTRODUCTION …..……................................................. 1-6
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 …………..................................... 7-11
CHAPTER III. POTENTIAL SOLUTIONS …….................................... 12-18
CHAPTER IV. CONCLUSION ………….............................................. 19-22
BIBLIOGRAPHY
APPENDICES
A. FLOWCHART
B. LIST OF THE INTERVIEW QUESTIONS
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APPENDIX A
FLOW CHART
Causes
1. The three pupils are looking for the teachers
attention because they are not getting teachers
attention at class.
2. The teachers only have little experience in
teaching young learners.
3. The pupils get bored with the teaching
activities.
Statement of the problem
Three pupils of TK A ‘Sunflower’ at
Tunas Cemara Kindergarten have
behaviour problems.
Potential positive effects
Potential Solution 1
1.The pupils can learn about
disciplines and consequences.
2. The pupils will not disturb their
friends during learning process
at class.
The teachers should set clear
classroom rules and should be
consistent to apply the rules and the
consequences.
Effects
1. The class becomes very noisy.
2. The three pupils make other pupils in
their table play and chat with them.
3. The teaching time is not running
properly.
4. The teacher cannot handle the three
pupils properly.
Potential negative effects
1. The pupils might not understand and
not follow the rules.
2. There will be a certain distance
between their teachers and the pupils.
3. The punishments are going to be given
as the consequences and the
punishment could be unfair for the
pupils.
Potential positive effects
Potential Solution 2
Potential negative effects
1. The relationship between the pupils
and the teachers is getting close.
2. The teacher can make the learning
process at class more fun and reduce
the noise.
3. The teachers will know how to deal
with their pupils who have
unacceptable behavior.
The teachers should learn the
characteristics of the pupils by
communicating with the students,
their parents, and reading some
references or asking other teachers.
1. The teachers have difficulties to
understand the characteristic because
of their unknown pupils background.
2. It takes time for the teachers to
communicate with the pupils, do
observation, and library research.
Potential Solution 3
Potential negative effects
Potential positive effects
1. The pupils will be excited to follow
the activities and they will not make
a challenging behavior.
2. The teachers will not spend an extra
energy to deal with the challenging
pupils’ behavior.
3. The class atmosphere will support
the learning process.
The teachers should vary the
teaching activities to make the
pupils interested in the lesson.
1. There might be some pupils who are
not interested in the activities which
can make a new problem for the
teachers.
2. The pupils might have difficulties in
doing new activities as every
activities has it own level difficulty.
Chosen Solution
1. The teachers should learn their
pupils characteristics.
2. The teachers should set clear
classroom rules and should be
consistent to apply the rules and
the consequences.
Maranatha Christian University
APPENDIX B
LIST OF THE QUESTIONS OF INTERVIEW
For the teachers:
1. How is Noni, Ping Lei and Daniel’s behavior in class?
2. Does their behavior disturb the learning process in class?
3. What steps have been taken to deal with their behavior?
4. In your opinion, what are the causes of challenging behavior of the
three pupils?
5. Have you ever related with psychology when dealing with their
behavior?
6. What are the difficulties that you have experienced in dealing with
their behavior?
7. How does the school get involved in dealing with the pupils’
behavior?
8. Are there any requirements for the teachers who apply to teach in
this school?
9. Is there any special course from the school for the teachers to
expand their knowledge and ability about teaching young learners?
For the pupils:
1. Do your parents love you?
2. Have your parents been angry at you?
3. Did they ever give you punishment? What kind of punishment?
4. Are your teachers often angry at you? Why?
For the parents:
1. How is your child’s development on academic performance in this
school?
2. How is your child’s behavior at home?
3. What do you usually do when your child shows challenging
behavior?
4. How is the relationship of your family members?
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Children‟s behavior is an interesting issue in education because
behavior is always present in people‟s lives. “Child behavior is any
observable response or action of a child from 24 months through 12 years
of age” (Child Behavior par. 1). The one who is mainly responsible to
manage children‟s behavior is the parents. Besides the parents, the
teacher also has a responsibility to shape their pupils‟ behavior, especially
to support the learning process in their academic and social life at school.
In class, children‟s behavior can influence the success of the lesson,
either positively or negatively. Positive behavior will give positive impact to
children‟s positive behavior in the learning process. First, as an example,
children can concentrate on the lesson if all the children give respect to
the teacher and give attention to the lesson. Second, the class may have a
good atmosphere that supports the learning process for all the pupils.
Negative behavior of the children will give negative impact on the learning
process. The first example is other children cannot concentrate on the
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lesson because the children who have a problem with their behavior will
disturb their friends or invite them to chat. Jeremy. D. Finn and Ginna M.
Finn Pannozzo write in their article that “Behaviors have consistent, strong
correlations with academic performance” (par. 2). Second, the class
becomes noisy because of the disturbance from other children. Third, the
pupils will be left behind in following the lesson than their friends.
Considering the influential impacts of children‟s behavior, I believe that
being able to manage children‟s behavior in the class is very important for
the teachers to establish the learning process.
Similarly, I found out the importance of managing children‟s behavior
when I did the internship from July to August 2009 at Tunas Cemara
Kindergarten. I found that there were three pupils at TK A there who had
behavior problems. The three pupils were Noni, Ping Lei, and Daniel. Noni
usually spoiled to the teacher, made unwanted noises, liked to disturb her
friends who were sitting at the same table, and did not write the letters of
the alphabet correctly. Meanwhile, Ping Lei always ran and played at the
beginning of lesson, disturbed his friends sitting at the same table, and
made some unwanted noises by knocking on his pencil case on his desk.
Similarly, Daniel liked to interrupt the lesson by giving irrelevant answers
to the questions; besides this, he always disturbed his friends who were
sitting at the same table by playing with their writing tools. All of these
pupils‟ behaviors influenced the learning process; as a result, their grades
in writing the letters of the alphabet were not satisfying. Therefore, it is
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important for the teacher to be able to manage their pupils‟ behavior for a
better learning process in the class.
Based on the above explanation, in this term-paper I would like to
analyze the causes and the effects of the children‟s behavior problem as
well as the solutions to manage their behavior in the class. This analysis is
important so that the teacher can shape their pupils‟ behavior for a better
class atmosphere that supports the learning process.
B. Identification of the Problem
In this term-paper, I would like to analyze the problems as follows:
1.
Why did the three pupils in TK A „Sunflower‟ at Tunas Cemara
Kindergarten have behavior problems?
2.
How could the teachers deal with the behavior problems of the
three pupils effectively?
C. Objectives and Benefits of the Study
The objectives of the study are as follow:
1.
Analyzing the reasons which make the three pupils in TK A
“Sunflower” at Tunas Cemara Kindergarten have behavior
problems.
2.
Finding effective ways to deal with the three pupils‟ behavior in TK
A “Sunflower” Tunas Cemara so the learning process in class can
be done well and these three pupils can follow the lesson well.
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The benefits of the study are first, for the institution: the teachers at TK
A „Sunflower‟ Tunas Cemara Kindergarten can get valuable input on
managing behavior problems in the class, so that this study can be a
reference for dealing with any future cases. Second, the readers can get
useful knowledge in dealing with kindergarten pupils who have behavior
problems. And lastly, the writer can know the causes which make the three
pupils have behavior problems and know how to manage their behavior in
class for a successful learning process.
D. Description of the Institution
Tunas Cemara Kindergarten was established on 17 April 2000. At the
beginning, this school was located at Jalan Sumber Hurip 31, Sumber Sari
Bandung, using its institution office. In July 2004, Tunas Cemara
Kindergarten moved to a new building at Jalan Situ Aksan 41, and Lenny
Sanjaya became the headmistress of this school.
The vision of Tunas Cemara Kindergarten is to be a school which
prepares the children to have good academic quality and responsibility.
Meanwhile, the missions of Tunas Cemara Kindergarten are, first,
educating the pupils by optimizing the pupil‟s potential in knowledge,
physics, and linguistic ability. Second, building the pupils‟ health physically
and spiritually, developing their knowledge, ability, personality, and mind.
Third, applying a teaching system which is based on the National
Education Curriculum. The curriculum optimizes the pupils‟ linguistic ability
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and stimulates the pupils‟ creativity. Fourth, cultivating the pupils‟ love of
science which is appropriate with the demand of today‟s era.
Tunas Cemara Kindergarten teachers teach the pupils three
languages; these are Bahasa Indonesia, English language and Chinese
language, as the media of communication. This kindergarten uses the
curriculum from the Indonesian Education Department; however, since this
school emphasizes using three languages, the Education Department
curriculum is adjusted with the school‟s standard curriculum.
E. Method of the Study
This term-paper focuses on problem solving analysis. The problem is
taken from the real problem which was found at Tunas Cemara
Kindergarten during my internship that was done there from 21 July to 31
August 2009.
The data is taken from my internship journal, observation, interview,
and references. First, the journal contains the details about the teaching
and learning process during the internship. Second, the observation was
conducted during the internship. From this observation, the causes and
the effects of the problem can be seen clearly. The results of my
observation are written in the Internship Journal. Third, doing library
research to find and analyze the problem solutions. Fourth, interview with
the teachers, the parents, and also the pupils are conducted to know their
backgrounds and the causes of their problem behavior.
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F. Limitation of the Study
The study is limited to three pupils of TK A „Sunflower‟ at Tunas
Cemara Kindergarten, Bandung, during the classroom learning process
from 21 July 2009 until 31 August 2009; they are Noni, Ping Lei, and
Daniel. The study focuses on their behavior problems in class during the
learning process and how the teachers dealt with these three pupils.
G. Organization of the Term-paper
The term-paper starts with the Abstract. It explains the summary of this
term-paper in Bahasa Indonesia. Next, the Declaration of Originality
explains the originality of the term-paper. Afterwards, Table of Contents
presents the structure of this term-paper. This term-paper is divided into
four chapters. Chapter One is the Introduction. This chapter presents The
Background of the Study, The 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. Chapter Two
is Problem Analysis. This chapter explains the problem, and the causes
and the effects of the problem. Chapter Three is Potential Solutions. In this
chapter, the possible solutions are analyzed clearly and systematically.
Chapter Four is the Conclusion. This chapter provides the best solutions in
handling the problem about children‟s behavior in the class. After the last
chapter there is a Bibliography which contains all the references that have
been used in this term-paper. The last part is Appendices, which presents
the Flowchart and the list of the interview questions.
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CHAPTER IV
CONCLUSION
Before discussing the chosen solutions of the problem, I would like to
present the summary of the previous chapters. The problem is that there
are three pupils who have difficult behavior problems that disturbed the
learning process in the classroom and this behavior influenced their
friends and the class atmosphere. The pupils were Noni, Ping Lei, and
Daniel. The causes that the three pupils have behavior problems are first,
they were looking for the teachers’ attention because they were not getting
the teacher’s attention in class. Second, the teachers only have a little
experience in teaching young learners. Third, the pupils get bored with the
teaching-learning activities. The effects of this problem are first, the class
becomes very noisy. Second, the three pupils make other pupils at their
table play and chat with them. Third, the teaching time does not run
properly. Fourth, the teacher cannot handle the three pupils properly.
Those are the causes and the effects of the problem.
There are several potential solutions to solve the problem at TK A
“Sunflower” at Tunas Cemara Kindergarten. These are, first, the teachers
should set clear classroom rules and should be consistent in applying the
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rules and the consequences. Second, the teachers should learn the
characteristics of the pupils by communicating with them, their parents,
and reading some references or asking other teachers. Third, the teachers
should vary the teaching activities to make the pupils interested in the
lesson.
Based on the analysis in the previous chapters, the best solution to
handle the behavior problems of the three pupils is the combination of all
solutions. From the three solutions, the one that has to be put first is the
teachers should know their pupils’ characteristics then set the classroom
rules and be consistent in applying the rules. As said in Best Teaching
Methods Kindergarten articles: “One of the best teaching methods is to be
flexible and understanding with young children” (par. 1). Similarly, in the
same paragraph it is stated that “Learning won’t happen if children are
overtired, hungry, upset or worried” (par. 1). Sometimes, teachers
misinterpret a child’s unwillingness to participate as bad behavior.
Therefore, knowing and understanding the pupils’ characteristics is
necessary to decide the lesson activities.
The next solution to solve the problem effectively is the teachers have
to set classroom rules and be consistent. The rules and the consequences
are important to control pupil’s behavior. The first step is setting the rules
together with the pupils. Then, give the pupils the pictures of the rules and
ask them to color the pictures, and then stick the pictures on the rules
board. Second, the teachers prepare a reward board at the class. The
teachers can stick the sticker or stamp on the reward board for the pupils
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who can answer the question well and show good behavior at class. Third,
for those who show misbehavior, the reward should be removed from the
board and the teacher should give them a punishment. In an article
entitled Kindergarten Classroom Management Plan, it is stated:
The first time punishment is verbal reminder or warning. The second
time is child meets with teacher to discuss their behavior. The third time
is child loses 5 minutes of playtime and is redirected to another activity.
Fourth time, child loses 10 minutes of playtime and contact is made with
parents by note. Fifth time, child is sent to the office to meet with
Principal Teacher and referral is written (par.10).
The above statements contain several examples of some punishment for
the kindergarten pupils and applying the rules and consequences;
moreover, the teachers also have to be consistent in applying the rules
and the consequences.
The last solution is varying the teaching–lesson activity. This solution is
important to make the pupils enthusiast about the lesson so the pupils will
not have time to show challenging behavior. Varying the teaching–lesson
activity can be done periodically, for example, once a week or twice a
week. With new activities, the pupils will feel curiosity about the activity
and it can be used to change the pupils’ attention from chatting with their
friends at the same table or shouting in the class to the new activity that is
interesting for them. As a result, the three pupils will not have time to show
challenging behavior.
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These three solutions are chosen because by knowing the pupils, the
teachers can understand how to deal with their behavior; therefore, they
will do the class activities and follow the lesson well. By giving the pupils
rewards and punishment, they will have more motivation in doing school
activities and the teachers can also control the pupils’ behavior. And by
varying the teaching–lesson activity, the pupils will not have time to show
challenging behavior.
The three chosen solutions above are the best solutions for the
teachers in TK A “Sunflowers” at Tunas Cemara Kindergarten because
these solutions are effective to manage and deal with the pupils’ behavior
and for good classroom management.
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BIBLIOGRAPHY
Printed Sources
Brewer, Jo Ann. Introduction to Early Childhood Education: Preschool
through Primary Grades. 6th ed. London: Pearson, 2007
Samuel, Victoria. “How to Handle Children with Disrespectful Behavior.”
Campus Asia November – December. 2008: 200.
Electronic Sources
Anggriani, Bulkis. “ Pelaksanaan Administrasi Guru dalam Menunjang
Keberhasilan Pembelajaran di SMK Al-Amanah Cisauj Tangerang
Banten”. UIN Syarif Hidayatullah. Jakarta, 2007. 19 April 2010.
“Best Teaching Methods Kindergarten.” kindergarten-lesson.com. 2010.
22 May 2010.
“Child Behaviour.” Biology online. 3 October 2005. 28 March 2010.
Maranatha Christian University
“Classroom Management and Dealing with Pupils.” Zephyrus.co.uk. 20
May 2010.
Cook, Alisa. “How to Instill Positive Discipline and Effective Classroom
Rules”. Helium, Inc. 2002-2010. 16 May 2010.
Dodd, Celia. “Teacher, I’m Bored”. 7 October 2009
“How to Stop Your Child Misbehaving”. Squido.com. 2010. 17 May 2010.
Kugler, Patsi. “Kindergarten Classroom Management Plan.” 2001. 16 May
2010.
Mather, N and Sam Goldstein. “Behavior Modification in the Classroom”.
LD Online. 2008. 16 May 2010.
Pamela. “Three Easy Tips to Managing Classroom Behavior.” Bright Hub.
6 March 2010. 19 April 2010.
Vercillo, Kathryn. “Why Teachers Must Understand Child Development”.
Hubpages Inc. 2010. 17 May 2010.
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Vernon, Shelley. “The Five Golden Rules of Good Classroom
Management”. Teaching English Games.com. 2006-2008. 17 May 2010.
Vernon, Shelley. “Teaching English Tips to Stay in Control of a Large
Class”. Buzzle.com. 2010. 17 May 2010.
Wistorm, Elizabeth. “Easy Classroom Discipline Plan You Can Implement
Today”. Brighthub.com. 19 April 2010. 22 May 2010.
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