Teacher's Roles Performed at TK A in Bandung.
TABLE OF CONTENTS
ACKNOWLEDGMENTS ... i
TABLE OF CONTENTS ... ii
ABSTRACT ... iii
CHAPTER ONE: INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statement of the Problem ... 3
1.3 Purpose of the Study ... 3
1.4 Significance of the Study ... 4
1.5 Limitations of the Study ... 4
1.6 Organization of the Study ... 5
CHAPTER TWO: THEORETICAL FOUNDATION ... 6
2.1 The Importance of Various Teacher’s Roles for Kindergarten Children ... 6
2.2 Characteristics and Ways of Learningof Very Young Children ... 10
2.3 Previous Studies ... 13
CHAPTER THREE: RESEARCH METHODOLOGY... 17
3.1 Reaserch Design ... 17
3.2 Participants and Setting ... 18
3.3 Data Collection Techniques ... 19
3.3.1 Observation ... 19
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3.3.2 Interview ... 20
3.4 Data Analysis ... 22
3.5 Validity ... 22
CHAPTER FOUR: FINDINGS AND DISCUSSION ... 23
4.1 Teacher One ... 24
4.1.1 Observation of Teacher One ... 25
4.1.2 Interview of Teacher One ... 27
4.2 Teacher Two ... 33
4.2.1 Observation of Teacher Two... 34
4.2.2 Interview of Teacher Two ... 36
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS ... 43
5.1 Conclusion ... 43
5.2. Recommendations ... 45
BIBLIOGRAPHY ... 47
APPENDICES ... Appendix A: Interview Questions ... 54
Appendix B: Teacher's Roles Script In Bahasa Indonesia ... 56
Appendix C: Observation of Teacher One ... 58
Appendix D: Observation of Teacher Two ... 63
Appendix E: Interview of Teacher One ... 68
Appendix F: Interview of Teacher Two ... 71
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ABSTRAK
Penelitian ini dilatarbelakangi oleh ketidaksadaran akan peran guru atau teacher’s roles yang dilakukan oleh dua dari empat guru utama di sekolah TK yang saya observasi. Rumusan masalah penelitian ini adalah (a) Peran apa yang sering digunakan oleh dua dari empat guru di sekolah TK A di Bandung? (b) Alasan mengapa guru-guru tersebut memainkan bermacam-macam peran? (c) Apakah dua guru TK A tersebut sadar dan mengerti peran guru? Dalam penilitian ini saya memakai metode kualitatif dengan cara mengobservasi dan mewawancarai dua guru dari sekolah TK A tersebut.
Hasil penelitian membuktikan bahwa dua guru di TK A yang saya analisis tidak sadar akan peran yang mereka mainkan. Namun, dua guru tersebut baru mengerti tentang beberapa peran guru menurut teori Harmer dan Brown setelah saya menjelaskannya beberapa hari sebelum sesi wawancara dan hari sebelum wawancara dimulai. Hal ini bisa dibuktikan dengan beberapa jawaban mereka yang hampir selaras dengan teori-teori yang saya kumpulkan dari beberapa referensi atau sumber yang bisa dipercaya dalam bidang ini.
Masalah yang saya temukan adalah dua guru tersebut tidak menyadari peran guru yang mereka mainkan. Hal ini bisa berdampak dalam pembelajaran di
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sekolah, seperti kurangnya metode-metode pengajaran karena guru-guru tersebut akan terus mengulang peran-peran yang sama setiap harinya sehingga anak-anak akan cepat merasa bosan dan proses pembelajaran tidak efektif. Untuk mengatasi masalah tersebut, saya memberikan beberapa solusi yang bisa membantu dua guru TK tersebut. Solusi pertama, guru-guru utama di TK tersebut dianjurkan mencari lebih banyak informasi mengenai peran guru agar mereka lebih tahu dan lebih mengerti tentang metode-metode pengajaran beserta fungsi-fungsinya sehingga mereka akan menyadari peran apa yang mereka akan gunakan di kelas. Kedua, guru-guru diharapkan tetap memakai lebih dari satu peran dalam setiap pelajaran agar proses pembelajaran tetap menarik untuk anak-anak TK A tersebut karena sebenarnya mereka sudah memainkan beberapa peran guru, walaupun tidak menyadari sebelumnya.
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Teaching children in their early education, such as kindergarten, is challenging. One of the reasons why teaching kindergarten children is even more challenging than teaching adults is because, according to Navarro, children are defined by their creativity and imagination, so any lesson must take this into consideration (2014). From this statement, the writer concludes that if teachers
play suitable roles in every children’s activity, the children will be able to use
their creativity and imagination. This can be proven from some of the theories of
Harmer’s and Brown’s about teacher’s roles in Chapter Two. Besides, based on a
statement in Early Childhood Education Goals, Roles, and Curriculum Planning, teachers of kindergarten children are expected to provide more quality learning experiences than teachers of adults (2006, p. 5). In other words, it is important for teachers to play their roles to teach children, so that the quality of learning process becomes more effective, as children’s knowledge develops during preschool,
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which means that they need to be provided with more quality in their learning compared to adults. As O’Neill, Astington and Flavell (1992) argue, “Children’s understanding of knowledge acquisition appears to develop considerably during the preschool and early elementary school years” (p. 480).
However, the writer believes that there are many ways for teachers to achieve their goals of giving quality learning experiences when teaching kindergarten children. One of the ways is by using teacher’s roles. Lanier (1997) describes how using teacher’s roles can help teachers to know each student as an individual in order to comprehend his or her needs, learning style, interests, and abilities.
On top of that, it is better for teachers to play as many roles as they can when teaching children, every day, in every lesson in class, instead of just playing
one role. This writer’s statement can be proven from what Harrison & Kallion
(2007) argue: playing a variety of roles ensures that teachers can find ways to adapt to children’s talents and interests, which will improve children’s learning (pp. 74-77).
This study will try to explore the teacher’s roles in a kindergarten school
called TK A, which can make all the activities in school effective for children. These roles are crucial because they have their own functions, which all help teachers of children. What is more, these roles have some benefits for the teachers. As Cox (2015), an elementary education expert, states in her education website, one of the benefits of teacher’s roles for educators is they can be a constant influence for children at school. From Cox’s statement, the writer
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concludes that if teachers can play the roles well in every lesson they teach the children, the teachers will also become a dominant and influential figure for them, since children at their age need a good model not only from their parents but also from teachers at school. As Ringsmore and Kragh-Muller (2013) state, it is important for children to see good influences from other significant people in their everyday life (p. 25).
1.2 Statement of the Problem
Based on the topic of this thesis, the problems are formulated as follows:
1. What roles do the two kindergarten teachers play in one of the TK A schools in Bandung?
2. What are the underlying reasons behind the two teachers playing various roles in TK A in Bandung?
3. To what extent are the two teachers at TK A in Bandung aware of and understand about teacher’s roles?
1.3 Purpose of the Study
The purpose of the study is to answer the following:
1. The roles that the two kindergarten teachers play in one of the TK A schools in Bandung.
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2. The reasons that the two teachers play various teacher’s roles in TK A in Bandung.
3. The two teacher’s awareness and understanding of teacher’s roles.
1.4 Significance of the Study
The writer hopes that this study will contribute theoretical and practical aspects of significance to kindergarten teachers about teacher’s roles, especially in Indonesia. This study aims to explain what kind of roles that the two teachers usually play, the reasons for kindergarten teachers to play teacher’s roles in their school activities, and to know the two kindergarten teachers’ awareness and their
understanding of teacher’s roles. The participants’ perception in this study is
significance for kindergarten teachers, so that they will have greater awareness of
using teacher’s roles. The results of this study can be used to support the analysis
of the research. Practically, this study provides information and suggestions about the roles of kindergarten teachers that are usually played in their classrooms at TK A that is researched by the present writer.
1.5 Limitations of the Study
This study is only limited to the research of teacher’s roles for children aged
between four and six years old in a particular TK A in Bandung. This study should not be generalized to other kindergarten schools.
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1.6 Organization of the Study
This study is divided into five chapters. Chapter One is Introduction, which consists of six parts, namely, Background of the Study, Statement of the Problem, Purpose of the Study, Significance of the Study, Limitations of the Study, and Organization of the Study. Chapter Two is Theoretical Foundation, which presents some theories from educational experts, especially theories of teacher’s roles from Harmer (2007) and Brown (2001), to support the writer’s analysis. Chapter Three deals with the Research Methodology, the method that is used for the research and how the writer collects data to complete this thesis. Chapter Four consists of Findings and Discussion of the study. The last chapter is Chapter Five, Conclusion and Recommendations of the writer. In addition to these chapters, there is Bibliography, a list of the references that the writer consults for this thesis. Lastly is Appendices, which consist of Interview Questions, Teacher’s Roles Script in Bahasa Indonesia based on Harmer’s and Brown’s theories, Observation of Teacher One, Observation of Teacher Two, Interview of Teacher One, Interview of Teacher Two.
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CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
This chapter contains the conclusion and some recommendations based on this study. The conclusion is formulated from the discussions and analysis of this thesis. Furthermore, the recommendations are presented for the main kindergarten teachers at TK A and further researchers.
5.1 Conclusion
As the writer has explained, the purpose of this study is to find out what roles two of the main kindergarten teachers at TK A play for the children at school in their teaching and other activities at school with the children, to know the underlying reasons of the two teachers for using various roles that they play, and the two teachers’ awareness and understanding of teacher’s roles.
Based on the results of the analysis of Teacher One, the writer concludes some points as follows:
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First, Teacher One claims that she usually plays tutor, as she always helps the children to do their task if they have a problem with it, while in the observation the writer finds that controller is the most played role by her, as she often tells children things, asks them to do something, speaks louder to get children’s attention, and keeps the learning process going well. Therefore, the writer concludes that Teacher One is unaware of the teacher’s roles that she plays. However, when Teacher One’s statement about some roles are compared with some theories that the writer has collected, her answers are match quite well with the statements of the theories. Therefore, the writer concludes Teacher One quite understands the theory quite well about teacher’s roles, even though the writer has to explain prior to the interview.
Second, the observation shows that Teacher One plays various roles in teaching some subjects to the children. What is more, Teacher One agrees that it is important for kindergarten teachers to play various roles, as she realizes that the characteristics of every child are different, so teachers must play various roles every day. In addition, Teacher One says that she needs to play more than one role to know her strengths and weaknesses.
For Teacher Two, the writer has concluded some points as follows:
First, during observation, Teacher Two is also unaware of her roles, as she claims that she usually plays the role of facilitator, while in the observation she plays controller the most. The reason she claims that she usually plays facilitator is because she lets children get knowledge not only through her but also by themselves through their friends, or through their environment while the fact is
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Teacher Two mostly tells children things, asks them to do things, and speaks louder to get children’s attention, but allows them to be creative by letting them to do the project by themselves. However, when Teacher Two’s statement about some roles are compared with some theories that the writer has collected, her answers are mostly in line with the statements of the theories. Therefore, the writer concludes Teacher Two also understands teacher’s roles quite well, even though the writer has to explain prior to the interview, as in the case of Teacher One.
Secondly, Teacher Two plays various roles in the writer’s five days of observation. She also agrees that teachers, especially kindergarten teachers, should not stick to one role every day, as the children would become bored during the lessons or activities.
5.2. Recommendations
Based on the analysis of this thesis, the writer proposes several recommendations as follows:
First, the two main teachers in TK A school need to be more aware of the teacher’s roles they play in school activities, especially in class for the children’s learning development. Besides, they need to develop their knowledge of teacher’s roles, as at first they do not understand teacher’s roles before the writer explains it. However, after the writer explains teacher’s roles, Teacher One and Teacher Two seem understand as their answers are in line with some experts that the writer has collected in chapter two to be compared with their answers.
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Secondly, the two main teachers are recommended to keep using various roles every day to teach children in class in order to make the learning process more effective as well as keeping the lessons interesting for the children.
In addition, there are some recommendations for further researchers who are interested in observing or investigating the roles of teachers in teaching. First, it is recommended for researchers to choose different levels of teachers and different grades of students as the writer has already observed kindergarten teachers including children aged between four and six years old in a particular.
Last, the further researchers should do factual and specific interviews and observation of the participants, so the research would be relevant and detailed.
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TEACHER’S ROLES PERFORMED AT TK A IN
BANDUNG
a thesis
submitted to the English Department of the Faculty of Letters
in partial fulfilment of the requirements for the ‘Sarjana’ degree
AFINA RAHMANIA PUTRI 1241047
ENGLISH DEPARTMENT
FACULTY OF LETTERS
MARANATHA CHRISTIAN UNIVERSITY
B A N D U N G
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ACKNOWLEDGEMENTS
Alhamdulillaahirabbil’aalamin. In the name of Allah, I have completed my thesis entitled “Teacher’s Roles Performed at a TK A School in Bandung”. At this opportunity, I would like to thank everyone who has helped me in this process of writing this thesis.
First of all, I would like to thank Ms Cheryl Groth as supervisor I, who has guided me from the time I started writing this thesis, and giving me invaluable advice so that I can finish my thesis. I also wish to thank Mr Edward A. Lukman, as supervisor II, for his constructive comments and guidance during the writing process. This thesis would not have been completed without the months of their valuable assistance and great encouragement.
Secondly, I would like to extend my deepest gratitude to my mother (Nia Kantina) and father (Rudi Rohman), whose love and understanding has made all this possible. Indeed, this writing also belongs to them because they have given me love, understanding, and moral support. Thank you with my heartfelt sincerity.
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Last, I am also thankful to all the lecturers, administrative staff and friends of batch 2012 in English Department, Faculty of Letters for their help. Especially Eggy for accompanying and supporting me.
May Allah SWT bless you all.
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Farmer, Thomas W., Lines, Meghan McAuliffe, Hamm, Jill V. (2011) Revealing the invisible hand: The role of teachers in children's peer experiences. Journal of Applied Developmental Psychology, 32(5). 247-256.
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Flicker, E. S., & Hoffman, J. A. (2006). Guiding children's behavior: Developmental dicipline in the classroom. New York: Teachers College Press.
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Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Teachers as leaders, 74-77.
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Lee, Guang-Lea, Manning, M. Lee. (2013). Character education around the world: Encouraging positive character traits. Childhood Education, 89(5). 170-175.
Lopes, Joao, Oliveira, Celia, Reed, Lauren, Gable, Robert A. (2013). Character education in portugal. Childhood Education, 89(5). 1-5.
Marshall, C., & Rossman, G. B. (1995). Designing qualitative research. Newbury Park, CA: Sage.
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Musthafa, B. (2008). Teaching English to young learners: Principles and techniques. Bandung: Indonesia University of Education.
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