Handing My Difficulty in Motivating Fourteen Sixth Grade Students to Learn English at SDK Baptis.
ABSTRACT
Pokok bahasan dalam penulisan Tugas Akhir ini diambil berdasarkan
pengalaman saya sewaktu mengikuti program magang untuk mengajar
bahasa Inggris di Sekolah Dasar Kristen Baptis Bandung, yaitu penelitian
dalam menangani empat belas siswa kelas enam yang kurang termotivasi
dalam belajar bahasa Inggris. Metode penelitian dilakukan berdasarkan
studi pustaka dengan analisis kuantitatif, yaitu pengumpulan data dan
teori yang menunjang pokok bahasan dari kepustakaan yang kemudian
dikelompokkan menjadi data primer dan sekunder.
Penelitian ini bertujuan memperoleh solusi yang efektif untuk
menyelesaikan masalah saya dalam menghadapi siswa-siswa yang
kurang termotivasi dalam belajar bahasa Inggris. Penyebab masalah ini
ialah: saya tidak mempunyai pengalaman mengajar di kelas sebelumnya,
siswa tidak memperhatikan pelajaran Bahasa Inggris di kelas karena
mereka lebih mencurahkan perhatian pada tiga mata pelajaran yang diuji
di Ujian Nasional, dan terbatasnya waktu pelajaran Bahasa Inggris di
kelas yang mempunyai alokasi waktu hanya 30 menit untuk sekali
pertemuan. Masalah ini menyebabkan saya berada dalam tekanan ketika
sedang mengajar di kelas dan saya tidak dapat mempergunakan waktu
mengajar dengan efisien di kelas. Masalah ini juga berdampak pada siswa
dimana siswa tidak dapat mengerjakan tugas dan ulangan dengan baik.
Oleh sebab itu perlu sejumlah solusi untuk membantu saya dalam
meningkatkan motivasi siswa dalam belajar bahasa Inggris. Solusi
tersebut adalah mempergunakan permainan ("games") di kelas,
memberikan penghargaan kepada siswa, dan memberikan pelajaran
tambahan Bahasa Inggris kepada siswa sesudah jam sekolah.
Untuk mengatasi masalah ini saya mempergunakan gabungan tiga
solusi diatas, karena satu sama lain saling melengkapi dalam menunjang
keberhasilan proses belajar mengajar bahasa Inggris di kelas. Melalui
penerapan ketiga solusi ini siswa-siswa yang kurang termotivasi
memperlihatkan minat mereka untuk belajar bahasa Inggris di kelas.
i
Maranatha Christian tniversity
TABLE OF CONTENTS
ABSTRACT ........................................................................................................... i
DECLARATION OF ORIGINALITY ...................................................................... ii
ACKNOWLEDGMENTS ...................................................................................... iii
TABLE OF CONTENTS ....................................................................................... v
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 ...........................................................12
CHAPTER IV. CONCLUSION .............................................................................20
BIBILIOGRAPHY
APPENDICES:
A. FLOWCHART
B. THE TRANSCRIPTION OF THE INTERVIEW
ii
Maranatha Christian tniversity
CHAPTER I
INTRODUCTION
A. Background of the Study
Having motivation for studying is important for learners because it can
influence both learners' participation and achievement in the classroom.
As stated by Sirvent, "the definition of motivation is to give reason,
incentive, enthusiasm, or interest that causes a specific action or certain
behaviour" (par. 1). This statement indicates that motivating students is an
encouragement to do learning activities in order to achieve their goal.
Furthermore, Sirvent states that
there are two main kinds of motivation: intrinsic and extrinsic. Intrinsic
motivation is internal. It occurs when people are compelled to do
something out of pleasure, importance, or desire. Extrinsic motivation
occurs when external factors compel the person to do something (1).
This statement implies that both types of motivation influence the learning
behaviour of learners. Without having motivation, the students might have
low academic performance. Accordingly, motivation from teacher is
1
Maranatha Christian University
needed by students to increase their learning, because lack of giving
motivation is perhaps the biggest obstacle faced by teachers and parents.
I have found a similar situation when doing my internship at SDK Baptis
from July 16, 2013 until August 28, 2013. When I was teaching English to
thirty sixth grade students, I had difficulty in handling fourteen of them who
had low motivation in learning English in the classroom. It could be seen
from their negative behaviour during English lessons in the class. For
example, the students were not listening to the teacher and they did not
obey the teacher's instructions. They were uninterested in class activity
and they refused to do the assignments. They said to me that they had
more concern for three subjects to be tested at the national examination
namely, Mathematics, Indonesian Language, and Natural Science. They
had an extrinsic motivation to learn these three subjects, because they
wish to receive some external reward. Therefore, I had to help these
fourteen students through a series of effort to make them become selfmotivated students in learning English.
Based upon the above explanation, I choose "Handling my difficulty in
motivating fourteen sixth grade students to learn English at SDK Baptis"
as the topic of my term paper. The reason for choosing this topic is
because motivating students is one of the teacher's challenges to give a
positive influence on students' behaviour in learning. I find the topic quite
important to discuss due to the fact that motivation and learning are two
inseparable things.
2
Maranatha Christian University
B. Identification of the Problem
The problem to be analyzed is formulated into the following research
questions :
a. Why did I have difficulty in handling fourteen sixth grade students who
had low motivation in learning English in the classroom at SDK
Baptis?
b. How did my problem influence the students and me?
c. How should I solve this problem effectively?
C. Objectives and Benefits of the Study
Based on the background of the study above, the objectives of this
term paper are to investigate the causes of the problem of my difficulty in
handling unmotivated students in learning English at SDK Baptis, to find
out the effects of this problem on the English teaching-learning process for
both the teacher and the students in the class, and to present the best
solutions to overcome the problem.
The benefits of this term paper for the English teachers at SDK Baptis
is to improve their quality of teaching English to increase students'
motivation in studying English. For the readers, this term paper can give
contribution to the readers, especially for those who have difficulty in
handling the low motivated students to learn English in class and for me,
this study will lead me to a better understanding of the real situation in the
3
Maranatha Christian University
teaching-learning process in the class to guide me in my future teaching
career.
D. Description of the Institution
Based on the information from Buku Peringatan HUT SD Kristen
Baptis, 2013, SDK Baptis at Jalan Wastukencana 40, Bandung , was
started on February 1, 1972, when the TK Baptis was established with a
total of 20 children. At the request of the parents of the students of the
Kindergarten, in 1973 the SDK Baptis was established, beginning with the
class of grade 1. The aim of establishing this school is to make the Baptist
School a place where students will get the best over-all education based
on Christian principles. In 1977, the school had classes from grade one to
six. On June 5, 1993, the Baptist Educational Foundation Bandung was
established and all levels of school, starting from the Kindergarten,
Elementary School and Junior High School was under this foundation
since then. This year, 2013, the SDK Baptis has reached its 41 years of
service with a number of achievements in the fields of Mathematics,
Natural Sciences, School Choir, and Handicraft during the past three
years. At the moment, the number of teachers is 11 and the number of
students enrolled from the first up to the sixth grade is 142 students.
Beginning from the academic year 2013-2014, SDK Baptis has applied a
bilingual system (Indonesian – English) for all subjects. (Buku Peringatan
HUT SD Kristen Baptis – 2013)
4
Maranatha Christian University
The Vision of SDK Baptis is to make Baptist School a professional
school, namely to educate every student to have a good personality,
responsibility, to love God, and others. The Mission is, it is through active,
creative and dynamic education based on Christ's love, every student will
be guided to become a person who is strong in Faith, Knowledge, and
Integrity in order to be able to face challenges of the age. The basic
principles of SDK Baptis are respecting authority, loving others, taking
care, and having self discipline (Buku Peringatan HUT SD Kristen Baptis –
2013).
E. Method of the Study
There are two types of methods of data collection for the research.
The first type is Primary Data Collection Method, which are observing the
responses or activities of the learners in the class and conducting an
interview with the teacher. The second type is Secondary Data Collection
Method, which is to do library research to get the data from books and
articles from the Internet.
F. Limitation of the Study
The study will focus on analyzing my problem in handling fourteen
students of sixth grade who had low motivation in learning English at
class. The subjects of the research are fourteen sixth grade students
5
Maranatha Christian University
aged about 12 years old and I. The research was done based on my
teaching experience during the one-and-half month internship at SDK
Baptis.
G. Organization of the Term Paper
This term paper starts with the Abstract, Declaration of Originality,
Acknowledgements, and Table of Contents. Next, this term paper consists
of four chapters: Chapter I is Introduction. This chapter explains the
Background of the Study, Objectives and Benefits of the Study,
Description of the Institution, Method and the Limitation of the Study, and
Organization of the Term Paper. Chapter II presents the review of the
Problem Analysis. It covers the description of how the causes brought
about the problem and how the problem produced effects. Chapter III
discusses the three Potential Solutions of the problem. This chapter also
explains the positive and negative effects of each potential solution.
Chapter IV contains the conclusion. It covers the summary of the previous
chapters , the chosen solutions, and some suggestions. The last term
paper consists of Bibliography, and Appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
Based on the research and analysis I have made during my internship
as an English teacher from July 16, 2013 until August 28, 2013, I found
that there were fourteen sixth grade students who had little motivation to
learn English language at SDK Baptis, and I had difficulty in handling
these students who had low motivation. The causes of the problem are I
did not have any experience in handling students before, the students did
not pay attention to the English lessons, and the limitation of time for
English lesson was only 30 minutes for one session. This problem clearly
had a negative impact on teaching and learning English, for both the
teacher and the students in the class. I was stressful when teaching the
students in the class, I could not use the teaching time efficiently and the
students could not do the English assignments, and tests well. To
overcome the situation, I have three potential solutions to deal with the
situation, each with its own positive and negative effects. The potential
solutions to motivate the students are using games in teaching English,
using a reward system, and giving English tutorials to the students after
school hours in a small group.
20
Maranatha Christian University
In order to get the best solution I would like to apply all the potential
solutions because they seem to be effective enough to solve the problem
in handling the low motivated students in SDK Baptis. When I see there
are fourteen students who show little interest in learning English, I will use
games that are fun for the learners. Once the students have shown
interest, I will apply the reward solution. Those who can answer the
questions and do the exercises well will get rewards in the hope that they
will enjoy the learning experience and become more motivated in learning
English. At the end of the class, I will offer them to attend a tutoring class
to give them opportunity to ask questions about things they still do not
understand.
Motivation plays an important role in supporting a successful teaching
and learning process in class. Without having motivation, the students
might have low academic performance. Therefore, I can suggest that the
English teachers in handling the unmotivated students should use games,
reward system, and give tutorials when teaching English to increase the
students' motivation in learning English.
21
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Wright, Andrew, David Betteridge, and Buckby Michael. Games for
Language Learning. New York: Cambridge University Press, 2006.
Electronic Sources
"Games and Games-like Activities." 18 October 2013. Microsoft Word
File. .
Gorgoń, Aneta. "Advantages and Disadvantages of Pair Work and
Group Work." 10 February 2008. 18 October 2013
Harris, Robert. "Some Ideas for Motivating Students." Virtual Salt . 28
November 2012. 29 October 2013.
.
Jensen, Ben, Andres Hernandez, Steffen Knoll, and Eugenio
Gonzalez. The Experience of New Teachers. OECD Publishing.
2012. 15 September 2013.
.
Maranatha Christian tniversity
Joves, Norvina. "Tutoring: An Opportunity to Motivate Students."
Examine. 25 September 2011. 19 Oktober 2013.
.
Martella, Ronald, Ron Nelson, Nancy E Martella, and Mark O Reilly.
Comprehensive Behavior Management. Thousand Oaks: Sage
Publication, 2012. 19 October 2013. .
Muchnick, Cynthia Clumeck. "Working with Study Partners or Study
Groups." NetPlaces 2013. 28 October 2013.
.
"Positive Behaviour Policy." 2012. 20 November 2013.
.
"Rewards." Education World 2013. 29 October 2013.
.
Savage, Tom V., and Marsha K Savage. Successful Classroom
Management and Discipline. Thousand Oaks: Sage Publication,
2010. 17 October 2013. .
Sirvent, Ralph. "Motivating Students to Learn." 5 September 2012. 8
November 2013. .
Maranatha Christian tniversity
Skrzynski, Hubert. "Advantages and Disadvantages of Pair Work and
Group Work in the Class." 2013. 11 November 2013.
.
"What is Strategic Tutoring." Communities in Schools of Omaha 2013. 6
November 2013. .
"What to Expect from A Tutor." Southern Methodist University 2013. 21
October 2013. .
"Why Gifted Children may not test well." Australia March. 2009: 19-24.
.
Wood, Carol. " How to Help Your Students With Group Work." 2013. 20
November 2013.
.
Yolageldili Gülin and Arda Arikan. " Effectiveness of Using Games in
Teaching Grammar to Young Learners." 2011. 20 November 2013.
.
Interview
Sutianingsih, Fari. Personal interview. 19 August 2013.
Maranatha Christian tniversity
Pokok bahasan dalam penulisan Tugas Akhir ini diambil berdasarkan
pengalaman saya sewaktu mengikuti program magang untuk mengajar
bahasa Inggris di Sekolah Dasar Kristen Baptis Bandung, yaitu penelitian
dalam menangani empat belas siswa kelas enam yang kurang termotivasi
dalam belajar bahasa Inggris. Metode penelitian dilakukan berdasarkan
studi pustaka dengan analisis kuantitatif, yaitu pengumpulan data dan
teori yang menunjang pokok bahasan dari kepustakaan yang kemudian
dikelompokkan menjadi data primer dan sekunder.
Penelitian ini bertujuan memperoleh solusi yang efektif untuk
menyelesaikan masalah saya dalam menghadapi siswa-siswa yang
kurang termotivasi dalam belajar bahasa Inggris. Penyebab masalah ini
ialah: saya tidak mempunyai pengalaman mengajar di kelas sebelumnya,
siswa tidak memperhatikan pelajaran Bahasa Inggris di kelas karena
mereka lebih mencurahkan perhatian pada tiga mata pelajaran yang diuji
di Ujian Nasional, dan terbatasnya waktu pelajaran Bahasa Inggris di
kelas yang mempunyai alokasi waktu hanya 30 menit untuk sekali
pertemuan. Masalah ini menyebabkan saya berada dalam tekanan ketika
sedang mengajar di kelas dan saya tidak dapat mempergunakan waktu
mengajar dengan efisien di kelas. Masalah ini juga berdampak pada siswa
dimana siswa tidak dapat mengerjakan tugas dan ulangan dengan baik.
Oleh sebab itu perlu sejumlah solusi untuk membantu saya dalam
meningkatkan motivasi siswa dalam belajar bahasa Inggris. Solusi
tersebut adalah mempergunakan permainan ("games") di kelas,
memberikan penghargaan kepada siswa, dan memberikan pelajaran
tambahan Bahasa Inggris kepada siswa sesudah jam sekolah.
Untuk mengatasi masalah ini saya mempergunakan gabungan tiga
solusi diatas, karena satu sama lain saling melengkapi dalam menunjang
keberhasilan proses belajar mengajar bahasa Inggris di kelas. Melalui
penerapan ketiga solusi ini siswa-siswa yang kurang termotivasi
memperlihatkan minat mereka untuk belajar bahasa Inggris di kelas.
i
Maranatha Christian tniversity
TABLE OF CONTENTS
ABSTRACT ........................................................................................................... i
DECLARATION OF ORIGINALITY ...................................................................... ii
ACKNOWLEDGMENTS ...................................................................................... iii
TABLE OF CONTENTS ....................................................................................... v
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 ...........................................................12
CHAPTER IV. CONCLUSION .............................................................................20
BIBILIOGRAPHY
APPENDICES:
A. FLOWCHART
B. THE TRANSCRIPTION OF THE INTERVIEW
ii
Maranatha Christian tniversity
CHAPTER I
INTRODUCTION
A. Background of the Study
Having motivation for studying is important for learners because it can
influence both learners' participation and achievement in the classroom.
As stated by Sirvent, "the definition of motivation is to give reason,
incentive, enthusiasm, or interest that causes a specific action or certain
behaviour" (par. 1). This statement indicates that motivating students is an
encouragement to do learning activities in order to achieve their goal.
Furthermore, Sirvent states that
there are two main kinds of motivation: intrinsic and extrinsic. Intrinsic
motivation is internal. It occurs when people are compelled to do
something out of pleasure, importance, or desire. Extrinsic motivation
occurs when external factors compel the person to do something (1).
This statement implies that both types of motivation influence the learning
behaviour of learners. Without having motivation, the students might have
low academic performance. Accordingly, motivation from teacher is
1
Maranatha Christian University
needed by students to increase their learning, because lack of giving
motivation is perhaps the biggest obstacle faced by teachers and parents.
I have found a similar situation when doing my internship at SDK Baptis
from July 16, 2013 until August 28, 2013. When I was teaching English to
thirty sixth grade students, I had difficulty in handling fourteen of them who
had low motivation in learning English in the classroom. It could be seen
from their negative behaviour during English lessons in the class. For
example, the students were not listening to the teacher and they did not
obey the teacher's instructions. They were uninterested in class activity
and they refused to do the assignments. They said to me that they had
more concern for three subjects to be tested at the national examination
namely, Mathematics, Indonesian Language, and Natural Science. They
had an extrinsic motivation to learn these three subjects, because they
wish to receive some external reward. Therefore, I had to help these
fourteen students through a series of effort to make them become selfmotivated students in learning English.
Based upon the above explanation, I choose "Handling my difficulty in
motivating fourteen sixth grade students to learn English at SDK Baptis"
as the topic of my term paper. The reason for choosing this topic is
because motivating students is one of the teacher's challenges to give a
positive influence on students' behaviour in learning. I find the topic quite
important to discuss due to the fact that motivation and learning are two
inseparable things.
2
Maranatha Christian University
B. Identification of the Problem
The problem to be analyzed is formulated into the following research
questions :
a. Why did I have difficulty in handling fourteen sixth grade students who
had low motivation in learning English in the classroom at SDK
Baptis?
b. How did my problem influence the students and me?
c. How should I solve this problem effectively?
C. Objectives and Benefits of the Study
Based on the background of the study above, the objectives of this
term paper are to investigate the causes of the problem of my difficulty in
handling unmotivated students in learning English at SDK Baptis, to find
out the effects of this problem on the English teaching-learning process for
both the teacher and the students in the class, and to present the best
solutions to overcome the problem.
The benefits of this term paper for the English teachers at SDK Baptis
is to improve their quality of teaching English to increase students'
motivation in studying English. For the readers, this term paper can give
contribution to the readers, especially for those who have difficulty in
handling the low motivated students to learn English in class and for me,
this study will lead me to a better understanding of the real situation in the
3
Maranatha Christian University
teaching-learning process in the class to guide me in my future teaching
career.
D. Description of the Institution
Based on the information from Buku Peringatan HUT SD Kristen
Baptis, 2013, SDK Baptis at Jalan Wastukencana 40, Bandung , was
started on February 1, 1972, when the TK Baptis was established with a
total of 20 children. At the request of the parents of the students of the
Kindergarten, in 1973 the SDK Baptis was established, beginning with the
class of grade 1. The aim of establishing this school is to make the Baptist
School a place where students will get the best over-all education based
on Christian principles. In 1977, the school had classes from grade one to
six. On June 5, 1993, the Baptist Educational Foundation Bandung was
established and all levels of school, starting from the Kindergarten,
Elementary School and Junior High School was under this foundation
since then. This year, 2013, the SDK Baptis has reached its 41 years of
service with a number of achievements in the fields of Mathematics,
Natural Sciences, School Choir, and Handicraft during the past three
years. At the moment, the number of teachers is 11 and the number of
students enrolled from the first up to the sixth grade is 142 students.
Beginning from the academic year 2013-2014, SDK Baptis has applied a
bilingual system (Indonesian – English) for all subjects. (Buku Peringatan
HUT SD Kristen Baptis – 2013)
4
Maranatha Christian University
The Vision of SDK Baptis is to make Baptist School a professional
school, namely to educate every student to have a good personality,
responsibility, to love God, and others. The Mission is, it is through active,
creative and dynamic education based on Christ's love, every student will
be guided to become a person who is strong in Faith, Knowledge, and
Integrity in order to be able to face challenges of the age. The basic
principles of SDK Baptis are respecting authority, loving others, taking
care, and having self discipline (Buku Peringatan HUT SD Kristen Baptis –
2013).
E. Method of the Study
There are two types of methods of data collection for the research.
The first type is Primary Data Collection Method, which are observing the
responses or activities of the learners in the class and conducting an
interview with the teacher. The second type is Secondary Data Collection
Method, which is to do library research to get the data from books and
articles from the Internet.
F. Limitation of the Study
The study will focus on analyzing my problem in handling fourteen
students of sixth grade who had low motivation in learning English at
class. The subjects of the research are fourteen sixth grade students
5
Maranatha Christian University
aged about 12 years old and I. The research was done based on my
teaching experience during the one-and-half month internship at SDK
Baptis.
G. Organization of the Term Paper
This term paper starts with the Abstract, Declaration of Originality,
Acknowledgements, and Table of Contents. Next, this term paper consists
of four chapters: Chapter I is Introduction. This chapter explains the
Background of the Study, Objectives and Benefits of the Study,
Description of the Institution, Method and the Limitation of the Study, and
Organization of the Term Paper. Chapter II presents the review of the
Problem Analysis. It covers the description of how the causes brought
about the problem and how the problem produced effects. Chapter III
discusses the three Potential Solutions of the problem. This chapter also
explains the positive and negative effects of each potential solution.
Chapter IV contains the conclusion. It covers the summary of the previous
chapters , the chosen solutions, and some suggestions. The last term
paper consists of Bibliography, and Appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
Based on the research and analysis I have made during my internship
as an English teacher from July 16, 2013 until August 28, 2013, I found
that there were fourteen sixth grade students who had little motivation to
learn English language at SDK Baptis, and I had difficulty in handling
these students who had low motivation. The causes of the problem are I
did not have any experience in handling students before, the students did
not pay attention to the English lessons, and the limitation of time for
English lesson was only 30 minutes for one session. This problem clearly
had a negative impact on teaching and learning English, for both the
teacher and the students in the class. I was stressful when teaching the
students in the class, I could not use the teaching time efficiently and the
students could not do the English assignments, and tests well. To
overcome the situation, I have three potential solutions to deal with the
situation, each with its own positive and negative effects. The potential
solutions to motivate the students are using games in teaching English,
using a reward system, and giving English tutorials to the students after
school hours in a small group.
20
Maranatha Christian University
In order to get the best solution I would like to apply all the potential
solutions because they seem to be effective enough to solve the problem
in handling the low motivated students in SDK Baptis. When I see there
are fourteen students who show little interest in learning English, I will use
games that are fun for the learners. Once the students have shown
interest, I will apply the reward solution. Those who can answer the
questions and do the exercises well will get rewards in the hope that they
will enjoy the learning experience and become more motivated in learning
English. At the end of the class, I will offer them to attend a tutoring class
to give them opportunity to ask questions about things they still do not
understand.
Motivation plays an important role in supporting a successful teaching
and learning process in class. Without having motivation, the students
might have low academic performance. Therefore, I can suggest that the
English teachers in handling the unmotivated students should use games,
reward system, and give tutorials when teaching English to increase the
students' motivation in learning English.
21
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Wright, Andrew, David Betteridge, and Buckby Michael. Games for
Language Learning. New York: Cambridge University Press, 2006.
Electronic Sources
"Games and Games-like Activities." 18 October 2013. Microsoft Word
File. .
Gorgoń, Aneta. "Advantages and Disadvantages of Pair Work and
Group Work." 10 February 2008. 18 October 2013
Harris, Robert. "Some Ideas for Motivating Students." Virtual Salt . 28
November 2012. 29 October 2013.
.
Jensen, Ben, Andres Hernandez, Steffen Knoll, and Eugenio
Gonzalez. The Experience of New Teachers. OECD Publishing.
2012. 15 September 2013.
.
Maranatha Christian tniversity
Joves, Norvina. "Tutoring: An Opportunity to Motivate Students."
Examine. 25 September 2011. 19 Oktober 2013.
.
Martella, Ronald, Ron Nelson, Nancy E Martella, and Mark O Reilly.
Comprehensive Behavior Management. Thousand Oaks: Sage
Publication, 2012. 19 October 2013. .
Muchnick, Cynthia Clumeck. "Working with Study Partners or Study
Groups." NetPlaces 2013. 28 October 2013.
.
"Positive Behaviour Policy." 2012. 20 November 2013.
.
"Rewards." Education World 2013. 29 October 2013.
.
Savage, Tom V., and Marsha K Savage. Successful Classroom
Management and Discipline. Thousand Oaks: Sage Publication,
2010. 17 October 2013. .
Sirvent, Ralph. "Motivating Students to Learn." 5 September 2012. 8
November 2013. .
Maranatha Christian tniversity
Skrzynski, Hubert. "Advantages and Disadvantages of Pair Work and
Group Work in the Class." 2013. 11 November 2013.
.
"What is Strategic Tutoring." Communities in Schools of Omaha 2013. 6
November 2013. .
"What to Expect from A Tutor." Southern Methodist University 2013. 21
October 2013. .
"Why Gifted Children may not test well." Australia March. 2009: 19-24.
.
Wood, Carol. " How to Help Your Students With Group Work." 2013. 20
November 2013.
.
Yolageldili Gülin and Arda Arikan. " Effectiveness of Using Games in
Teaching Grammar to Young Learners." 2011. 20 November 2013.
.
Interview
Sutianingsih, Fari. Personal interview. 19 August 2013.
Maranatha Christian tniversity