Encouraging Class Discipline To 5 To 6 Year Old Pupils At TK Bintang Mulia.
ABSTRACT
Disiplin merupakan hal yang sangat penting dalam kehidupan
seseorang. Salah satu tempat untuk menerapkan disiplin adalah di
sekolah. Disiplin harus dimulai sejak usia dini. Saya menemukan masalah
disiplin ini saat saya melaksanakan praktek magang sebagai asisten wali
kelas di kelas TK-B Ladybug di TK Bintang Mulia selama 2 bulan (Januari
– Februari 2013). Ada beberapa murid di kelas Ladybug kurang
berdisiplin.
Berdasarkan hasil analisis, ditemukan bahwa penyebab murid-murid
kurang berdisiplin adalah karena mereka ingin mendapatkan perhatian
khusus dari gurunya, mereka sedang berada di usia dimana
perkembangan fisiknya sedang pesat sehingga tidak mampu duduk
tenang saat belajar di kelas, dan mereka sering lupa pada peraturan
sekolah. Adanya sebagian murid yang tidak disiplin menyebabkan muridmurid yang lainnya terganggu dan kegiatan proses belajar terhambat.
Beberapa solusi untuk masalah tersebut adalah murid-murid harus
dibuat agar lebih sadar dan perhatian pada peraturan sekolah dengan
cara membahas peraturan secara konsisten baik secara lisan maupun
visual, murid-murid yang taat pada peraturan dan berkelakuan baik akan
diberikan pujian dan hadiah, dan murid-murid harus diperlakukan dengan
adil. Ketiga solusi tersebut apabila digabungkan akan menjadi solusi
terbaik karena dapat mendorong murid-murid untuk lebih berdisiplin.
i
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TABLE OF CONTENTS
ABSTRACT………………………………………………………………….. i
DECLARATION OF ORIGINALITY……………………………………….. ii
ACKNOWLEDGEMENTS………………………………………………….. iii
TABLE OF CONTENTS…………………………………………………..... iv
CHAPTER I. INTRODUCTION…………………………………………..... 1
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
CHAPTER III. POTENTIAL SOLUTIONS………………………………… 10
CHAPTER IV. CONCLUSION…………………………………………...... 16
BIBLIOGRAPHY
APPENDICES:
A. Flowchart
B. Classroom Rules Poster
C. Pupil’s Personal Reward Chart
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Appendix A: Flowchart
Causes of the problem
1. The undisciplined pupils
wanted to get individual
attention from the teacher.
2. The pupils liked to move
around and could not sit
still.
3. The pupils often forgot or
ignored the rules.
Potential Positive Effects
1. The pupils will
remember the rules.
2. The pupils will
understand the causeeffect relationship of
obeying or disobeying
the rules.
Potential Positive Effects
1. The pupils will obey
the rules.
Potential Positive Effect
1. The pupils will not feel
jealous if a teacher
treats each pupil fairly
so they will behave
well.
Problem
Effects of the problem
Encouraging class
discipline to 5 – 6 year old
pupils at TK Bintang
Mulia.
1. The undisciplined
pupils disturbed the
other pupils.
2. The pupils’ learning
process was disrupted.
Potential Solution I
The pupils should be
made aware of the
classroom rules and
their consequences
by repeating all of
these frequently and
consistently.
Potential Solution II
The pupils should be
given compliments or
rewards if they can
behave well and
obey the rules.
Potential Solution III
The pupils should be
treated fairly.
Chosen Solutions
Combination of the three
Potential Negative Effect
1. The pupils may not
fully understand the
abstract classroom
rules.
Potential Negative Effect
1. The pupils will be
easily satisfied and will
not strive for better
achievements.
Potential Negative Effect
1. The pupils may have a
wrong assumption
about being fair.
Appendix B: Sample of Classroom Rules Poster
(Capehart, West, and West 89)
Appendix C: Sample of Pupil’s Personal Reward Chart
(Haunted Castle Supernanny Superstars Reward Chart)
CHAPTER I
INTRODUCTION
A. Background of the Study
Discipline is something crucial for a person in his or her life. In the book
The Discipline Guide for Children’s Ministry, Capehart, West, and West
say,
The root word for discipline is disciple. Thorndike / Barnhart’s
Advanced Dictionary defines discipline as “training, especially training
of the mind character; a trained condition of order and obedience.” This
obedience does not refer to mindlessly jumping at someone’s
command. Good discipline, like discipling, trains kids to develop selfcontrol. Training is the key word here – not punishment. When we
disciple children, we correct them in a way that shows them they are
loved. Good discipline is guidance toward right behavior, which is
much more effective than punishment for wrong behavior. (8)
From the quotation above, it can be said that good discipline is very
important because it leads people to right behavior. One of the places for
1
Maranatha Christian University
discipline-training is in a classroom. As Glenn says in his article “The
Importance of Discipline in the Classroom”, “Classroom discipline is
designed to produce well-mannered students with proper personal, social
and ethical abilities. These abilities may eventually give them the
opportunity to make significant contributions to their communities” (par. 2).
Knowing the importance of discipline in the classroom, I am of the opinion
that classroom discipline should be applied in earliest grade possible.
According to Djulaeha, pre-school education is an important part of
coaching the young generation. The pre-school is an early education
experience that affects the quality of the nation in the future. Furthermore,
she says that the age group 0-6 is the golden age as well as the stages of
a child's critical life. It is a good time to put the groundwork for the potential
development of children and education especially concerning discipline
(1).
However, it is not easy to discipline pupils. Thus, teachers have to
know how to handle undiscipline pupils appropriately. According to the
article “Classroom Discipline Problems”, “Classroom discipline problems
are often initiated by one or two students, but have the potential to affect
all of the children's education by disrupting the class so it is important to
handle it promptly” (Slutsky par. 1).
I did my internship at TK Bintang Mulia as a teacher assistant for two
months. I was helping the teachers in Kindergarten Two and also taught
the class several times. When I did my internship, I found some problems
with the pupils who were not disciplined during the class activities. They
2
Maranatha Christian University
did not obey the classroom rules. For example, when I asked the pupils to
do an activity, some of them did not listen to my instructions. They talked
with their friends or were busy with themselves. As a result, they did not
understand the lessons. Another example is when I was explaining the
material, some of the pupils wanted to give their opinions. However, they
did not use a polite way to express their opinions. They did not raise their
hands first. They just spoke out their opinions without asking for my
permission.
In this term paper, I am interested in analyzing this problem to find
solutions to the problem of the pupils who are not disciplined and do not
obey classroom rules. Based on my internship experience, I think handling
undisciplined pupils is quite difficult. I am going to analyze this problem
critically and systematically to find a solution to make them be more
disciplined and obey the rules. Therefore, I do some research to find the
best solutions for this problem.
B. Identification of the Problem
What I am going to analyze in this term paper is formulated in the
following questions:
1. Why were some of the kindergarten pupils at TK Bintang Mulia not
disciplined?
2. How did this problem influence the teaching and learning process?
3. How should the pupils be encouraged to have classroom discipline?
3
Maranatha Christian University
C. Objectives and Benefits of the Study
The objectives of the study are to identify the causes of the problem of
some pupils at Ladybug Class at TK Bintang Mulia who are not disciplined
during class activities and do not obey classroom rules, to find out how this
problem influences the teaching and learning process, and to find the best
solution to make the pupils able to be disciplined and obey the classroom
rules.
There are several benefits of the study. First, the institution, especially
the teachers at TK Bintang Mulia, will know how to solve this problem.
Another benefit is for the readers who have the same problem as I face, in
order that they will know the solutions to solve the problem. Moreover, for
me, I can find solutions to encourage class discipline to pupils if I become
a teacher in the future.
D. Description of the Institution
Based on the school bulletin, Shine, January 2013 edition, TK Bintang
Mulia was established in 1997 with the name “TK Bintang Kecil”, located at
Jalan Kopo Permai I Blok A no.0, Bandung. The school area is
approximately 2,431 m2. The school was built by Yayasan Bina Insan
Mulia. In July 1997, TK Bintang Kecil started a programme for two-year-old
children. It was called “Pondok Batita”. Besides, it had another programme
for three-year-old children. The lessons in the classes applied a method
called creative and active learning. The school offered many activities,
4
Maranatha Christian University
such as quiz programmes, field trips, ritmika, music, computer, and indoor
and outdoor activities. In 2000, Yayasan Bina Insan Mulia started the
elementary school with the name “SD Bintang Mulia” at the same location.
In 2004, SD Bintang Mulia moved to a new building at Mekar Wangi
Residence. In 2009, TK Bintang Kecil changed its name to TK Bintang
Mulia.
TK Bintang Mulia has a vision and a mission. The vision is to be a
superior Christian educational institution that promotes faith, integrity and
knowledge. The mission is to provide a Christian based education that is
holistic, integrative and transformative. Moreover, Bintang Mulia has a
motto: “learning for life is fun”. The goal of Bintang Mulia is to educate
children to be healthy, independent, smart and tough children, who have
good character and faith, to evoke a sense of fun to learn actively and
creatively, as well as expect the child to be a Christian leader who glorify
God and be a blessing to many people (“Sejarah Sekolah Bintang Mulia”).
E. Method of the Study
The methods applied for doing the study are library research and field
research. The data for library research were taken from books and articles
on the Internet. Furthermore, the data for field research were taken from
my observation. The observation data were written in my internship
journal. I wrote the journal based on my teaching experience during my
internship at TK Bintang Mulia from January 9th, 2013 until February 28th,
2013.
5
Maranatha Christian University
F. Limitation of the Study
In this term paper, the subject matter is focused on the pupils at
Kindergarten Two – Ladybug Class at TK Bintang Mulia. There are twenty
three pupils in the class whose age groups are 5 to 6 years old. The study
focuses on ten pupils who were not disciplined and did not obey the
classroom rules.
G. Organization of the Term Paper
This term paper contains four chapters. Chapter One is the
Introduction, which contains the Background of the Study, Identification of
the Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, and Organization
of the Term Paper. Chapter Two is the problem analysis, which analyzes
the causes of the problem and also the effects of the problem. Chapter
Three is the potential solutions, which describes three solutions, with
positive and negative effects of the solutions. Chapter Four is the
conclusion, in which I will give the best solutions as the concluding result
from the previous chapters. The term paper ends with the bibliography and
appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter I would like to explain the problem that I had during my
internship at Kindergarten Two – Ladybug Class at TK Bintang Mulia. My
problem is some of the pupils were lacking in class discipline. I found three
causes of the problem. First, the undisciplined pupils wanted to get
individual attention from the teacher. Next, the pupils liked to move around
and could not sit still. The third is the pupils often forgot the rules. The
problem also has two effects, which are the undisciplined pupils disturbed
the other pupils and the pupils’ learning process was disrupted. Based on
my internship experience, I found that handling this kind of pupils is quite
difficult. Therefore, I should find the best way to teach the pupils to be
more disciplined. In order to solve this problem, I have three potential
solutions. The first potential solution is the pupils should be made aware of
the classroom rules and their consequences by repeating all of these
frequently and consistently, both verbally and visually. The second
potential solution is the pupils should be given compliments or rewards if
they behave well and obey the rules. Then, the third potential solution is
16
Maranatha Christian University
the pupils should be treated fairly.
In my opinion, the combination of the three potential solutions is the
best solution. The pupils need to be made aware of the classroom rules by
repeating the rules and their consequences frequently and consistently. As
the pupils often forgot the rules, this potential solution will help the pupils
to always remember the rules. Besides, to show appraisal when the pupils
obey the rules, a great teacher should give rewards or compliments. This
can improve their motivation to be disciplined. Then, the pupils should be
treated fairly in order not to make the pupils feel jealous. The teacher
should treat the pupils fairly and give them individual attention in order to
make them feel that each pupil is special and they do not need to
misbehave just to get the teacher’s attention. Thus, the combination of the
three potential solutions will reduce and overcome the three causes of the
problem. The three potential solutions will encourage the pupils to be more
disciplined.
The combination of these three potential solutions are beneficial for the
pupils and the teacher. On one hand, the teacher can encourage the
pupils to follow the rules and be disciplined. On the other hand, the pupils
will be trained to be good pupils and be disciplined people in the future.
One thing that I would like to suggest is that teachers who try to
discipline 5-to-6-year-old children must be consistent. What I mean by
being consistent is that all teachers at school should apply the same rules.
If a pupil breaks the rules, the pupil has to get the consequences. A
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teacher should not let the pupil get away from the consequences. In
addition, the same basic rules have to be applied in all activities and
subjects at the school, for example, while they are learning at class,
reading books at library, playing toys at class, or playing at the
playground. Thus, the pupils will always be disciplined whenever they are
and whatever they are doing.
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BIBLIOGRAPHY
Printed Sources
Capehart, Jody, Gordon West, and Becki West. The Discipline Guide for
Children’s Ministry. Ed. Lois Keffer. Makati City: Church Strengthening
Ministry, 1997.
Djulaeha, Elis Siti. Bimbingan Pengembangan Perilaku Disiplin Anak oleh
Guru di Taman Kanak-Kanak. Bandung: Universitas Pendidikan
Indonesia, 2012.
Gibbs, Ollie E., Ed.D, and Virginia R. Kennedy. Preschool and Kindergarten
Discipline. California City: The Association of Christian Schools
International, 1993.
Jones, Leo. The Student-Centered Classroom. New York: Cambridge
University Press, 2007.
Morgan, Roger. Fairness and Unfairness. Manchester: Ofsted Children’s
Rights Director for England, 2010.
Maranatha Christian University
Richmond, Virginia Peck, Jason S. Wrench, and Joan Gorham.
Communication, Affect, & Learning in the Classroom. 3rd ed. San
Francisco: Tapestry Press, 2009.
“Sejarah Sekolah Bintang Mulia”. Shine January. 2013: 3.
Electronic Sources
Faughn, Patti. “Being Fair”. 2005. 10 April 2013. .
Frank, Laurie S. ”Fair, Firm, and Consistent”. Gateways to Opportunity. 2011.
10 April 2013. < http://www.goalconsulting.org/page10/files/FAIR%20FIRM
%20CONSISTENT.pdf>.
Glenn, Steve. “The Importance of Discipline in the Classroom”. eHow.com
2013. 20 March 2013. .
“Haunted Castle Supernanny Superstars Reward Chart”. 2009. 23 April
2013. .
Hogan, Michelle. “How to Review Classroom Rules”. eHow.com 2013. 21
March 2013. .
Maranatha Christian University
Lewis, Johnnie W. “Touchy - Feely (Concrete vs. Abstract)”. edarticle.com
2013. 10 April 2013. .
Slutsky, Abby. “Classroom Discipline Problems”. eHow.com 2013. 20 March
2013. .
“The ABC’s of Kindergarten”. August 2012. 21 March 2013.
Wright, Jim. “Kids as Reading Helpers: A Peer Tutor Training Manual”. 2002.
21 March 2013. .
Maranatha Christian University
Disiplin merupakan hal yang sangat penting dalam kehidupan
seseorang. Salah satu tempat untuk menerapkan disiplin adalah di
sekolah. Disiplin harus dimulai sejak usia dini. Saya menemukan masalah
disiplin ini saat saya melaksanakan praktek magang sebagai asisten wali
kelas di kelas TK-B Ladybug di TK Bintang Mulia selama 2 bulan (Januari
– Februari 2013). Ada beberapa murid di kelas Ladybug kurang
berdisiplin.
Berdasarkan hasil analisis, ditemukan bahwa penyebab murid-murid
kurang berdisiplin adalah karena mereka ingin mendapatkan perhatian
khusus dari gurunya, mereka sedang berada di usia dimana
perkembangan fisiknya sedang pesat sehingga tidak mampu duduk
tenang saat belajar di kelas, dan mereka sering lupa pada peraturan
sekolah. Adanya sebagian murid yang tidak disiplin menyebabkan muridmurid yang lainnya terganggu dan kegiatan proses belajar terhambat.
Beberapa solusi untuk masalah tersebut adalah murid-murid harus
dibuat agar lebih sadar dan perhatian pada peraturan sekolah dengan
cara membahas peraturan secara konsisten baik secara lisan maupun
visual, murid-murid yang taat pada peraturan dan berkelakuan baik akan
diberikan pujian dan hadiah, dan murid-murid harus diperlakukan dengan
adil. Ketiga solusi tersebut apabila digabungkan akan menjadi solusi
terbaik karena dapat mendorong murid-murid untuk lebih berdisiplin.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT………………………………………………………………….. i
DECLARATION OF ORIGINALITY……………………………………….. ii
ACKNOWLEDGEMENTS………………………………………………….. iii
TABLE OF CONTENTS…………………………………………………..... iv
CHAPTER I. INTRODUCTION…………………………………………..... 1
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
CHAPTER III. POTENTIAL SOLUTIONS………………………………… 10
CHAPTER IV. CONCLUSION…………………………………………...... 16
BIBLIOGRAPHY
APPENDICES:
A. Flowchart
B. Classroom Rules Poster
C. Pupil’s Personal Reward Chart
iv
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Appendix A: Flowchart
Causes of the problem
1. The undisciplined pupils
wanted to get individual
attention from the teacher.
2. The pupils liked to move
around and could not sit
still.
3. The pupils often forgot or
ignored the rules.
Potential Positive Effects
1. The pupils will
remember the rules.
2. The pupils will
understand the causeeffect relationship of
obeying or disobeying
the rules.
Potential Positive Effects
1. The pupils will obey
the rules.
Potential Positive Effect
1. The pupils will not feel
jealous if a teacher
treats each pupil fairly
so they will behave
well.
Problem
Effects of the problem
Encouraging class
discipline to 5 – 6 year old
pupils at TK Bintang
Mulia.
1. The undisciplined
pupils disturbed the
other pupils.
2. The pupils’ learning
process was disrupted.
Potential Solution I
The pupils should be
made aware of the
classroom rules and
their consequences
by repeating all of
these frequently and
consistently.
Potential Solution II
The pupils should be
given compliments or
rewards if they can
behave well and
obey the rules.
Potential Solution III
The pupils should be
treated fairly.
Chosen Solutions
Combination of the three
Potential Negative Effect
1. The pupils may not
fully understand the
abstract classroom
rules.
Potential Negative Effect
1. The pupils will be
easily satisfied and will
not strive for better
achievements.
Potential Negative Effect
1. The pupils may have a
wrong assumption
about being fair.
Appendix B: Sample of Classroom Rules Poster
(Capehart, West, and West 89)
Appendix C: Sample of Pupil’s Personal Reward Chart
(Haunted Castle Supernanny Superstars Reward Chart)
CHAPTER I
INTRODUCTION
A. Background of the Study
Discipline is something crucial for a person in his or her life. In the book
The Discipline Guide for Children’s Ministry, Capehart, West, and West
say,
The root word for discipline is disciple. Thorndike / Barnhart’s
Advanced Dictionary defines discipline as “training, especially training
of the mind character; a trained condition of order and obedience.” This
obedience does not refer to mindlessly jumping at someone’s
command. Good discipline, like discipling, trains kids to develop selfcontrol. Training is the key word here – not punishment. When we
disciple children, we correct them in a way that shows them they are
loved. Good discipline is guidance toward right behavior, which is
much more effective than punishment for wrong behavior. (8)
From the quotation above, it can be said that good discipline is very
important because it leads people to right behavior. One of the places for
1
Maranatha Christian University
discipline-training is in a classroom. As Glenn says in his article “The
Importance of Discipline in the Classroom”, “Classroom discipline is
designed to produce well-mannered students with proper personal, social
and ethical abilities. These abilities may eventually give them the
opportunity to make significant contributions to their communities” (par. 2).
Knowing the importance of discipline in the classroom, I am of the opinion
that classroom discipline should be applied in earliest grade possible.
According to Djulaeha, pre-school education is an important part of
coaching the young generation. The pre-school is an early education
experience that affects the quality of the nation in the future. Furthermore,
she says that the age group 0-6 is the golden age as well as the stages of
a child's critical life. It is a good time to put the groundwork for the potential
development of children and education especially concerning discipline
(1).
However, it is not easy to discipline pupils. Thus, teachers have to
know how to handle undiscipline pupils appropriately. According to the
article “Classroom Discipline Problems”, “Classroom discipline problems
are often initiated by one or two students, but have the potential to affect
all of the children's education by disrupting the class so it is important to
handle it promptly” (Slutsky par. 1).
I did my internship at TK Bintang Mulia as a teacher assistant for two
months. I was helping the teachers in Kindergarten Two and also taught
the class several times. When I did my internship, I found some problems
with the pupils who were not disciplined during the class activities. They
2
Maranatha Christian University
did not obey the classroom rules. For example, when I asked the pupils to
do an activity, some of them did not listen to my instructions. They talked
with their friends or were busy with themselves. As a result, they did not
understand the lessons. Another example is when I was explaining the
material, some of the pupils wanted to give their opinions. However, they
did not use a polite way to express their opinions. They did not raise their
hands first. They just spoke out their opinions without asking for my
permission.
In this term paper, I am interested in analyzing this problem to find
solutions to the problem of the pupils who are not disciplined and do not
obey classroom rules. Based on my internship experience, I think handling
undisciplined pupils is quite difficult. I am going to analyze this problem
critically and systematically to find a solution to make them be more
disciplined and obey the rules. Therefore, I do some research to find the
best solutions for this problem.
B. Identification of the Problem
What I am going to analyze in this term paper is formulated in the
following questions:
1. Why were some of the kindergarten pupils at TK Bintang Mulia not
disciplined?
2. How did this problem influence the teaching and learning process?
3. How should the pupils be encouraged to have classroom discipline?
3
Maranatha Christian University
C. Objectives and Benefits of the Study
The objectives of the study are to identify the causes of the problem of
some pupils at Ladybug Class at TK Bintang Mulia who are not disciplined
during class activities and do not obey classroom rules, to find out how this
problem influences the teaching and learning process, and to find the best
solution to make the pupils able to be disciplined and obey the classroom
rules.
There are several benefits of the study. First, the institution, especially
the teachers at TK Bintang Mulia, will know how to solve this problem.
Another benefit is for the readers who have the same problem as I face, in
order that they will know the solutions to solve the problem. Moreover, for
me, I can find solutions to encourage class discipline to pupils if I become
a teacher in the future.
D. Description of the Institution
Based on the school bulletin, Shine, January 2013 edition, TK Bintang
Mulia was established in 1997 with the name “TK Bintang Kecil”, located at
Jalan Kopo Permai I Blok A no.0, Bandung. The school area is
approximately 2,431 m2. The school was built by Yayasan Bina Insan
Mulia. In July 1997, TK Bintang Kecil started a programme for two-year-old
children. It was called “Pondok Batita”. Besides, it had another programme
for three-year-old children. The lessons in the classes applied a method
called creative and active learning. The school offered many activities,
4
Maranatha Christian University
such as quiz programmes, field trips, ritmika, music, computer, and indoor
and outdoor activities. In 2000, Yayasan Bina Insan Mulia started the
elementary school with the name “SD Bintang Mulia” at the same location.
In 2004, SD Bintang Mulia moved to a new building at Mekar Wangi
Residence. In 2009, TK Bintang Kecil changed its name to TK Bintang
Mulia.
TK Bintang Mulia has a vision and a mission. The vision is to be a
superior Christian educational institution that promotes faith, integrity and
knowledge. The mission is to provide a Christian based education that is
holistic, integrative and transformative. Moreover, Bintang Mulia has a
motto: “learning for life is fun”. The goal of Bintang Mulia is to educate
children to be healthy, independent, smart and tough children, who have
good character and faith, to evoke a sense of fun to learn actively and
creatively, as well as expect the child to be a Christian leader who glorify
God and be a blessing to many people (“Sejarah Sekolah Bintang Mulia”).
E. Method of the Study
The methods applied for doing the study are library research and field
research. The data for library research were taken from books and articles
on the Internet. Furthermore, the data for field research were taken from
my observation. The observation data were written in my internship
journal. I wrote the journal based on my teaching experience during my
internship at TK Bintang Mulia from January 9th, 2013 until February 28th,
2013.
5
Maranatha Christian University
F. Limitation of the Study
In this term paper, the subject matter is focused on the pupils at
Kindergarten Two – Ladybug Class at TK Bintang Mulia. There are twenty
three pupils in the class whose age groups are 5 to 6 years old. The study
focuses on ten pupils who were not disciplined and did not obey the
classroom rules.
G. Organization of the Term Paper
This term paper contains four chapters. Chapter One is the
Introduction, which contains the Background of the Study, Identification of
the Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, and Organization
of the Term Paper. Chapter Two is the problem analysis, which analyzes
the causes of the problem and also the effects of the problem. Chapter
Three is the potential solutions, which describes three solutions, with
positive and negative effects of the solutions. Chapter Four is the
conclusion, in which I will give the best solutions as the concluding result
from the previous chapters. The term paper ends with the bibliography and
appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter I would like to explain the problem that I had during my
internship at Kindergarten Two – Ladybug Class at TK Bintang Mulia. My
problem is some of the pupils were lacking in class discipline. I found three
causes of the problem. First, the undisciplined pupils wanted to get
individual attention from the teacher. Next, the pupils liked to move around
and could not sit still. The third is the pupils often forgot the rules. The
problem also has two effects, which are the undisciplined pupils disturbed
the other pupils and the pupils’ learning process was disrupted. Based on
my internship experience, I found that handling this kind of pupils is quite
difficult. Therefore, I should find the best way to teach the pupils to be
more disciplined. In order to solve this problem, I have three potential
solutions. The first potential solution is the pupils should be made aware of
the classroom rules and their consequences by repeating all of these
frequently and consistently, both verbally and visually. The second
potential solution is the pupils should be given compliments or rewards if
they behave well and obey the rules. Then, the third potential solution is
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the pupils should be treated fairly.
In my opinion, the combination of the three potential solutions is the
best solution. The pupils need to be made aware of the classroom rules by
repeating the rules and their consequences frequently and consistently. As
the pupils often forgot the rules, this potential solution will help the pupils
to always remember the rules. Besides, to show appraisal when the pupils
obey the rules, a great teacher should give rewards or compliments. This
can improve their motivation to be disciplined. Then, the pupils should be
treated fairly in order not to make the pupils feel jealous. The teacher
should treat the pupils fairly and give them individual attention in order to
make them feel that each pupil is special and they do not need to
misbehave just to get the teacher’s attention. Thus, the combination of the
three potential solutions will reduce and overcome the three causes of the
problem. The three potential solutions will encourage the pupils to be more
disciplined.
The combination of these three potential solutions are beneficial for the
pupils and the teacher. On one hand, the teacher can encourage the
pupils to follow the rules and be disciplined. On the other hand, the pupils
will be trained to be good pupils and be disciplined people in the future.
One thing that I would like to suggest is that teachers who try to
discipline 5-to-6-year-old children must be consistent. What I mean by
being consistent is that all teachers at school should apply the same rules.
If a pupil breaks the rules, the pupil has to get the consequences. A
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teacher should not let the pupil get away from the consequences. In
addition, the same basic rules have to be applied in all activities and
subjects at the school, for example, while they are learning at class,
reading books at library, playing toys at class, or playing at the
playground. Thus, the pupils will always be disciplined whenever they are
and whatever they are doing.
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BIBLIOGRAPHY
Printed Sources
Capehart, Jody, Gordon West, and Becki West. The Discipline Guide for
Children’s Ministry. Ed. Lois Keffer. Makati City: Church Strengthening
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Djulaeha, Elis Siti. Bimbingan Pengembangan Perilaku Disiplin Anak oleh
Guru di Taman Kanak-Kanak. Bandung: Universitas Pendidikan
Indonesia, 2012.
Gibbs, Ollie E., Ed.D, and Virginia R. Kennedy. Preschool and Kindergarten
Discipline. California City: The Association of Christian Schools
International, 1993.
Jones, Leo. The Student-Centered Classroom. New York: Cambridge
University Press, 2007.
Morgan, Roger. Fairness and Unfairness. Manchester: Ofsted Children’s
Rights Director for England, 2010.
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Richmond, Virginia Peck, Jason S. Wrench, and Joan Gorham.
Communication, Affect, & Learning in the Classroom. 3rd ed. San
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“Sejarah Sekolah Bintang Mulia”. Shine January. 2013: 3.
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Faughn, Patti. “Being Fair”. 2005. 10 April 2013. .
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%20CONSISTENT.pdf>.
Glenn, Steve. “The Importance of Discipline in the Classroom”. eHow.com
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Hogan, Michelle. “How to Review Classroom Rules”. eHow.com 2013. 21
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Lewis, Johnnie W. “Touchy - Feely (Concrete vs. Abstract)”. edarticle.com
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Slutsky, Abby. “Classroom Discipline Problems”. eHow.com 2013. 20 March
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Wright, Jim. “Kids as Reading Helpers: A Peer Tutor Training Manual”. 2002.
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