Handling Difficulty in Teaching English To A Student of Grade 3 at Paulus Elementary School Who Has Special Needs.
ABSTRACT
Pada waktu saya melakukan proses magang di SDK Paulus, saya
menemukan kesulitan dalam mengajar anak dengan kebutuhan
khusus. Ada beberapa penyebab yang merupakan penyebab saya
sulit mengajar anak dengan kebutuhan khusus seperti tidak memiliki
pengalaman mengajar seorang anak dengan kebutuhan khusus,
saya tidak mendapatkan arahan dari guru senior pada awal magang
dan saya tidak cukup tegas di dalam kelas.
Dari analisis masalah, terdapat tiga solusi: saya akan melakukan
pendekatan secara pribadi dengan anak tersebut sesudah selesai
kelas, kedua saya akan berkomunikasi dengan orang tua dan ketiga
yaitu saya akan mencari informasi tentang anak berkebutuhan
khusus dari buku dan internet. Dari ketiga solusi itu hanya dua solusi
yang digunakan dalam mengatasi masalah tersebut, pertama
melakukan melakukan pendekatan secara pribadi dengan anak
tersebut sesudah selesai kelas. Kedua, mencari informasi tentang
anak dengan kebutuhan khusus dari buku dan internet. Kedua solusi
tersebut apabila digabungkan akan menjadi solusi yang terbaik
karena bisa membantu para guru dalam mengajar anak dengan
kebutuhan khusus.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT…………………………………………………………........………i
DECLARATION OF ORIGINALITY ……………………………….………......ii
ACKNOWLEDGEMENTS …………….…………………………………….....iii
TABLE OF CONTENTS …………………………………………….……..…..iv
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 Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ………………………………….........6
CHAPTER III. POTENTIAL SOLUTION ………………………………..…..9
CHAPTER IV.
CONCLUSION……………………..………….………………………………14
BIBLIOGRAPHY
APPENDICES : A. FLOWCHART
B. Interviews
iv
Maranatha Christian University
APPENDIX :
TRANSCRIPTION OF THE INTERVIEW
Name of interviewees : Ibu Efrata
Day + date + time of interview : 25 April 2013
Place of interview : SDK Paulus
Topic of interview : getting direction from senior teacher before teaching student
with special needs.
Jenny : Selamat siang bu, boleh saya minta waktunya sebentar ?
Bu efrata : Siang, boleh jenn.
Jenny : Bu saya mau nanya , menurut ibu apakah kita wajib mendapatkan
arahan dari guru senior sebelum mengajar anak dengan kebutuhan
khusus?
Bu efrata : Ya tentu saja.
Jenny : Alasannya apa bu ? bisa ibu jelaskan ?
Bu efrata : mm.. jadi begini, dalam mengajar anak dengan kebutuhan
khusus , setiap guru khususnya guru yang baru atau belum mempunyai
pengalaman sebelumnya perlu untuk mendapatkan arahan dari guru
senior yang sudah mempunyai pengalaman dalam mengajar anak dengan
kebutuhan khusus. Karena dengan begitu, guru tersebut bisa mempunyai
pegangan atau bisa mengetahui berbagai informasi mulai dari cara
mengajar maupun sifat anak tersebut dari guru senior yang sudah
mempunyai banyak pengalaman.
Jenny : Ohh,berarti hal tersebut sangat perlu ya bu?
Bu efrata : Ya , sangat perlu seperti yang tadi saya jelaskan.
Jenny : Baik bu,trima kasih untuk waktunya.
Bu efrata : Sama-sama
APPENDIX :
TRANSCRIPTION OF THE INTERVIEW
Name of interviewees : Bu Imel
Day + date + time of interview : 29 April 2013
Place of interview : SDK Paulus
Topic of interview : experience & time in teaching children
Jenny : Selamat siang bu,maaf menggangu saya boleh minta waktunya
sebentar?
Bu imel : Boleh.ada apa ya?
Jenny : Jadi begini bu, saya mau mewawancarai Ibu, ada beberapa hal
yang ingin saya tanyakan kepada ibu .
Bu imel : Ohh,silahkan,mau nanya apa ?
Jenny : begini bu, saya ingin bertanya apakah dalam mengajar anak
berkebutuhan khusus harus mempunyai pengalaman ? bisa di jelaskan ?
Bu imel : Baik, dalam mengajar anak dengan kebutuhan khusus , guru
harus mempunyai pengalaman mengajar sebelumnya, ya walaupun hanya
sebagai asisten pengajar, setidaknya dari pengalaman tersebut dia bisa
belajar banyak hal dan itu akan sangat berguna ketika dia mengajar anak
dengan kebutuhan khusus, karena dengan pengalamannya tersebut.
Jenny : Bagaimana kalo tidak mempunyai pengalaman dalam mengajar ?
Bu imel : Itu akan sulit bagi guru dalam melakukan proses belajar
mengajar. Dia akan merasa bingung dan mungkin saja canggung karena
sebelumnya belum menghadapi hal seperti ini, apalagi dengan anak
berkebutuhan khusus.
Jenny : Baik bu , terus kalo dalam mengajar anak berkebutuhan khusus
apakah itu akan berpengaruh ke waktu mengajar kita ? misalnya waktu
pulangnya jam 10 jadi jam 10 lebih.. itu gimana bu ?
Bu imel : Sebenarnya sih tergantung, tapi dalam kelas kan kita tidak bisa
fokus ke satu anak saja, tapi lebih dari satu orang anak dan itu akan
menghabiskan waktu yang lama, akibatnya pelajaran akan berakhir
terlambat.
Jenny : mm.. oke,terima kasih bu untuk waktu dan informasinya .
FLOWCHART
CAUSES :
PROBLEM :
EFFECTS :
1. I did not have any experience in
I had difficulties in teaching
teaching students who have special
English to a student of
needs.
grade
2. I did not get some direction from
the teacher when I first did my
3
at
1. The other students in the
class became very noisy.
2. I could not focus on my
Paulus
teaching.
elementary school who has
3. The lesson ended later than
special needs.
it should be (ended late).
internship.
3. I was not assertive enough in the
class.
Potential negative effects :
Potential solution I :
1. The student might feel annoyed.
I will make a personal
2. I have to spend extra time after class.
approach
with
Potential positive effects :
1. I can be close with the
student.
the
student after the class.
Potential positive effects :
Potential negative effects :
1. I have to arrange a certain time to
talk with the parents.
Potential solution II :
I
will
communicate with
1. I will understand
the
more about the
parents.
student’s needs.
2. There might be some
2. I can collaborate
misunderstanding between me and
with the parents.
the parents.
Potential solution III :
Potential negative effects :
I
1. I need special time to find the
information
books or to find from the Internet
2. I might need to spend some money
will
Internet
find
some source of
from
about
books
student
or
with
special needs.
Potential positive effects
:
1. I can teach the
student more
easily.
to buy the books.
2. I can focus and
concentrate well
Chosen Solution :
Potential solution I & Potential
solution III.
while teaching.
CHAPTER I
INTRODUCTION
A. Background of the Study
Based on t he art icle severe or Mult iple Disabilit ies, “ children wit h
special needs are t hose who have cognit ive difficult ies, physical or
sensory difficult ies, em ot ional and behav ioral difficult ies, and
difficult ies, wit h speech and language” ( 1) . When I did my internship in
SDK Paulus, I taught English to 3rd grade students English. In the class
there was a student who has special needs. The student could not behave
well during the teaching-learning process. He always ran in class, and
interrupted me by asking questions, because of his behavior, I could not
focused on my teaching and tried to stop his action with the hope that he
could return to his seat and I could continue the teaching process.
However, the result is not as I expected. The other students in the class
became noisy and the lesson lasted longer than usual. This happened
many times, therefore I will do a research on the problem in order to be
able to get the solution.
1
Maranatha Christian University
B. Identification of the Problem
There are some questions that I use in analyzing this problem :
1. Why did I have difficulties in teaching a student with special needs at 3rd
grade SDK Paulus?
2. How did this problem influence the teaching process and other students
in class ?
3. How can I overcome my difficulties in teaching a student with special
needs at 3rd grade SDK Paulus?
C. Objectives and Benefits of the Study
The objective of the study is to identify the causes and effects of the
difficulty in teaching a student with special needs and find the right
solutions to solve the problem. The benefit of the study for the readers is,
they will know how to solve the problem of teaching students with special
needs. The study is also beneficial for the teacher of the institution as well
as anyone who will be a teacher in the future when they teach students
with special needs. For me, this study also has an advantage because I
will be able to know how to teach children with special needs if I become a
teacher in the future.
2
Maranatha Christian University
D. Description of the Institution
Based on Reuni Akbar dan Gelar Seni SD Kristen Paulus in the year
book published by Sekolah Dasar Kristen Paulus, (henceforth called
SDKP) SDKP in early 1950 was called Helmers-School. It was located in
the helmserswegor what we known at present as Jl. Dr. Rajiman. The
school was managed by the Dutch until about April 1953. The education
provided at the time was granted by the Dutch education regulations.
At the time there were two school buildings, the one on the left was for
the students who wanted to continue their education in Indonesia, while
the one on the right was for students who wanted to continue their
education at HBS in Holland. The students who studied at the left building
used Indonesian language and the students who studied at the right
building used Dutch. After that SDK Paulus was divided into two schools,
namely SDK Paulus 1 & 2 located on Jl. Dr. Rajiman. The school has two
buildings with four floors for kindergarten / playgroup, elementary, junior
high school and senior high school and was led by Ms. Metha Ratnawati
Subrata until July 2009 , then replaced by Ms. Mariana Tamaela Yohana,
who serves as the principal of SDK Paulus until today.
The first principal was Mijnheer Van Verdoren. Before he left Indonesia
he handed the position to Mr.Makaliwy who eventually changed the name
Helmers School to Sekolah Kristen Paulus I and II.
3
Maranatha Christian University
E. Methods of the Study
The data for this analysis in the term paper is taken from the internship
journal written during my internship at SDK Paulus. The data in the journal
is based on the evaluation I wrote every day. In addition to the journal, I
also took some data from books, Internet and interviews with the teacher.
F. Limitation of the study
The study is focused on me as a teacher at SDK Paulus. My observation
was done during my internship from March 20 until April 20 at grade 3,
SDK Paulus, Jl. Dr. Rajiman.
G. Organization of term paper
The term paper is divided into four chapters. Chapter one is Introduction
which consists of the Background of the study, Identification of the
problem, Objectives and benefits of the study, Description of institution,
Method of study, Limitation of the study, and Organization of the term
paper. Chapter two is Problem Analysis which contains the analysis of the
problem I faced during my internship. Chapter three is the Potential
Solutions that describes the solutions which are used to solve the
problem. These solutions also include their potential positive and negative
effects. Chapter four contains conclusion which is the conclusion of the
analysis of the previous chapters. The last part of this term paper is a
bibliography and appendices.
4
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter I would like to explain about the problem that I had when
I did my internship at SDK Paulus. I have difficulties in teaching English to
a student of grade 3 at Paulus elementary school who has special needs. I
find three causes of the problem.First, I did not have any experience in
teaching student with special needs; second, I did not get some direction
from the teacher when I first did my internship and third, I was not
assertive enough in the class. The problem also has three effects, which
are the other students in the class became very noisy, I could not focus on
my teaching and the lesson ended later than it should be. To solve this
problem, I have three potential solutions, the first potential solution is I will
make a personal approach with the student after the class. The second
potential solution is I will communicate with the parents, then the third
potential solution is I will find some source of information from books or
Internet about students with special needs.
The best solution to help teachingstudents with special needs is the
combination of the first potential solution and the third potential solution. I
16
Maranatha Christian University
will combine making a personal approach with the student after the
class and find some source of information from books and Internet about
students with special needs. I choose these solutions because both of
them are the most effective solutions and can be applied easily. By making
personal approach with the student after the class, I will know more about
the student personality. Moreover, if I can get more information from books
or Internet about students with special need, I can know more about the
student’s personality and can teach him well.I do not choose the second
solution, which is communicating with the parents because this solution
may cause misunderstanding between the teacher and the parents.
My expectation from this paper is the other teachers can use these
solutions(make a personal approach with the student after the class and
find some source of information from books or Internet about student with
special needs) for teaching students with special needs.
16
Maranatha Christian University
BIBLIOGRAPHY
Printed source
Reuni Akbar dan Gelar Seni SD Kristen Paulus , Bandung, 20 Oct. 2010.
Electronic source
Approaches difficult students
.
Derrick Meador. About.com Guide. Qualities of an Effective Teacher.
.
Erica Loop. Barriers to communication with parents.
.
Geraldine O’Neill and Tim McMahon University College Dublin. Studentcentered learning
.
Maranatha Christian University
Good Source of Information Books or Internet. 2010
.
Heather Skipworth Craven. Getting to Know Your Students. 2013
.Helping Teacher Focus
on Learning
.
Ideas for Teacher
.
Jerry Webster. Communicate With Special Education Parents
.
Kathryn Stout. Strategies for Teaching Kids with Special Needs.
December 2004
.
Merrill Harmin. 1995.
Inspiring Discipline. Washington, D.C. NEA
Professional Library. Approaches to Better Discipline
.
Parents Teacher Relationship
Maranatha Christian University
.
Sara Ipatenco. List of Factors that Inhibit Parental Involvement in
Education.
.
Saving and Spending. 1999
.
Severe or Multiple Disabilities
.
Special Needs
.
Sue Watson. Differentiated Instruction and Assessment
.
Teaching Children with ADHD. 2011
.
Teaching Children with Special Needs. 6 June 2011
.
Teach for America 7 January 2010
.
The Parent Academy
Maranatha Christian University
.
Interview
Efrata. Personal interview. 25 April 2013.
Imel. Telephone interview. 29 April 2013.
Maranatha Christian University
Pada waktu saya melakukan proses magang di SDK Paulus, saya
menemukan kesulitan dalam mengajar anak dengan kebutuhan
khusus. Ada beberapa penyebab yang merupakan penyebab saya
sulit mengajar anak dengan kebutuhan khusus seperti tidak memiliki
pengalaman mengajar seorang anak dengan kebutuhan khusus,
saya tidak mendapatkan arahan dari guru senior pada awal magang
dan saya tidak cukup tegas di dalam kelas.
Dari analisis masalah, terdapat tiga solusi: saya akan melakukan
pendekatan secara pribadi dengan anak tersebut sesudah selesai
kelas, kedua saya akan berkomunikasi dengan orang tua dan ketiga
yaitu saya akan mencari informasi tentang anak berkebutuhan
khusus dari buku dan internet. Dari ketiga solusi itu hanya dua solusi
yang digunakan dalam mengatasi masalah tersebut, pertama
melakukan melakukan pendekatan secara pribadi dengan anak
tersebut sesudah selesai kelas. Kedua, mencari informasi tentang
anak dengan kebutuhan khusus dari buku dan internet. Kedua solusi
tersebut apabila digabungkan akan menjadi solusi yang terbaik
karena bisa membantu para guru dalam mengajar anak dengan
kebutuhan khusus.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT…………………………………………………………........………i
DECLARATION OF ORIGINALITY ……………………………….………......ii
ACKNOWLEDGEMENTS …………….…………………………………….....iii
TABLE OF CONTENTS …………………………………………….……..…..iv
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 Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ………………………………….........6
CHAPTER III. POTENTIAL SOLUTION ………………………………..…..9
CHAPTER IV.
CONCLUSION……………………..………….………………………………14
BIBLIOGRAPHY
APPENDICES : A. FLOWCHART
B. Interviews
iv
Maranatha Christian University
APPENDIX :
TRANSCRIPTION OF THE INTERVIEW
Name of interviewees : Ibu Efrata
Day + date + time of interview : 25 April 2013
Place of interview : SDK Paulus
Topic of interview : getting direction from senior teacher before teaching student
with special needs.
Jenny : Selamat siang bu, boleh saya minta waktunya sebentar ?
Bu efrata : Siang, boleh jenn.
Jenny : Bu saya mau nanya , menurut ibu apakah kita wajib mendapatkan
arahan dari guru senior sebelum mengajar anak dengan kebutuhan
khusus?
Bu efrata : Ya tentu saja.
Jenny : Alasannya apa bu ? bisa ibu jelaskan ?
Bu efrata : mm.. jadi begini, dalam mengajar anak dengan kebutuhan
khusus , setiap guru khususnya guru yang baru atau belum mempunyai
pengalaman sebelumnya perlu untuk mendapatkan arahan dari guru
senior yang sudah mempunyai pengalaman dalam mengajar anak dengan
kebutuhan khusus. Karena dengan begitu, guru tersebut bisa mempunyai
pegangan atau bisa mengetahui berbagai informasi mulai dari cara
mengajar maupun sifat anak tersebut dari guru senior yang sudah
mempunyai banyak pengalaman.
Jenny : Ohh,berarti hal tersebut sangat perlu ya bu?
Bu efrata : Ya , sangat perlu seperti yang tadi saya jelaskan.
Jenny : Baik bu,trima kasih untuk waktunya.
Bu efrata : Sama-sama
APPENDIX :
TRANSCRIPTION OF THE INTERVIEW
Name of interviewees : Bu Imel
Day + date + time of interview : 29 April 2013
Place of interview : SDK Paulus
Topic of interview : experience & time in teaching children
Jenny : Selamat siang bu,maaf menggangu saya boleh minta waktunya
sebentar?
Bu imel : Boleh.ada apa ya?
Jenny : Jadi begini bu, saya mau mewawancarai Ibu, ada beberapa hal
yang ingin saya tanyakan kepada ibu .
Bu imel : Ohh,silahkan,mau nanya apa ?
Jenny : begini bu, saya ingin bertanya apakah dalam mengajar anak
berkebutuhan khusus harus mempunyai pengalaman ? bisa di jelaskan ?
Bu imel : Baik, dalam mengajar anak dengan kebutuhan khusus , guru
harus mempunyai pengalaman mengajar sebelumnya, ya walaupun hanya
sebagai asisten pengajar, setidaknya dari pengalaman tersebut dia bisa
belajar banyak hal dan itu akan sangat berguna ketika dia mengajar anak
dengan kebutuhan khusus, karena dengan pengalamannya tersebut.
Jenny : Bagaimana kalo tidak mempunyai pengalaman dalam mengajar ?
Bu imel : Itu akan sulit bagi guru dalam melakukan proses belajar
mengajar. Dia akan merasa bingung dan mungkin saja canggung karena
sebelumnya belum menghadapi hal seperti ini, apalagi dengan anak
berkebutuhan khusus.
Jenny : Baik bu , terus kalo dalam mengajar anak berkebutuhan khusus
apakah itu akan berpengaruh ke waktu mengajar kita ? misalnya waktu
pulangnya jam 10 jadi jam 10 lebih.. itu gimana bu ?
Bu imel : Sebenarnya sih tergantung, tapi dalam kelas kan kita tidak bisa
fokus ke satu anak saja, tapi lebih dari satu orang anak dan itu akan
menghabiskan waktu yang lama, akibatnya pelajaran akan berakhir
terlambat.
Jenny : mm.. oke,terima kasih bu untuk waktu dan informasinya .
FLOWCHART
CAUSES :
PROBLEM :
EFFECTS :
1. I did not have any experience in
I had difficulties in teaching
teaching students who have special
English to a student of
needs.
grade
2. I did not get some direction from
the teacher when I first did my
3
at
1. The other students in the
class became very noisy.
2. I could not focus on my
Paulus
teaching.
elementary school who has
3. The lesson ended later than
special needs.
it should be (ended late).
internship.
3. I was not assertive enough in the
class.
Potential negative effects :
Potential solution I :
1. The student might feel annoyed.
I will make a personal
2. I have to spend extra time after class.
approach
with
Potential positive effects :
1. I can be close with the
student.
the
student after the class.
Potential positive effects :
Potential negative effects :
1. I have to arrange a certain time to
talk with the parents.
Potential solution II :
I
will
communicate with
1. I will understand
the
more about the
parents.
student’s needs.
2. There might be some
2. I can collaborate
misunderstanding between me and
with the parents.
the parents.
Potential solution III :
Potential negative effects :
I
1. I need special time to find the
information
books or to find from the Internet
2. I might need to spend some money
will
Internet
find
some source of
from
about
books
student
or
with
special needs.
Potential positive effects
:
1. I can teach the
student more
easily.
to buy the books.
2. I can focus and
concentrate well
Chosen Solution :
Potential solution I & Potential
solution III.
while teaching.
CHAPTER I
INTRODUCTION
A. Background of the Study
Based on t he art icle severe or Mult iple Disabilit ies, “ children wit h
special needs are t hose who have cognit ive difficult ies, physical or
sensory difficult ies, em ot ional and behav ioral difficult ies, and
difficult ies, wit h speech and language” ( 1) . When I did my internship in
SDK Paulus, I taught English to 3rd grade students English. In the class
there was a student who has special needs. The student could not behave
well during the teaching-learning process. He always ran in class, and
interrupted me by asking questions, because of his behavior, I could not
focused on my teaching and tried to stop his action with the hope that he
could return to his seat and I could continue the teaching process.
However, the result is not as I expected. The other students in the class
became noisy and the lesson lasted longer than usual. This happened
many times, therefore I will do a research on the problem in order to be
able to get the solution.
1
Maranatha Christian University
B. Identification of the Problem
There are some questions that I use in analyzing this problem :
1. Why did I have difficulties in teaching a student with special needs at 3rd
grade SDK Paulus?
2. How did this problem influence the teaching process and other students
in class ?
3. How can I overcome my difficulties in teaching a student with special
needs at 3rd grade SDK Paulus?
C. Objectives and Benefits of the Study
The objective of the study is to identify the causes and effects of the
difficulty in teaching a student with special needs and find the right
solutions to solve the problem. The benefit of the study for the readers is,
they will know how to solve the problem of teaching students with special
needs. The study is also beneficial for the teacher of the institution as well
as anyone who will be a teacher in the future when they teach students
with special needs. For me, this study also has an advantage because I
will be able to know how to teach children with special needs if I become a
teacher in the future.
2
Maranatha Christian University
D. Description of the Institution
Based on Reuni Akbar dan Gelar Seni SD Kristen Paulus in the year
book published by Sekolah Dasar Kristen Paulus, (henceforth called
SDKP) SDKP in early 1950 was called Helmers-School. It was located in
the helmserswegor what we known at present as Jl. Dr. Rajiman. The
school was managed by the Dutch until about April 1953. The education
provided at the time was granted by the Dutch education regulations.
At the time there were two school buildings, the one on the left was for
the students who wanted to continue their education in Indonesia, while
the one on the right was for students who wanted to continue their
education at HBS in Holland. The students who studied at the left building
used Indonesian language and the students who studied at the right
building used Dutch. After that SDK Paulus was divided into two schools,
namely SDK Paulus 1 & 2 located on Jl. Dr. Rajiman. The school has two
buildings with four floors for kindergarten / playgroup, elementary, junior
high school and senior high school and was led by Ms. Metha Ratnawati
Subrata until July 2009 , then replaced by Ms. Mariana Tamaela Yohana,
who serves as the principal of SDK Paulus until today.
The first principal was Mijnheer Van Verdoren. Before he left Indonesia
he handed the position to Mr.Makaliwy who eventually changed the name
Helmers School to Sekolah Kristen Paulus I and II.
3
Maranatha Christian University
E. Methods of the Study
The data for this analysis in the term paper is taken from the internship
journal written during my internship at SDK Paulus. The data in the journal
is based on the evaluation I wrote every day. In addition to the journal, I
also took some data from books, Internet and interviews with the teacher.
F. Limitation of the study
The study is focused on me as a teacher at SDK Paulus. My observation
was done during my internship from March 20 until April 20 at grade 3,
SDK Paulus, Jl. Dr. Rajiman.
G. Organization of term paper
The term paper is divided into four chapters. Chapter one is Introduction
which consists of the Background of the study, Identification of the
problem, Objectives and benefits of the study, Description of institution,
Method of study, Limitation of the study, and Organization of the term
paper. Chapter two is Problem Analysis which contains the analysis of the
problem I faced during my internship. Chapter three is the Potential
Solutions that describes the solutions which are used to solve the
problem. These solutions also include their potential positive and negative
effects. Chapter four contains conclusion which is the conclusion of the
analysis of the previous chapters. The last part of this term paper is a
bibliography and appendices.
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CHAPTER IV
CONCLUSION
In this chapter I would like to explain about the problem that I had when
I did my internship at SDK Paulus. I have difficulties in teaching English to
a student of grade 3 at Paulus elementary school who has special needs. I
find three causes of the problem.First, I did not have any experience in
teaching student with special needs; second, I did not get some direction
from the teacher when I first did my internship and third, I was not
assertive enough in the class. The problem also has three effects, which
are the other students in the class became very noisy, I could not focus on
my teaching and the lesson ended later than it should be. To solve this
problem, I have three potential solutions, the first potential solution is I will
make a personal approach with the student after the class. The second
potential solution is I will communicate with the parents, then the third
potential solution is I will find some source of information from books or
Internet about students with special needs.
The best solution to help teachingstudents with special needs is the
combination of the first potential solution and the third potential solution. I
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will combine making a personal approach with the student after the
class and find some source of information from books and Internet about
students with special needs. I choose these solutions because both of
them are the most effective solutions and can be applied easily. By making
personal approach with the student after the class, I will know more about
the student personality. Moreover, if I can get more information from books
or Internet about students with special need, I can know more about the
student’s personality and can teach him well.I do not choose the second
solution, which is communicating with the parents because this solution
may cause misunderstanding between the teacher and the parents.
My expectation from this paper is the other teachers can use these
solutions(make a personal approach with the student after the class and
find some source of information from books or Internet about student with
special needs) for teaching students with special needs.
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BIBLIOGRAPHY
Printed source
Reuni Akbar dan Gelar Seni SD Kristen Paulus , Bandung, 20 Oct. 2010.
Electronic source
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Derrick Meador. About.com Guide. Qualities of an Effective Teacher.
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Erica Loop. Barriers to communication with parents.
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Geraldine O’Neill and Tim McMahon University College Dublin. Studentcentered learning
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Maranatha Christian University
Good Source of Information Books or Internet. 2010
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Heather Skipworth Craven. Getting to Know Your Students. 2013
.Helping Teacher Focus
on Learning
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Ideas for Teacher
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Jerry Webster. Communicate With Special Education Parents
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Kathryn Stout. Strategies for Teaching Kids with Special Needs.
December 2004
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Merrill Harmin. 1995.
Inspiring Discipline. Washington, D.C. NEA
Professional Library. Approaches to Better Discipline
.
Parents Teacher Relationship
Maranatha Christian University
.
Sara Ipatenco. List of Factors that Inhibit Parental Involvement in
Education.
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Saving and Spending. 1999
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Severe or Multiple Disabilities
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Special Needs
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Sue Watson. Differentiated Instruction and Assessment
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Teaching Children with ADHD. 2011
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Teaching Children with Special Needs. 6 June 2011
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Teach for America 7 January 2010
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The Parent Academy
Maranatha Christian University
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Interview
Efrata. Personal interview. 25 April 2013.
Imel. Telephone interview. 29 April 2013.
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