Handling Pupils Who Do Not Want To Be Involved in English Learning Activities at TK Tiara Bunda.
ABSTRACT
Dalam rangka memenuhi syarat tugas akhir kelulusan saya dari D3
Bahasa Inggris, saya melakukan program magang di Sekolah Tiara
Bunda. Selama melakukan program magang tersebut, saya mengalami
beberapa masalah dalam kegiatan belajar Bahasa Inggris. Salah satu
masalah yang saya gunakan sebagai bahan penelitian dalam tugas akhir
ini adalah bagaimana menghadapi beberapa murid yang tidak mau terlibat
dalam aktivitas pembelajaran Bahasa Inggris. Selama penelitian, saya
menemukan bahwa mereka tidak mau terlibat dalam aktivitas
pembelajaran Bahasa Inggris karena instruksi yang diberikan guru tidak
jelas, merasa tidak senang berada di sekolah, dan kurangnya motivasi
untuk belajar. Karena adanya masalah ini, perkembangan kemampuan
berbahasa Inggris mereka berjalan lambat, guru menjadi stres, dan
konsentrasi belajar murid yang lain terganggu oleh kebisingan yang
mereka sebabkan.
Untuk menyelesaikan masalah ini, saya menemukan beberapa solusi
yang dapat dilakukan guru untuk membuat murid-muridnya terlibat dalam
kegiatan belajar Bahasa Inggris. Solusi potensial pertama adalah
melakukan pendekatan pada murid saat istirahat. Solusi potensial kedua
adalah dengan menggunakan gabungan bermacam-macam aktivitas
sesuai dengan minat murid. Solusi potensial terakhir adalah dengan
menggunakan bermacam-macam strategi mengajar berdasarkan cara
belajar para murid. Untuk mencapai hasil pemecahan masalah yang
maksimal, saya memutuskan untuk menggabungkan solusi potensial
kedua dan ketiga.
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ..................................................................................................i
DECLARATION OF ORIGINALITY ............................................................. ii
ACKNOWLEDGEMENTS ...................................................................... iii-iv
TABLE OF CONTENTS ..............................................................................v
CHAPTER I. INTRODUCTION……………………………………………...1-5
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……………………………………….6-8
CHAPTER III. POTENTIAL SOLUTIONS…………………………………9-15
CHAPTER IV. CONCLUSION…………………………………………….16-18
BIBLIOGRAPHY
APPENDIX: FLOWCHART
Maranatha Christian University
APPENDIX
FLOWCHART
Causes
Problem
1. The teacher does not give clear
instructions
2. The pupils are not happy to be
at school because they want to be
near their family
3. The pupils lack of motivation to
learn
Difficulty in handling
pupils who do not
want to be involved
during English
learning activities at
TK Tiara Bunda
Potential Negative Effects
Potential Solution I
1. The pupils always want to be
close with the teacher in the class
without being involved in the
activity
2. The teacher may like some
pupils more than the others
Potential Negative Effects
The teacher
approaches the
pupils during the
break time
Effects
1. The English skills of the pupils
improve slowly
2. The teacher becomes stressed
3. The other pupils’ concentration
is distracted
Potential Positive Effects
1. The teacher knows better of
how to make the pupils involve in
English class activities
2. The relationship with the pupils
becomes better and better
Potential Solution II
Potential Positive Effects
The teacher uses
incorporated
various activities
based on pupils’
interests
1. Class improvement can go
faster than before because the
pupils are interested in the
activities
2. The pupils can learn better
because the activities help them to
understand the lesson more easily
3. The pupils feel happy in learning
Potential Negative Effects
Potential Solution III
Potential Positive Effects
1. The teaching strategies that the
The teacher uses
various teaching
strategies based
on pupils' learning
styles
1. The pupils only want to be
involved in interesting activities
which they like
2. The teacher has to spend more
time to prepare teaching aids to
support the activities
teacher uses are not always
suitable for every pupil
2. The teacher has to spend more
time to prepare many teaching
strategies to make all the pupils
understand the lesson well
Chosen Solution
Potential Solution II & III
1. The pupils can have good
achievement because the
teacher’s teaching style suits their
learning styles
2. The pupils can be more excited
to learn at school because they
can understand the lesson easily
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, English is one of international languages, which is very
useful for our daily life. As I read in “English- the International Language”,
“The domination of the English language globally is undeniable. English is
the language of diplomacy and international communications, business,
tourism, education, science, computer technology, media and Internet”
(par. 3). That is why, it is important for us to learn English as early as
possible. For this reason, for the internship I choose to teach English at a
kindergarten. Tiara Bunda is one of the schools, where teachers use
English as a means of communication when teaching English. Hence, I
choose to have my internship there. I wanted to be a teacher assistant to
learn more about practical English in teaching, especially for kindergarten
pupils.
Actually, as a teacher assistant I had to help the teacher in giving
English lessons and I had been given some chances to teach with my own
methods, but I had to adapt my teaching techniques with the lesson topics.
I also had to be ready to replace the teacher if the teacher could not come
1
Maranatha Christian University
to the class because of having another work to do. Working as teacher
assistant was not easy because I often experienced that there were some
pupils who did not want to be involved in English learning activities. As
Jessica Rangel says, it is a fact that most students do not want to learn
(par. 1). That is why, the unwillingness of the pupils to be involved in
learning activities, especially English learning activities, is important to be
analyzed.
Therefore, I will focus my study on how to handle pupils who do not
want to be involved in English learning. I choose this topic because this is
the problem that I often experienced when I did my internship. I also want
to get the best solution for this problem which can help me to improve my
teaching techniques and can be very useful for my future job as a teacher.
B. Identification of the Problem
There are some problems that I want to identify:
1. Why do not some pupils in Tiara Bunda want to be involved in English
learning activities?
2. How does their unwillingness to be involved in English learning
activities affect their learning process?
3. How can the teacher make them involved in English learning activities?
C. Objectives and Benefits of the Study
The objective of my study is to discover the reasons of pupils’
unwillingness to involve in the English learning process and also to find
2
Maranatha Christian University
the best solution to make the pupils involve in every English learning
activity.
The benefit that I can get from this study is I can get the best solution
which I can use for my future job if I face the same problem, and also it
can add to my knowledge about how to handle pupils who do not want to
be involved in English learning activities. For Tiara Bunda School, this
study will give useful information which can be used by the teachers there.
For the readers, especially English teachers, they can get some useful
information in handling the pupils who do not want to be involved in
learning activities, especially in English learning activities.
D. Description of the Institution
Tiara Bunda playgroup was established in Batununggal housing
complex in 2003. The playgroup provided a lot of activities to develop
children’s socialization, independence, gross motor skills, and fine motor
skills. In 2005, Tiara Bunda built a kindergarten for 4-5 years old children
with the motto “Bermain Seraya Belajar” by developing pre-academic skills
and IQ, EQ, and SQ to make the pupils become tough, smart, and faithful
persons.
In 2007, Tiara Bunda built an elementary school for children of at least
6 years old. The students will be taught about how to face challenges by
the teachers who are qualified in each sector of education. Therefore, they
can accept and develop their academic skills, creativity, and strength with
various pleasant activities in and out of class. This school is completed
3
Maranatha Christian University
with supporting facilities, like computer laboratory, language laboratory,
and science, art, and craft class. Up till now, Tiara Bunda has four grades
of elementary school and intends to develop their school more and more.
The vision of Tiara Bunda is supporting regional education by
developing unique aspects which pupils have and always praises The
Lord in works and wills. The mission of Tiara Bunda is developing the
nation which is smart, independent, and tough with a faith in God. Tiara
Bunda is divided into three different school divisions, which are elementary
school, kindergarten, and playgroup. Mrs. Johana R. is the headmistress
of the elementary school, Mrs. Hanny Purba is the headmistress of the
kindergarten, and Mrs. Susy Daniel Salim is the coordinator of the
playgroup.
E. Method of the Study
In gathering the data for this study, I did an observation and I wrote an
internship journal about 5-6 years old kindergarten pupils at Tiara Bunda
during my internship. I did the internship from July 26th 2010 until
September 9th 2010. I did library research and browsed the Internet to find
the theories to support my study.
F. Limitation of the Study
For this study, I limit the subject to 5-6 English class pupils of TK B at
Tiara Bunda School. The English class is held on the third floor of Tiara
4
Maranatha Christian University
Bunda School which is used for English lessons only. I did the study from
July 26th 2010 until September 9th 2010.
G. Organization of the Term Paper
I divide my term-paper into four chapters. The first chapter is
Introduction. In this chapter, I will explain about the background of the
study, the benefit of the study, the method of the study, identification of the
problem, and organization of the term paper. The second chapter is
Problem Analysis. In this chapter, I will explain about the problem which
includes the causes and effects of the problem. Next, the third chapter is
Potential Solutions. This chapter will explain about potential solutions
which can be applied to solve the problem. The last chapter is Conclusion.
This chapter will be about the conclusion drawn from the third chapter, the
best solution chosen with its logical reasons. The last part is Bibliography.
This part consists of a list of references which are used in the whole term
paper.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
I did my internship at Tiara Bunda School. During my internship, when I
taught in English class, the pupils did not want to be involved in English
learning activities. I found that this problem is caused by teacher's unclear
instructions that make the pupils do not understand what they have to do,
unhappy feeling of the pupils to be at school, and the pupils’ lack of
motivation to learn. This problem has some effects, which are the English
skills of the pupils improve slowly, the teacher becomes stressed, and the
other pupils’ concentrations are distracted because of the pupils’ noisy
sounds. In order to solve this problem, I tried some potential solutions. The
first solution is approaching the pupils during break time. The second
solution is using incorporated various activities based on the pupils'
interests. The last solution is using various teaching strategies based on
pupils' learning styles.
After doing some analysis that have been stated on the third chapter, I
decide to choose the combination of the second and the third solution,
which are using incorporated various activities based on pupils' interests
and using various teaching strategies based on pupils' learning styles as
16
Maranatha Christian University
the best solution. By combining the second and the third solution, the
efforts to make the pupils involved in English learning activities will be
more effective than using the second or the third solution only. The pupils
become interested in the activities and they can understand the lesson
more easily. As Dwi Pujiastuti says, it takes a lot of work to make the
pupils involved in learning activities, but if we are prepared in various
activities and various teaching strategies, they will be interested in the
learning activities and they can understand the lesson more easily (par. 9).
In order to minimize the negative effects that might happen in using this
combined solution, the teacher has to spend more time to prepare
interesting activities, teaching aids that support the activities, and teaching
strategies based on the pupils’ learning styles.
I do not choose the first solution which is approaching the pupils during
break time because this solution is not effective to make the pupils willing
to be involved in English learning activities. Rather than giving useful
effect, this solution makes the pupils always want to be close with the
teacher in the class without being involved in the activity and also makes
the teacher have the possibility to like some pupils more than the others. It
is more difficult for the teacher to overcome the negative effects of this
solution because of the connection to the pupils’ feelings. The teacher will
find it hard to avoid being too close with the pupils without hurting their
feelings.
Finally, I can conclude that by applying the best solution that I have
chosen, the teacher can make the pupils involved in every English
17
Maranatha Christian University
learning activity. The teacher can use the two solutions together to reach
effective teaching in English class.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Brown, H. Douglas. Principles of Language Learning and Teaching. 5th ed.
New York: Pearson Education, Inc., 2006.
Electronic Sources
Ahmed, Saghir. “How to Become a Professional Teacher.” Scribd. 30 June
2006. 9 November 2010
.
Bar-Yam, Miriam. et al. “Changes in The Teaching and Learning Process
in a Complex Education System.” NECSI. 2002. 15 May 2010
.
Boyanova, M. “English- the International Language.” Study English
Today. 2002. 15 December 2010
.
Chen, Ang. “Student Interest in Activities in a Secondary Physical
Education Curriculum: An Analysis of Student Subjectivity.” HighBeam
Maranatha Christian University
Research. 18 November 2010
.
Dockett, Sue, and Bob Perry. “As I Got to Learn It Got Fun: Children’s
Reflections on Their First Year at School.” Aare. 2004. 14 October 2010
.
Glenn, David. “Matching Teaching Style to Learning Style May Not Help
Students.” The Chronicle of Higher Education 15 December 2009.
11 November 2010
.
Kabir, Md. Anwarul. “On Relationship: Teacher and Student.” Freethinker.
18 December 2007. 17 November 2010 .
Kizlik, R. J. Dr. “Criteria for Improvement in Education.” Adprima. 29
December 2009. 5 October 2010
.
Oxford, Rebecca L. PhD. “Language Learning Styles and Strategies: An
Overview.” NTPU. 2003. 11 November 2010
.
Pujiastuti, Dwi. “Getting Children Interested in Learning English.” Helping
You Learn English. 2008. 11 November 2010
.
Rangel, Jessica. “Why Teenagers Do Not Want to Learn.” Helium.
2002. 19 December 2010 .
Rinaldi, Claudia, and Regan Gurung. “Should Teaching and Learning
Styles Match?” UW Oshkosh 26 October 2008. 11 November 2010
.
Sjoberg, Jane. “Teaching Approaches: Checking-Homework Challenge.”
One Stop English. 9 November 2010 .
Smith, John. “How to Be a Good Teacher In Order To Impart Education
Successfully.” Article Alley 15 January 2010. 10 November 2010
.
“Teacher Stress Studies Support the Educator’s Health.”
STRESSREDUCTIONBASICS.COM. 5 October 2010
.
“The Positive Teacher-Student Relationship.” CSUN. 27 October 2010
.
Trucano, Michael. “Teachers, Teaching, and ICTs.” InfoDev. 18 November
2010 .
“What Makes a Good Teacher?” School-Survival.net. 10 November 2010
.
Maranatha Christian University
Dalam rangka memenuhi syarat tugas akhir kelulusan saya dari D3
Bahasa Inggris, saya melakukan program magang di Sekolah Tiara
Bunda. Selama melakukan program magang tersebut, saya mengalami
beberapa masalah dalam kegiatan belajar Bahasa Inggris. Salah satu
masalah yang saya gunakan sebagai bahan penelitian dalam tugas akhir
ini adalah bagaimana menghadapi beberapa murid yang tidak mau terlibat
dalam aktivitas pembelajaran Bahasa Inggris. Selama penelitian, saya
menemukan bahwa mereka tidak mau terlibat dalam aktivitas
pembelajaran Bahasa Inggris karena instruksi yang diberikan guru tidak
jelas, merasa tidak senang berada di sekolah, dan kurangnya motivasi
untuk belajar. Karena adanya masalah ini, perkembangan kemampuan
berbahasa Inggris mereka berjalan lambat, guru menjadi stres, dan
konsentrasi belajar murid yang lain terganggu oleh kebisingan yang
mereka sebabkan.
Untuk menyelesaikan masalah ini, saya menemukan beberapa solusi
yang dapat dilakukan guru untuk membuat murid-muridnya terlibat dalam
kegiatan belajar Bahasa Inggris. Solusi potensial pertama adalah
melakukan pendekatan pada murid saat istirahat. Solusi potensial kedua
adalah dengan menggunakan gabungan bermacam-macam aktivitas
sesuai dengan minat murid. Solusi potensial terakhir adalah dengan
menggunakan bermacam-macam strategi mengajar berdasarkan cara
belajar para murid. Untuk mencapai hasil pemecahan masalah yang
maksimal, saya memutuskan untuk menggabungkan solusi potensial
kedua dan ketiga.
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ..................................................................................................i
DECLARATION OF ORIGINALITY ............................................................. ii
ACKNOWLEDGEMENTS ...................................................................... iii-iv
TABLE OF CONTENTS ..............................................................................v
CHAPTER I. INTRODUCTION……………………………………………...1-5
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……………………………………….6-8
CHAPTER III. POTENTIAL SOLUTIONS…………………………………9-15
CHAPTER IV. CONCLUSION…………………………………………….16-18
BIBLIOGRAPHY
APPENDIX: FLOWCHART
Maranatha Christian University
APPENDIX
FLOWCHART
Causes
Problem
1. The teacher does not give clear
instructions
2. The pupils are not happy to be
at school because they want to be
near their family
3. The pupils lack of motivation to
learn
Difficulty in handling
pupils who do not
want to be involved
during English
learning activities at
TK Tiara Bunda
Potential Negative Effects
Potential Solution I
1. The pupils always want to be
close with the teacher in the class
without being involved in the
activity
2. The teacher may like some
pupils more than the others
Potential Negative Effects
The teacher
approaches the
pupils during the
break time
Effects
1. The English skills of the pupils
improve slowly
2. The teacher becomes stressed
3. The other pupils’ concentration
is distracted
Potential Positive Effects
1. The teacher knows better of
how to make the pupils involve in
English class activities
2. The relationship with the pupils
becomes better and better
Potential Solution II
Potential Positive Effects
The teacher uses
incorporated
various activities
based on pupils’
interests
1. Class improvement can go
faster than before because the
pupils are interested in the
activities
2. The pupils can learn better
because the activities help them to
understand the lesson more easily
3. The pupils feel happy in learning
Potential Negative Effects
Potential Solution III
Potential Positive Effects
1. The teaching strategies that the
The teacher uses
various teaching
strategies based
on pupils' learning
styles
1. The pupils only want to be
involved in interesting activities
which they like
2. The teacher has to spend more
time to prepare teaching aids to
support the activities
teacher uses are not always
suitable for every pupil
2. The teacher has to spend more
time to prepare many teaching
strategies to make all the pupils
understand the lesson well
Chosen Solution
Potential Solution II & III
1. The pupils can have good
achievement because the
teacher’s teaching style suits their
learning styles
2. The pupils can be more excited
to learn at school because they
can understand the lesson easily
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, English is one of international languages, which is very
useful for our daily life. As I read in “English- the International Language”,
“The domination of the English language globally is undeniable. English is
the language of diplomacy and international communications, business,
tourism, education, science, computer technology, media and Internet”
(par. 3). That is why, it is important for us to learn English as early as
possible. For this reason, for the internship I choose to teach English at a
kindergarten. Tiara Bunda is one of the schools, where teachers use
English as a means of communication when teaching English. Hence, I
choose to have my internship there. I wanted to be a teacher assistant to
learn more about practical English in teaching, especially for kindergarten
pupils.
Actually, as a teacher assistant I had to help the teacher in giving
English lessons and I had been given some chances to teach with my own
methods, but I had to adapt my teaching techniques with the lesson topics.
I also had to be ready to replace the teacher if the teacher could not come
1
Maranatha Christian University
to the class because of having another work to do. Working as teacher
assistant was not easy because I often experienced that there were some
pupils who did not want to be involved in English learning activities. As
Jessica Rangel says, it is a fact that most students do not want to learn
(par. 1). That is why, the unwillingness of the pupils to be involved in
learning activities, especially English learning activities, is important to be
analyzed.
Therefore, I will focus my study on how to handle pupils who do not
want to be involved in English learning. I choose this topic because this is
the problem that I often experienced when I did my internship. I also want
to get the best solution for this problem which can help me to improve my
teaching techniques and can be very useful for my future job as a teacher.
B. Identification of the Problem
There are some problems that I want to identify:
1. Why do not some pupils in Tiara Bunda want to be involved in English
learning activities?
2. How does their unwillingness to be involved in English learning
activities affect their learning process?
3. How can the teacher make them involved in English learning activities?
C. Objectives and Benefits of the Study
The objective of my study is to discover the reasons of pupils’
unwillingness to involve in the English learning process and also to find
2
Maranatha Christian University
the best solution to make the pupils involve in every English learning
activity.
The benefit that I can get from this study is I can get the best solution
which I can use for my future job if I face the same problem, and also it
can add to my knowledge about how to handle pupils who do not want to
be involved in English learning activities. For Tiara Bunda School, this
study will give useful information which can be used by the teachers there.
For the readers, especially English teachers, they can get some useful
information in handling the pupils who do not want to be involved in
learning activities, especially in English learning activities.
D. Description of the Institution
Tiara Bunda playgroup was established in Batununggal housing
complex in 2003. The playgroup provided a lot of activities to develop
children’s socialization, independence, gross motor skills, and fine motor
skills. In 2005, Tiara Bunda built a kindergarten for 4-5 years old children
with the motto “Bermain Seraya Belajar” by developing pre-academic skills
and IQ, EQ, and SQ to make the pupils become tough, smart, and faithful
persons.
In 2007, Tiara Bunda built an elementary school for children of at least
6 years old. The students will be taught about how to face challenges by
the teachers who are qualified in each sector of education. Therefore, they
can accept and develop their academic skills, creativity, and strength with
various pleasant activities in and out of class. This school is completed
3
Maranatha Christian University
with supporting facilities, like computer laboratory, language laboratory,
and science, art, and craft class. Up till now, Tiara Bunda has four grades
of elementary school and intends to develop their school more and more.
The vision of Tiara Bunda is supporting regional education by
developing unique aspects which pupils have and always praises The
Lord in works and wills. The mission of Tiara Bunda is developing the
nation which is smart, independent, and tough with a faith in God. Tiara
Bunda is divided into three different school divisions, which are elementary
school, kindergarten, and playgroup. Mrs. Johana R. is the headmistress
of the elementary school, Mrs. Hanny Purba is the headmistress of the
kindergarten, and Mrs. Susy Daniel Salim is the coordinator of the
playgroup.
E. Method of the Study
In gathering the data for this study, I did an observation and I wrote an
internship journal about 5-6 years old kindergarten pupils at Tiara Bunda
during my internship. I did the internship from July 26th 2010 until
September 9th 2010. I did library research and browsed the Internet to find
the theories to support my study.
F. Limitation of the Study
For this study, I limit the subject to 5-6 English class pupils of TK B at
Tiara Bunda School. The English class is held on the third floor of Tiara
4
Maranatha Christian University
Bunda School which is used for English lessons only. I did the study from
July 26th 2010 until September 9th 2010.
G. Organization of the Term Paper
I divide my term-paper into four chapters. The first chapter is
Introduction. In this chapter, I will explain about the background of the
study, the benefit of the study, the method of the study, identification of the
problem, and organization of the term paper. The second chapter is
Problem Analysis. In this chapter, I will explain about the problem which
includes the causes and effects of the problem. Next, the third chapter is
Potential Solutions. This chapter will explain about potential solutions
which can be applied to solve the problem. The last chapter is Conclusion.
This chapter will be about the conclusion drawn from the third chapter, the
best solution chosen with its logical reasons. The last part is Bibliography.
This part consists of a list of references which are used in the whole term
paper.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
I did my internship at Tiara Bunda School. During my internship, when I
taught in English class, the pupils did not want to be involved in English
learning activities. I found that this problem is caused by teacher's unclear
instructions that make the pupils do not understand what they have to do,
unhappy feeling of the pupils to be at school, and the pupils’ lack of
motivation to learn. This problem has some effects, which are the English
skills of the pupils improve slowly, the teacher becomes stressed, and the
other pupils’ concentrations are distracted because of the pupils’ noisy
sounds. In order to solve this problem, I tried some potential solutions. The
first solution is approaching the pupils during break time. The second
solution is using incorporated various activities based on the pupils'
interests. The last solution is using various teaching strategies based on
pupils' learning styles.
After doing some analysis that have been stated on the third chapter, I
decide to choose the combination of the second and the third solution,
which are using incorporated various activities based on pupils' interests
and using various teaching strategies based on pupils' learning styles as
16
Maranatha Christian University
the best solution. By combining the second and the third solution, the
efforts to make the pupils involved in English learning activities will be
more effective than using the second or the third solution only. The pupils
become interested in the activities and they can understand the lesson
more easily. As Dwi Pujiastuti says, it takes a lot of work to make the
pupils involved in learning activities, but if we are prepared in various
activities and various teaching strategies, they will be interested in the
learning activities and they can understand the lesson more easily (par. 9).
In order to minimize the negative effects that might happen in using this
combined solution, the teacher has to spend more time to prepare
interesting activities, teaching aids that support the activities, and teaching
strategies based on the pupils’ learning styles.
I do not choose the first solution which is approaching the pupils during
break time because this solution is not effective to make the pupils willing
to be involved in English learning activities. Rather than giving useful
effect, this solution makes the pupils always want to be close with the
teacher in the class without being involved in the activity and also makes
the teacher have the possibility to like some pupils more than the others. It
is more difficult for the teacher to overcome the negative effects of this
solution because of the connection to the pupils’ feelings. The teacher will
find it hard to avoid being too close with the pupils without hurting their
feelings.
Finally, I can conclude that by applying the best solution that I have
chosen, the teacher can make the pupils involved in every English
17
Maranatha Christian University
learning activity. The teacher can use the two solutions together to reach
effective teaching in English class.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Brown, H. Douglas. Principles of Language Learning and Teaching. 5th ed.
New York: Pearson Education, Inc., 2006.
Electronic Sources
Ahmed, Saghir. “How to Become a Professional Teacher.” Scribd. 30 June
2006. 9 November 2010
.
Bar-Yam, Miriam. et al. “Changes in The Teaching and Learning Process
in a Complex Education System.” NECSI. 2002. 15 May 2010
.
Boyanova, M. “English- the International Language.” Study English
Today. 2002. 15 December 2010
.
Chen, Ang. “Student Interest in Activities in a Secondary Physical
Education Curriculum: An Analysis of Student Subjectivity.” HighBeam
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