How To Effectively Handle Children's Classes At TBI in Jalan Jawa, Bandung.

ABSTRACT

Dari sekitar 4,000 sampai 5,000 bahasa yang ada, Bahasa Inggris

termasuk yang paling banyak digunakan di seluruh dunia. Bahasa Inggris itu sendiri telah menjadi sebuah bahasa internasional yang digunakan di hampir seluruh bidang, seperti bisnis, jasa, pendidikan, dll. Situasi ini telah memaksa banyak orang tua untuk mendorong anak-anaknya agar

mempelajari Bahasa Inggris sejak dini.

TBI Jalan Jawa, sebagai lembaga pendidikan bahasa yang terkenal di Bandung, telah menanggapi situasi ini dengan menyediakan jasa

pendidikan Bahasa Inggris bagi anak-anak. Namun, TBI Jalan Jawa masih harus meningkatkan mutu pengajar yang dimilikinya, terutama pada

keahlian mereka dalam menghadapi anak-anak.

Pada kesempatan ini, saya telah mencoba untuk menganalisa

permasalahan yang ada di TBI Jalan Jawa berdasarkan pengalaman saya selama melakukan program magang di sana. Tidak semua pengajar di TBI Jalan Jawa menyukai anak-anak dan dapat mengatasi permasalahan dan perilaku mereka, terutama anak-anak di bawah 9 tahun.

Saya berkesimpulan, agar dapat menciptakan suasana kelas yang kondusif dan nyaman, diperlukan seorang asisten yang bertugas

mendampingi pengajar pada saat mengajar anak-anak, terutama di kelas-kelas yang bermasalah. Dengan kehadiran seorang asisten, pengajar dapat tetap fokus pada rencana pengajarannya selama kelas berlangsung tanpa harus merasa terganggu dengan perilaku anak-anak yang

bermasalah.

TABLE OF CONTENTS

APPROVAL PAGE

Abstract………... ………i

Declaration of Originality...……...………ii

Acknowledgements...………...iii

Table of Contents ………iv Chapter I: INTRODUCTION………...1-6

A. Background of the Study B. Identification of the Problem

C. Objectives and Benefits of the Study D. Description of the Institution

E. Limitations of the Study

F. Organization of the Term Paper

Chapter II: PROBLEM ANALYSIS...7-10 Chapter III: POTENTIAL SOLUTIONS………...…....11-14 Chapter IV: CONCLUSIONS ………...……15-16 Bibliography

CHAPTER I

INTRODUCTION

A. Background of the Study

English has become an essential part of education nowadays. “Of the 4,000 to 5,000 living languages, English is by far the most widely used” (Broughton et al. 1). More people are encouraged to learn the English language because they have realized the importance of basic English skills in their daily lives. This is indicated by the increase of companies which require English skills for their applicants and employees. English becomes one of the compulsory subjects in the National Final Examination in Senior High School. In addition, most of the parents have also become more pro-active in encouraging their children to learn English at an early age. This is indicated by more children who are learning English language outside their regular schools.

As a result of this condition, there is a huge demand for the presence of English language institutions. This also means that there are more

requirements for high qualified and professional teachers.

Teaching children can be enormously different from teaching adults. We cannot expect the children to always act like the adults. Mostly,

children use many physical movements. These actions can involve a lot of physical activities, talking, or even creating trouble in the classroom. Teachers can feel a lot of pressure when dealing with younger children in class. Woolfolk (6) mentions in her book that children aged 2 to 6 are very active because their gross-motor skills are developing greatly. This means that they will be involved in a lot of physical activities while the teachers have no chance in any way to balance their energies with the children’s, because they are busy working full days for a whole week. Teachers must be well-prepared to teach children, otherwise they will end up in a boring session which leads to a complete mess in class. Teachers must be in a good condition when they are teaching. Holden (6) says in her book that teachers must be well prepared and well focused while they are teaching children. This means that they should be physically and mentally ready. They must be able to put aside their negative feelings, in order that these conditions will not affect the teaching-learning

atmosphere.

A certain class of younger children can be the worst nightmare for an unprepared teacher. For example, at TBI in Jalan Jawa, there is a class called Waterloo. Waterloo is a class for children aged 5-6 years old. Most children at that age are starting to develop physically. This can be seen from their active movements. Children in Waterloo are very active and sometimes can be out of control.

As a teacher, the role is not only being a facilitator in class, but also being a parent in class as a part of that educational institution. It seems

that teachers should always be ready for the most unexpected situation that could happen during their teaching sessions.

Based on the observation above, I choose “Teaching English to Young Learners” as the topic for my term paper. I choose this topic because I believe that there are many problems for the teachers in children’s classes.

This problem will be analyzed by looking at the causes and effects more thoroughly in the next chapter. I will examine the causes of the problem, which will be followed by the effects in the working environment at TBI in Jalan Jawa. Then, I will try to find the best solution to solve this problem.

B. Identification of the Problem

Based on the above description, I will identify the problems as:

• What kind of psychological approach should be applied to the younger children while learning English in order to get a good result in the teaching-learning process?

• How can the teachers balance their energy with the very active children?

• How can children’s classes no longer be nightmares for teachers?

• How can teachers deal with different personalities of children during the class?

• How can the teachers look after the isolated child and all of the other children during the class?

I will analyze the condition of the working environment of TBI in Jalan Jawa in order to find the root of the problem. Then, I will analyze the problem itself with the purpose of finding the best solution for TBI in Jalan Jawa.

C. Objectives and Benefits of the Study

The objectives of my term paper writing are:

1. To analyze the psychological approach that should be applied to younger children in learning English.

2. To study the differences in children’s personalities and provide the best solution.

3. To provide the best solution so that children’s classes will no longer be nightmares for teachers.

By writing this term paper, I hope this will be useful to:

1. The institution, so it can improve its performance in the future. 2. The teachers at TBI in Jalan Jawa, so they are able to work more

effectively and efficiently.

3. The readers who find the same problem at work. 4. Other students who will work in this field.

5. The DIII English Program of Maranatha Christian University. I am also certain that by writing this term paper, I have an opportunity to expand my knowledge and understand more about a working

environment. I also learn to think more critically and solve a problem more systematically.

D. Description of the Institution

TBI is a language institution which is registered as Yayasan Pendidikan dan Latihan The British Institute (YPLTBI). YPLTBI now has five schools: two in Jakarta, two in Bandung and one in Malang. TBI has been

operating and developing consistently since it was first registered and began operating in the language field in Indonesia in 1984.

In 1995, TBI had a shift in management from YPLTBI to Lembaga Pendidikan UniSadhuGuna (USG) through an initiative agreement with the University of New South Wales (UNSW). The mission of USG is to build and develop the quality of language institutions in Indonesia. USG regards TBI as a well-known language institution, which is a critical step in the mission to reach its goals.

It has been the mission of TBI to provide English knowledge and skills for every individual, language institution, and company in order to reach its goals and to expand opportunities around the world. Every week, more than two thousand students become the beneficiaries of the services provided by the international standard of TBI.

E. Limitations of the Study

In writing my term paper, I make limitations of the study in order to stay in the context of writing. I use theories of psychology in my analysis,

especially psychological approach of children. The theories are taken from various sources of textbooks.

F. Organization of the Term Paper

This term paper consists of five chapters. Chapter one, the Introduction, provides the information about the Background of the Problem. Chapter two, the Problem Analysis, consists of the causes and effects of the problem. Chapter three, the Potential Solutions, deals with comparison and contrast of the potential solutions that might solve the problem. Chapter four, the Conclusion, consists of the chosen best solution to solve the problem.

CHAPTER IV

CONCLUSION

It is clear that teaching children requires additional skills. As a language institution which has a good reputation, TBI in Jalan Jawa should provide the best service of education to meet its goals. In this chapter, I would like to address the chosen solution for the problem in teaching children at TBI in Jalan Jawa. As a result of my problem analysis based on the causes and effects of the problem, I have come up with some potential solutions, which I have stated in the previous chapter. Based on the ideas in the previous chapter, I choose the third solution as the best solution for TBI in Jalan Jawa, which is to assign teacher assistants for children’s classes. I consider the third solution as the best solution to this problem. My consideration is based on my experience during my internship period at TBI in Jalan Jawa. It is clear that working in a team has more benefits than working alone. Despite the differences of working style and personality of the individuals, working together can save more energy and lead to

effective working. It was proven during my internship period at TBI in Jalan Jawa where I was working as a teacher assistant. My role as an assistant was greatly appreciated in children’s classes, especially in a class like

can be seen from their active movements. Children in Waterloo are very active and sometimes can be out of control. However, there was a case where one child did not want to join the group work. As an assistant, I could give full attention to this isolated child while the teacher kept working with other children. I could assist this child to work on something else which was still related to the topic and lesson plan. The other aspect of my consideration is that it will not be too expensive for TBI in Jalan Jawa to hire teacher assistants. These people should be fond of children but also have the appropriate skills of English which meet the requirements of the institution. This can also be an opportunity for fresh graduates to have experience in teaching children.

In conclusion, teaching children classes can no longer be a nightmare for teachers in TBI. Being equipped with the right skills and the right strategy, these problems can be dealt with well.

BIBLIOGRAPHY

BOOKS:

Broughton, Geoffrey et al. Teaching English as a Foreign Language. London: Routledge & Kegan Paul Ltd., 1980.

Holden, Susan. Teaching Children. Leicestershire: Modern English Publication, 1980.

Ryan, Kevin, and James M. Cooper. Those Who Can Teach. Boston: Houghton-Mifflin Company, 1984.

Welton, David A., and John T. Mallan. Children and Their World: Strategies for Teaching Social Studies. 2nd ed. Boston: Houghton-Mifflin Company, 1981.

Woolfolk, Anita E. Educational Psychology. 5th ed. MA: Allyn and Bacon, 1993.

I will analyze the condition of the working environment of TBI in Jalan Jawa in order to find the root of the problem. Then, I will analyze the problem itself with the purpose of finding the best solution for TBI in Jalan Jawa.

C. Objectives and Benefits of the Study The objectives of my term paper writing are:

1. To analyze the psychological approach that should be applied to younger children in learning English.

2. To study the differences in children’s personalities and provide the best solution.

3. To provide the best solution so that children’s classes will no longer be nightmares for teachers.

By writing this term paper, I hope this will be useful to:

1. The institution, so it can improve its performance in the future. 2. The teachers at TBI in Jalan Jawa, so they are able to work more

effectively and efficiently.

3. The readers who find the same problem at work. 4. Other students who will work in this field.

5. The DIII English Program of Maranatha Christian University. I am also certain that by writing this term paper, I have an opportunity to expand my knowledge and understand more about a working

environment. I also learn to think more critically and solve a problem more systematically.

D. Description of the Institution

TBI is a language institution which is registered as Yayasan Pendidikan dan Latihan The British Institute (YPLTBI). YPLTBI now has five schools: two in Jakarta, two in Bandung and one in Malang. TBI has been

operating and developing consistently since it was first registered and began operating in the language field in Indonesia in 1984.

In 1995, TBI had a shift in management from YPLTBI to Lembaga Pendidikan UniSadhuGuna (USG) through an initiative agreement with the University of New South Wales (UNSW). The mission of USG is to build and develop the quality of language institutions in Indonesia. USG regards TBI as a well-known language institution, which is a critical step in the mission to reach its goals.

It has been the mission of TBI to provide English knowledge and skills for every individual, language institution, and company in order to reach its goals and to expand opportunities around the world. Every week, more than two thousand students become the beneficiaries of the services provided by the international standard of TBI.

E. Limitations of the Study

In writing my term paper, I make limitations of the study in order to stay in the context of writing. I use theories of psychology in my analysis,

especially psychological approach of children. The theories are taken from various sources of textbooks.

F. Organization of the Term Paper

This term paper consists of five chapters. Chapter one, the Introduction, provides the information about the Background of the Problem. Chapter two, the Problem Analysis, consists of the causes and effects of the problem. Chapter three, the Potential Solutions, deals with comparison and contrast of the potential solutions that might solve the problem. Chapter four, the Conclusion, consists of the chosen best solution to solve the problem.

CHAPTER IV

CONCLUSION

It is clear that teaching children requires additional skills. As a language institution which has a good reputation, TBI in Jalan Jawa should provide the best service of education to meet its goals. In this chapter, I would like to address the chosen solution for the problem in teaching children at TBI in Jalan Jawa. As a result of my problem analysis based on the causes and effects of the problem, I have come up with some potential solutions, which I have stated in the previous chapter. Based on the ideas in the previous chapter, I choose the third solution as the best solution for TBI in Jalan Jawa, which is to assign teacher assistants for children’s classes. I consider the third solution as the best solution to this problem. My consideration is based on my experience during my internship period at TBI in Jalan Jawa. It is clear that working in a team has more benefits than working alone. Despite the differences of working style and personality of the individuals, working together can save more energy and lead to

effective working. It was proven during my internship period at TBI in Jalan Jawa where I was working as a teacher assistant. My role as an assistant was greatly appreciated in children’s classes, especially in a class like Waterloo. Most children in Waterloo are starting to develop physically. This

can be seen from their active movements. Children in Waterloo are very active and sometimes can be out of control. However, there was a case where one child did not want to join the group work. As an assistant, I could give full attention to this isolated child while the teacher kept working with other children. I could assist this child to work on something else which was still related to the topic and lesson plan. The other aspect of my consideration is that it will not be too expensive for TBI in Jalan Jawa to hire teacher assistants. These people should be fond of children but also have the appropriate skills of English which meet the requirements of the institution. This can also be an opportunity for fresh graduates to have experience in teaching children.

In conclusion, teaching children classes can no longer be a nightmare for teachers in TBI. Being equipped with the right skills and the right strategy, these problems can be dealt with well.

BIBLIOGRAPHY

BOOKS:

Broughton, Geoffrey et al. Teaching English as a Foreign Language. London: Routledge & Kegan Paul Ltd., 1980.

Holden, Susan. Teaching Children. Leicestershire: Modern English Publication, 1980.

Ryan, Kevin, and James M. Cooper. Those Who Can Teach. Boston: Houghton-Mifflin Company, 1984.

Welton, David A., and John T. Mallan. Children and Their World: Strategies for Teaching Social Studies. 2nd ed. Boston: Houghton-Mifflin Company, 1981.

Woolfolk, Anita E. Educational Psychology. 5th ed. MA: Allyn and Bacon, 1993.