Methods of Teaching English To Pre-School Age Children At Kids 2 Success.
ABSTRAK
Tugas akhir ini disusun sebagai prasyarat untuk menyelesaikan masa
perkuliahan saya di Fakultas Sastra, jurusan D3 Bahasa Inggris, Universitas
Kristen Maranatha.Tujuan dari penelitian dalam tugas akhir ini adalah untuk
mengetahui metode pengajaran yang tepat untuk mengajarkan Bahasa
Inggris kepada anak usia pra-sekolah dengan karakter yang berbeda-beda.
Untuk mengumpulkan data, saya memilih Kids 2 Success, salah satu institusi
pendidikan yang menyelenggarakan kursus Bahasa Inggris untuk anak usia
pra-sekolah. Kids 2 Success adalah tempat saya magang.
Selama masa magang saya diperkenankan untuk menjadi asisten
guru Bahasa Inggris di Kids 2 Success. Selama menjadi asisten guru di Kids
2 Success saya dapat menyaksikan dan mengalami secara langsung
bagaimana mengajarkan Bahasa Inggris kepada anak usia pra-sekolah. Saya
juga dapat melihat langsung bagaimana seorang guru berinteraksi dan
menangani anak usia pra-sekolah yang berbeda-beda karakteristiknya di
kelas. Dengan demikian, saya dapat mempelajari bagaimana caranya
menghadapi anak-anak usia pra-sekolah yang berbeda karakter, sifat dan
kemampuan. Pengalaman ini sangat berguna dalam masa penyusunan tugas
akhir saya. Dalam mengumpulkan data, saya menggunakan metode
observasi di kelas dan mewawancarai beberapa pengajar Kids 2 Success.
Sebagai hasil dari observasi dan wawancara yang telah dilakukan,
saya menyimpulkan bahwa untuk mengajarkan Bahasa Inggris kepada anak
usia pra-sekolah diperlukan metode pengajaran yang tepat, agar proses
belajar-mengajar akan menjadi lebih mudah.
Dengan mengetahui karakteristik anak atau murid yang akan diajar,
orang tua atau guru dapat menerapkan metode pembelajaran yang tepat
sesuai dengan karakteristik anak atau murid yang akan diajar. Oleh karena
itu, saya menyarankan bagi para orang tua dan para guru untuk mengetahui
karakteristik
anak
atau
murid
yang
akan
diajar.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT
i
DECLARATION OF ORIGINALITY
ii
PREFACE
iii
TABLE OF CONTENTS
iv
CHAPTER 1 : INTRODUCTION
1–4
I. 1.
I. 2.
I. 3.
I. 4.
I. 5.
I. 6.
Background of the Study
Identification of the Problem
Objectives of the Study
Benefits of the Study
Limitation of the Study
Layout of the Term Paper
CHAPTER II : THEORETICAL REVIEW
5–9
CHAPTER III: PERFORMANCE OF THE RESEARCH
10 – 17
III. 1. Method of Study
III.1.1 Choice of Instrument
III.1.2. Data-gathering Process
III.1.3 Presentation of Data
CHAPTER IV: RESULT AND DISCUSSION OF THE RESULT
18 – 20
CHAPTER V : CONCLUSION AND SUGGESTIONS
21
APPENDICES: I. Interview
II. Observation
iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
I.1. Background of Study
Pre-school age children can imitate all kinds of behaviors around
them. That is why it is easy for us to teach them something and it is
interesting for them to learn something new. Based on this consideration,
nowadays there are so many parents who want their children to learn
English as early as possible.
Based on my own observation while doing my apprenticeship as a
teacher’s assistant at Kids 2 Success, I found that pre-school age children
had different characteristics. Most of them were active children, some
were hyperactive, and the rest of them were passive. During my
apprenticeship period, I found that sometimes the active and hyperactive
children ran around the classroom during the class meeting or sometimes
they could not stop talking with their friends during class. On the other
hand, the passive children were very quiet and sitting nicely during the
class meetings. Therefore it was interesting for me to teach pre-school age
children. Because I knew that to teach English in such a class situation
was challenging, I had to think of how to handle the class and to teach
them at the same time. However, it was not just teaching them, but it was
1
Maranatha Christian University
also making them understand English that was challenging.
From my apprenticeship experience, I know that in teaching pre-school
age children we need to have extra energy and many ideas. We also need
extra time to think about suitable methods to handle and teach them with all
their different characteristics. In Kids 2 Success, I have seen how the
teachers taught English children and made their children interested in
learning English.
I.2. Identification of the Problem
The problems that will be analyzed are described in these questions.
1. What are the characteristics of pre-school age children in a class?
2. What are the ways to teach pre-school age children with different
categories in a class?
I.3. Objectives of the Study
Related to the problems, the objectives of the study are:
1. To find out the characteristics of pre-school age children in a class.
2. To find out the ways to teach a class of pre-school age children with
different characteristics.
2
Maranatha Christian University
I.4. Benefits of the Study
1. Benefits for the institution (Kids 2 Success): Benefits for Kids 2 Success is
that the teachers can have more suitable ways to handle a class that has
pre-school age children with different characteristics then the methods that
the teachers use nowadays.
2. Benefits for me: This research will improve my knowledge on how to
handle pre-school age children. This knowledge will be valuable when one
day I become a real teacher. It will also be useful for me when I become a
parent someday.
3. Benefits for the readers: It will add to the reader’s knowledge, especially for
teachers. It also brings benefits for those who already have children,
because it will help them in teaching English to their children.
I.5. Limitation of the Study
My term paper only deals with the ways to teach a class of pre-school
age children with different characteristics. I would also like to find out the
suitable English teaching methods to teach pre-school age children with
different characteristics.
I.6. Layout of the Term Paper
This term paper starts with an Abstract, a concise summary of the
entire paper in Indonesian. This Abstract is followed by the Preface, in which I
3
Maranatha Christian University
acknowledge the work and contribution of other parties. After that is the Table
of Contents, followed by its five chapters:
Chapter I
is the introduction to the analysis
Chapter II
contains the library research
Chapter III
deals with the performance of the research
Chapter IV
contains the result and discussion of the result
Chapter V
contains the conclusion, my comments and suggestion.
In the final part, I present successively Bibliography and the Appendices.
4
Maranatha Christian University
CHAPTER V
CONCLUSION AND SUGGESTION
After the data-gathering process and studying the results, I
conclude that the variety of pre-school age children’s characteristics will
not be a problem for the teacher, as long as the teacher could find the
suitable teaching methods which are mentioned in the previous chapter,
such as using big objects, providing plenty of space, also applying STAD
method, the theory of classroom characteristics, and the theory of
teachers’ attitudes in teaching pre-school age children with different
characteristics. The teachers of Kids 2 Success had generally used these
teaching methods so far.
I would also like to give some suggestions to Kids 2 Success
teachers. The teachers need to understand different characteristics of the
pre-school age children. It is better for all teachers to be trained not only
about the curriculum, but also about the different characteristics of preschool age children. The teachers then will have preparation if they have
to face children with different characteristics in the class. The teachers
also need to learn about teacher’s attitudes in teaching so that they could
give the right responses to the children who have different characteristics.
21
Maranatha Christian University
BIBLIOGRAPHY
Allyn and Bacon. 1993 in Kamyab, Shahrzad. “Cooperative Learning : One
Effective Method to Turn Passive Students Into Active Learners in
Russian Classrooms.”
Biggs, John B. The Process of Learning. New York: Prentice-Hall, Inc:
1987
“Early Science Education and English Language Development”.Eric
Digests 1993
Hermawan, Sani Budianti. “Anak Aktif.” Gramedia. 2006
Kurtus, Ron. “Teacher Strategies.” School for Champions. 17 November
2001
Kurtus, Ron.“Characteristics of Hyperactive Students.”School for
Champions.14 July 2006
Morrison, George S. Early Chilhood Education. Fourth edition. Ohio:
Merrill Publishing Company, 1988.
Olveus, D. Passive/Submissive Victim Characteristics. 1993
Snowman, Jack. Psychology Applied to Teaching. Boston: Houghton
Mifflin Company, 2003
Maranatha Christian University
Tugas akhir ini disusun sebagai prasyarat untuk menyelesaikan masa
perkuliahan saya di Fakultas Sastra, jurusan D3 Bahasa Inggris, Universitas
Kristen Maranatha.Tujuan dari penelitian dalam tugas akhir ini adalah untuk
mengetahui metode pengajaran yang tepat untuk mengajarkan Bahasa
Inggris kepada anak usia pra-sekolah dengan karakter yang berbeda-beda.
Untuk mengumpulkan data, saya memilih Kids 2 Success, salah satu institusi
pendidikan yang menyelenggarakan kursus Bahasa Inggris untuk anak usia
pra-sekolah. Kids 2 Success adalah tempat saya magang.
Selama masa magang saya diperkenankan untuk menjadi asisten
guru Bahasa Inggris di Kids 2 Success. Selama menjadi asisten guru di Kids
2 Success saya dapat menyaksikan dan mengalami secara langsung
bagaimana mengajarkan Bahasa Inggris kepada anak usia pra-sekolah. Saya
juga dapat melihat langsung bagaimana seorang guru berinteraksi dan
menangani anak usia pra-sekolah yang berbeda-beda karakteristiknya di
kelas. Dengan demikian, saya dapat mempelajari bagaimana caranya
menghadapi anak-anak usia pra-sekolah yang berbeda karakter, sifat dan
kemampuan. Pengalaman ini sangat berguna dalam masa penyusunan tugas
akhir saya. Dalam mengumpulkan data, saya menggunakan metode
observasi di kelas dan mewawancarai beberapa pengajar Kids 2 Success.
Sebagai hasil dari observasi dan wawancara yang telah dilakukan,
saya menyimpulkan bahwa untuk mengajarkan Bahasa Inggris kepada anak
usia pra-sekolah diperlukan metode pengajaran yang tepat, agar proses
belajar-mengajar akan menjadi lebih mudah.
Dengan mengetahui karakteristik anak atau murid yang akan diajar,
orang tua atau guru dapat menerapkan metode pembelajaran yang tepat
sesuai dengan karakteristik anak atau murid yang akan diajar. Oleh karena
itu, saya menyarankan bagi para orang tua dan para guru untuk mengetahui
karakteristik
anak
atau
murid
yang
akan
diajar.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT
i
DECLARATION OF ORIGINALITY
ii
PREFACE
iii
TABLE OF CONTENTS
iv
CHAPTER 1 : INTRODUCTION
1–4
I. 1.
I. 2.
I. 3.
I. 4.
I. 5.
I. 6.
Background of the Study
Identification of the Problem
Objectives of the Study
Benefits of the Study
Limitation of the Study
Layout of the Term Paper
CHAPTER II : THEORETICAL REVIEW
5–9
CHAPTER III: PERFORMANCE OF THE RESEARCH
10 – 17
III. 1. Method of Study
III.1.1 Choice of Instrument
III.1.2. Data-gathering Process
III.1.3 Presentation of Data
CHAPTER IV: RESULT AND DISCUSSION OF THE RESULT
18 – 20
CHAPTER V : CONCLUSION AND SUGGESTIONS
21
APPENDICES: I. Interview
II. Observation
iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
I.1. Background of Study
Pre-school age children can imitate all kinds of behaviors around
them. That is why it is easy for us to teach them something and it is
interesting for them to learn something new. Based on this consideration,
nowadays there are so many parents who want their children to learn
English as early as possible.
Based on my own observation while doing my apprenticeship as a
teacher’s assistant at Kids 2 Success, I found that pre-school age children
had different characteristics. Most of them were active children, some
were hyperactive, and the rest of them were passive. During my
apprenticeship period, I found that sometimes the active and hyperactive
children ran around the classroom during the class meeting or sometimes
they could not stop talking with their friends during class. On the other
hand, the passive children were very quiet and sitting nicely during the
class meetings. Therefore it was interesting for me to teach pre-school age
children. Because I knew that to teach English in such a class situation
was challenging, I had to think of how to handle the class and to teach
them at the same time. However, it was not just teaching them, but it was
1
Maranatha Christian University
also making them understand English that was challenging.
From my apprenticeship experience, I know that in teaching pre-school
age children we need to have extra energy and many ideas. We also need
extra time to think about suitable methods to handle and teach them with all
their different characteristics. In Kids 2 Success, I have seen how the
teachers taught English children and made their children interested in
learning English.
I.2. Identification of the Problem
The problems that will be analyzed are described in these questions.
1. What are the characteristics of pre-school age children in a class?
2. What are the ways to teach pre-school age children with different
categories in a class?
I.3. Objectives of the Study
Related to the problems, the objectives of the study are:
1. To find out the characteristics of pre-school age children in a class.
2. To find out the ways to teach a class of pre-school age children with
different characteristics.
2
Maranatha Christian University
I.4. Benefits of the Study
1. Benefits for the institution (Kids 2 Success): Benefits for Kids 2 Success is
that the teachers can have more suitable ways to handle a class that has
pre-school age children with different characteristics then the methods that
the teachers use nowadays.
2. Benefits for me: This research will improve my knowledge on how to
handle pre-school age children. This knowledge will be valuable when one
day I become a real teacher. It will also be useful for me when I become a
parent someday.
3. Benefits for the readers: It will add to the reader’s knowledge, especially for
teachers. It also brings benefits for those who already have children,
because it will help them in teaching English to their children.
I.5. Limitation of the Study
My term paper only deals with the ways to teach a class of pre-school
age children with different characteristics. I would also like to find out the
suitable English teaching methods to teach pre-school age children with
different characteristics.
I.6. Layout of the Term Paper
This term paper starts with an Abstract, a concise summary of the
entire paper in Indonesian. This Abstract is followed by the Preface, in which I
3
Maranatha Christian University
acknowledge the work and contribution of other parties. After that is the Table
of Contents, followed by its five chapters:
Chapter I
is the introduction to the analysis
Chapter II
contains the library research
Chapter III
deals with the performance of the research
Chapter IV
contains the result and discussion of the result
Chapter V
contains the conclusion, my comments and suggestion.
In the final part, I present successively Bibliography and the Appendices.
4
Maranatha Christian University
CHAPTER V
CONCLUSION AND SUGGESTION
After the data-gathering process and studying the results, I
conclude that the variety of pre-school age children’s characteristics will
not be a problem for the teacher, as long as the teacher could find the
suitable teaching methods which are mentioned in the previous chapter,
such as using big objects, providing plenty of space, also applying STAD
method, the theory of classroom characteristics, and the theory of
teachers’ attitudes in teaching pre-school age children with different
characteristics. The teachers of Kids 2 Success had generally used these
teaching methods so far.
I would also like to give some suggestions to Kids 2 Success
teachers. The teachers need to understand different characteristics of the
pre-school age children. It is better for all teachers to be trained not only
about the curriculum, but also about the different characteristics of preschool age children. The teachers then will have preparation if they have
to face children with different characteristics in the class. The teachers
also need to learn about teacher’s attitudes in teaching so that they could
give the right responses to the children who have different characteristics.
21
Maranatha Christian University
BIBLIOGRAPHY
Allyn and Bacon. 1993 in Kamyab, Shahrzad. “Cooperative Learning : One
Effective Method to Turn Passive Students Into Active Learners in
Russian Classrooms.”
Biggs, John B. The Process of Learning. New York: Prentice-Hall, Inc:
1987
“Early Science Education and English Language Development”.Eric
Digests 1993
Hermawan, Sani Budianti. “Anak Aktif.” Gramedia. 2006
Kurtus, Ron. “Teacher Strategies.” School for Champions. 17 November
2001
Kurtus, Ron.“Characteristics of Hyperactive Students.”School for
Champions.14 July 2006
Morrison, George S. Early Chilhood Education. Fourth edition. Ohio:
Merrill Publishing Company, 1988.
Olveus, D. Passive/Submissive Victim Characteristics. 1993
Snowman, Jack. Psychology Applied to Teaching. Boston: Houghton
Mifflin Company, 2003
Maranatha Christian University