Overcoming My Difficulty in Teaching English To Pupils Aged 1-2 Years in Walking-2 Class At Tumble Tots.
ABSTRACT
Tugas Akhir ini memaparkan analisa permasalahan yang dihadapi saat
saya magang sebagai guru di TUMBLE TOTS pada bulan Januari sampai
Februari 2012 yaitu tentang kesulitan saya dalam mengajar Bahasa
Inggris kepada anak usia satu sampai dua tahun ketika menjadi “leader”
kelas. Tugas “leader” kelas adalah menjadi pemimpin kelas yang
mengatur aktivitas di dalam kelas.
Penyebabnya adalah saya tidak mempunyai banyak pengalaman
dalam mengajar anak-anak, saya merasa tegang ketika orang tua ikut
berpartisipasi di dalam kelas untuk menemani anak-anak mereka, dan
guru di TUMBLE TOTS jarang memberikan bantuan ketika saya sedang
mengajar. Akibatnya saya tidak percaya diri, saya membuat kesalahan
dengan tidak mengikuti urutan aktivitas kelas berdasarkan rencana
pengajaran, dan guru senior saya memberikan masukan yang negatif
berkaitan dengan kesalahan yang saya lakukan saat mengajar.
Untuk menyelesaikan masalah, ada tiga pilihan solusi. Pertama, saya
akan meminta guru lain untuk mengobservasi saya sehingga saya bisa
mengevaluasi cara mengajar saya dan bisa meningkatkan keterampilan
mengajar saya. Kedua, saya akan mengobservasi guru lain ketika mereka
mengajar. Ketiga, saya akan membangun hubungan dengan orang tua
agar bisa lebih percaya diri dan tidak tegang ketika menjadi guru di depan
kelas.
Berdasarkan hasil analisa, maka solusi terbaik yang dipilih adalah
ketiga pilihan solusi tersebut. Hal ini disebabkan karena dengan ketiga
solusi tersebut saya bisa menyeselesaikan masalah saya dengan baik
dan efektif.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ........................................................................... i
DECLARATION OF ORIGINALITY .......................................ii
ACKNOWLEDGEMENTS .....................................................iii
TABLE OF CONTENTS ........................................................iv
CHAPTER I. INTRODUCTION .............................................1-6
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 the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS .................................. 7-9
CHAPTER III. POTENTIAL SOLUTIONS ........................... 10-13
CHAPTER IV. CONCLUSION ............................................ 14-15
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
B. HISTORY OF TUMBLE TOTS
iv
Maranatha Christian University
APPENDIX A
FLOWCHART
Causes:
1.
I have not had enough
experiences in teaching pupils
aged 1-2 years old.
2.
I felt nervous to have the
parents accompany their
children and participate in the
class activities.
3.
Other teachers in my class
seldom gave me any
necessaries help or support
during my teaching session.
Potential negative effects :
1.
I might be discouraged
and stressful when
receiving negative
feedback.
Potential negative effects :
1.
Effects :
Problem :
I might not be creative if I
always imitate how to teach
from the others.
Potential negative effects :
1. Parents will not always
give a good response to
me.
When becoming a leader of the
class, I had a difficulty in teaching
English to pupils aged 1-2 years in
Walking-2 Class at TUMBLE TOTS
(TT) school.
Potential solution I :
I will ask my senior teacher to
observe me and give me
feedback.
1.
I was not confident in
teaching the pupils.
2.
I made a mistake in
sequencing the lessons
based on the lesson plan in
front of the class.
3.
My senior teacher gave me a
negative feedback about my
performance in teaching.
Potential positive effects :
1.
I will practice teaching and
obtain various inputs based
on my performance.
2.
I will be able to develop
my teaching skills.
Potential solution II :
I will observe other teachers
when they are teaching in
Walking-2 English class
Potential solution III :
I will build relationship with the
parents while pupils are playing in
the station.
Chosen solution
1.
I will observe other teachers who
are teaching in Walking-2 English
class.
2.
I will ask my senior teacher to
observe me and give me
feedback.
3.
I will build relationship with the
parents while pupils are playing in
the station.
Potential positive effects :
1.
I can learn how to be a leader
and how to speak out in front
of pupils and parents.
2.
I will improve my teaching
skills.
Potential positive effects :
1.
I will learn more about the
characteristics of the pupils.
2.
I will communicate with
parents effectively.
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching little children for the first time has a lot of challenges. The
teacher should deal with a new class situation and new pupils. Masmasika
states that,”Teaching is one of the most challenging professions. The
teacher is faced with a lot of challenges that could be very stressful.
Teaching young kids is not a walk in the garden but a real job that must be
given serious attention” (par.1). Although being a teacher has a lot of
challenges, it can be a rewarding and meaningful experience.
In order to teach effectively, a teacher needs to know the
characteristics of the little children. Munson explains the characteristics of
children aged 18 months – 2 years as follow, “Initially, between the ages
of 18 months to 2 years, children find it extremely hard to communicate
their needs to their parents, caregivers, and other children” (par. 2).
Therefore, it is possible to have parents accompany their little children in
1
Maranatha Christian University
the classroom. Consequently, the teachers will help parents to teach their
children to speak effectively.
When I did my internship at TUMBLE TOTS (henceforth, TT) on Jl.
Maulana Yusuf no 8 in January - February 2012, I taught little children
aged 1-2 years old at Walking-2 class. They were seven pupils
accompanied by their parents in the class. They came to class three times
a week, and the duration of the class was about one hour each day. The
pupils did not only study in the station, but also played in the garden
outside the station. At TT, the station is a classroom where pupils learn
and play. At TT, every teacher has two roles namely as a leader and a
supporter. As a leader of the class, the teacher manages the whole class
activities which are related to the lesson plan and class format. As a
supporter of the class, the teacher will turn on the music and lead the
pupils when they are playing in the station. In general, the supporter will
help the leader in the class. TT always has a theme of the lesson in every
month, such as Chinese New Year in January and zoo in February.
When becoming a leader, I had a difficulty in teaching the pupils and
remembering the class format. Class format is the sequence of class
activities. The first part is the opening format, such as having the children
sit in a big circle, greeting the children, having the children sing a song,
opening rhyme, having parents help the children to clap their hands,
singing songs in English and Bahasa, and playing at the station. The
2
Maranatha Christian University
second part is the closing format, such as having children sit in the big
circle and say good bye, sing a closing song and rhyme, and eat in
dining room. The problem that I had as a leader has influenced my teaching
performance, and it has to be solved.
Based on the above explanation, the purpose of this term paper is to analyze
how to overcome my difficulty in teaching English to pupils aged 1-2 years in
Walking-2 class at TT school when I became a leader. In addition, I would like
to present the best solutions to deal with the problem effectively.
B. Identification of the Problem
In this term paper, I would like to discuss the following research questions:
1. Why did I have a difficulty in teaching English to pupils aged 1-2 years
in Walking-2 class at TT school when I became a leader?
2. How would I overcome such problem effectively?
C. Objectives and Benefits of the Study
The objectives of this term paper are to find out the causes of the problem
and to present the best solutions to deal with the problem. The benefit of this
term paper for the teachers at TT is it gives information about how to
overcome the problem in teaching English to pupils aged 1-2 years old. For
the readers, they can learn valuable insights on teaching pupils. The last
benefit is, for me as the writer, I hope that I will overcome my difficulties in
3
Maranatha Christian University
teaching English to pupils, I will learn from my mistakes, and I will develop my
knowledge about teaching English.
D. Description of the Institution
Based on Teacher’s Guide which was published by Team Training, it is
stated that TT was started by Bill Cosgrave who became a gymnastic
training coach in 1968. He had been working at the British Gymnastic
Team for about 24 years, and he realized that children needed a basic
gymnastic to build basic motor skills. Then, he established TT at
Southampton, U.K. The concept of TT program was initially for children
aged 6 months - 5 years old then he extended the program for children
aged 6 months until they can walk and it was called gymbabes. The
purpose of establishing TT was to develop physical, rebound, and socialskills. TT has more than 500 branches in the world. The basic philosophy
of TT is: “Give me your child until he is seven, and I shall give you a man.”
Another philosophy of TT is: “Developing Positive Minds” (3).
In Indonesia, P.T Tunas Mazmur Mandiri is the master franchise of TT
in Jakarta, located on Jl. Mangga Besar Raya no. 5F, West Jakarta. It is
organized by Mrs. Novita Tandry, as the director, and Mr. Robert Tandry,
as the General Manager. In Bandung, TT began in 2000. The main school
is on Jl. Maulana Yusuf and the branch is on Jl. Galunggung. The owner
of TT in Bandung is Fedya Kertatama.
4
Maranatha Christian University
The number of teachers in Maulana Yusuf is seven, and the number of
children is about one hundred.
E. Method of the Study
For this term paper, the analysis of the problem is based on my
internship at TUMBLE TOTS, Jl. Maulana Yusuf no 8, in January-February
2012. The data is taken from my teaching experience, internship journal,
and library research on printed sources and electronic sources. The data
is used to analyze the causes, the effects, and the potential solutions.
F. Limitation of the Study
This term paper focuses on overcoming my difficulty in becoming a
leader of Walking-2 Class at TT. The subjects of the research are seven
pupils aged 1-2 years old in Walking-2 Class and I as the leader of the
class. The duration of the class was one hour each day. The pupils were
learning in the station, having lunch in the dining room, and playing in the
garden. I did my internship as a leader and supporter, and I became a
leader for six times. The period of internship started from January until
February 2012.
G. Organization of the Term Paper
5
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The first part of the Term Paper is Abstract, the summary of the
whole term paper in Bahasa. It is followed by Declaration of Originality,
Acknowledgements, and Table of Contents. Then, there are four
chapters. The first one is Introduction, which consists of Background of
the Study, Identification of the Problem, Objectives and Benefits of the
Study, Description of the Institution, Method of the Study, Limitation of
the Study, and Organization of the Term Paper. The second chapter is
Problem Analysis, containing the analysis of the problem. The third
chapter is Potential Solutions, explaining the potential solutions along
with the negative and positive potential effects. The fourth chapter is
the Conclusion. The last parts are the Bibliography and the
Appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to present the best solutions to overcome the
problem. The problem is when becoming a leader of the class, I had a
difficulty in teaching English to pupils aged 1-2 years in Walking-2 Class at
TUMBLE TOTS (TT) school. The causes are I have not had enough
experiences in teaching pupils aged 1-2 years old, I felt nervous to have the
parents accompanied their children and participated in the class activities,
and other TT teachers in my class seldom gave me any necessary help or
support during my teaching session. The effects are I was not confident in
teaching the pupils, I made a mistake in sequencing the lessons based on the
lesson plan, and my senior teacher gave me a negative feedback about my
performance in sequencing the lesson. The three potential solutions are I will
ask my senior teacher to observe me and give me feedback, I will observe
other teachers who are teaching in Walking-2 English class, and I will build
relationship with the parents while the pupils are playing in the station.
Based on the analysis, the best solutions are the combination of the three
potential solutions. They are I will observe other teachers when they are
14
Maranatha Christian University
teaching in Walking-2 English class, I will ask my senior teacher to observe
me and give me feedback, and I will build relationship with the parents while
pupils are playing in the station.
I have chosen all the potential solutions because the three solutions are
important to overcome my difficulties in teaching English, so that my problem
can be solved effectively. The first step is I must observe other teachers so
that I can learn how to be a leader of the class. The second step is I will let
my senior teacher to observe me and give me feedback so that I will be able
to develop my teaching skills. The third step is I have to build a good
relationship with the parents so that I will not feel nervous to be a leader of
the class. Britz states that, “By being curious, observing, listening, and
questioning, the teacher shares and models the qualities that are valued and
promoted by the problem-solving process” (par.1). Therefore, applying the
three solutions is important to solve the problem and make me a better
teacher.
All in all, I believe that teaching English at TT is totally fun, and the
materials are quite simple. The teachers just need to have the ability to
deliver the lessons creatively. I suggest that the teachers at TT need to be
good teachers and leaders who are responsible, lovable, and independent.
Parents send their children to TT, because they believe that their children will
grow up well both by playing and learning. Therefore, teachers should
develop the quality of teaching so that they can give the best education for
the children.
15
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Gebhard, G. Jerry. Teaching English as a Foreign or Second Language. Ann
Arbor: The University of Michigan, 2006.
Team Training. Teacher’s Guide. Jakarta: P.T. Tunas Mazmur
Mandiri, 1990.
Electronic Sources
Bartel, Marvin. “Teaching Creativity.” July 2008. Goshen.edu. 3 May 2012.
Britz, Joan. “Problem Solving in Early Childhood Classrooms.” 1993.
Ceep.crc.uiuc.edu. 15 May 2012.
“Building Parent-Teacher Relationships.” Reading Rockets 2012.
Readingrockets.org. 5 May 2012.
Cotter, Chris. “Teacher Observations as a Positive Experience.” Head Up
English. January 2012. Headsupenglish.com. 29 April 2012.
Maranatha Christian University
Dinham, Stephen. “Powerful Teacher Feedback.” SynerGy. 2007.
Slav.schools.net. 14 April 2012.
Gaijinpot. “Japanese Elementary School Lack Confidence in Teaching
English.” Gaijinpot category: Teaching in Japan. 22 February 2011.
Gaijinpot.com. 6 April 2012.
Gruber, Sue, and Barbara. “10 Tips to Deal with Difficult Parents Effectively.”
1 February 2008. Teachers.net. 28 April 2012.
Hupe, Donna. “How to Communicate with Parents while Teaching.” Striving to
Promote Parent Involvement in the Classroom and School. 9 January
2010. Suite101.com. 27 April 2012.
Lenz, Sara. “More Teachers Today Have Far Less Experience.” Deseret
News 28 September 2011. Deseretnews.com. 7 April 2012.
Masmasika. “How to be an Effective Teacher When Teaching Young Kids.”
HubPages 2011. Masmasika.hubpages.com. 28 March 2012.
Maranatha Christian University
Munson, Simeo Joan, Dr. “Hitting, Bitting, and Kicking: How to Stop
Aggressive Behavior in Young Children.” Legacy Publishing Company
2012. Empoweringparents.com. 27 March 2012.
Petti, Wendy. “Even Teachers Make Mistake.” Education World 29 January
2008. Educationworld.com. 23 April 2012.
“School Evaluation, Teacher Appraisal and Feedback and the Impact on
Schools and Teachers.” OECD Online Bookshop 2009. Oecd.org. 27 April
2012.
Maranatha Christian University
Tugas Akhir ini memaparkan analisa permasalahan yang dihadapi saat
saya magang sebagai guru di TUMBLE TOTS pada bulan Januari sampai
Februari 2012 yaitu tentang kesulitan saya dalam mengajar Bahasa
Inggris kepada anak usia satu sampai dua tahun ketika menjadi “leader”
kelas. Tugas “leader” kelas adalah menjadi pemimpin kelas yang
mengatur aktivitas di dalam kelas.
Penyebabnya adalah saya tidak mempunyai banyak pengalaman
dalam mengajar anak-anak, saya merasa tegang ketika orang tua ikut
berpartisipasi di dalam kelas untuk menemani anak-anak mereka, dan
guru di TUMBLE TOTS jarang memberikan bantuan ketika saya sedang
mengajar. Akibatnya saya tidak percaya diri, saya membuat kesalahan
dengan tidak mengikuti urutan aktivitas kelas berdasarkan rencana
pengajaran, dan guru senior saya memberikan masukan yang negatif
berkaitan dengan kesalahan yang saya lakukan saat mengajar.
Untuk menyelesaikan masalah, ada tiga pilihan solusi. Pertama, saya
akan meminta guru lain untuk mengobservasi saya sehingga saya bisa
mengevaluasi cara mengajar saya dan bisa meningkatkan keterampilan
mengajar saya. Kedua, saya akan mengobservasi guru lain ketika mereka
mengajar. Ketiga, saya akan membangun hubungan dengan orang tua
agar bisa lebih percaya diri dan tidak tegang ketika menjadi guru di depan
kelas.
Berdasarkan hasil analisa, maka solusi terbaik yang dipilih adalah
ketiga pilihan solusi tersebut. Hal ini disebabkan karena dengan ketiga
solusi tersebut saya bisa menyeselesaikan masalah saya dengan baik
dan efektif.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ........................................................................... i
DECLARATION OF ORIGINALITY .......................................ii
ACKNOWLEDGEMENTS .....................................................iii
TABLE OF CONTENTS ........................................................iv
CHAPTER I. INTRODUCTION .............................................1-6
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 the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS .................................. 7-9
CHAPTER III. POTENTIAL SOLUTIONS ........................... 10-13
CHAPTER IV. CONCLUSION ............................................ 14-15
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
B. HISTORY OF TUMBLE TOTS
iv
Maranatha Christian University
APPENDIX A
FLOWCHART
Causes:
1.
I have not had enough
experiences in teaching pupils
aged 1-2 years old.
2.
I felt nervous to have the
parents accompany their
children and participate in the
class activities.
3.
Other teachers in my class
seldom gave me any
necessaries help or support
during my teaching session.
Potential negative effects :
1.
I might be discouraged
and stressful when
receiving negative
feedback.
Potential negative effects :
1.
Effects :
Problem :
I might not be creative if I
always imitate how to teach
from the others.
Potential negative effects :
1. Parents will not always
give a good response to
me.
When becoming a leader of the
class, I had a difficulty in teaching
English to pupils aged 1-2 years in
Walking-2 Class at TUMBLE TOTS
(TT) school.
Potential solution I :
I will ask my senior teacher to
observe me and give me
feedback.
1.
I was not confident in
teaching the pupils.
2.
I made a mistake in
sequencing the lessons
based on the lesson plan in
front of the class.
3.
My senior teacher gave me a
negative feedback about my
performance in teaching.
Potential positive effects :
1.
I will practice teaching and
obtain various inputs based
on my performance.
2.
I will be able to develop
my teaching skills.
Potential solution II :
I will observe other teachers
when they are teaching in
Walking-2 English class
Potential solution III :
I will build relationship with the
parents while pupils are playing in
the station.
Chosen solution
1.
I will observe other teachers who
are teaching in Walking-2 English
class.
2.
I will ask my senior teacher to
observe me and give me
feedback.
3.
I will build relationship with the
parents while pupils are playing in
the station.
Potential positive effects :
1.
I can learn how to be a leader
and how to speak out in front
of pupils and parents.
2.
I will improve my teaching
skills.
Potential positive effects :
1.
I will learn more about the
characteristics of the pupils.
2.
I will communicate with
parents effectively.
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching little children for the first time has a lot of challenges. The
teacher should deal with a new class situation and new pupils. Masmasika
states that,”Teaching is one of the most challenging professions. The
teacher is faced with a lot of challenges that could be very stressful.
Teaching young kids is not a walk in the garden but a real job that must be
given serious attention” (par.1). Although being a teacher has a lot of
challenges, it can be a rewarding and meaningful experience.
In order to teach effectively, a teacher needs to know the
characteristics of the little children. Munson explains the characteristics of
children aged 18 months – 2 years as follow, “Initially, between the ages
of 18 months to 2 years, children find it extremely hard to communicate
their needs to their parents, caregivers, and other children” (par. 2).
Therefore, it is possible to have parents accompany their little children in
1
Maranatha Christian University
the classroom. Consequently, the teachers will help parents to teach their
children to speak effectively.
When I did my internship at TUMBLE TOTS (henceforth, TT) on Jl.
Maulana Yusuf no 8 in January - February 2012, I taught little children
aged 1-2 years old at Walking-2 class. They were seven pupils
accompanied by their parents in the class. They came to class three times
a week, and the duration of the class was about one hour each day. The
pupils did not only study in the station, but also played in the garden
outside the station. At TT, the station is a classroom where pupils learn
and play. At TT, every teacher has two roles namely as a leader and a
supporter. As a leader of the class, the teacher manages the whole class
activities which are related to the lesson plan and class format. As a
supporter of the class, the teacher will turn on the music and lead the
pupils when they are playing in the station. In general, the supporter will
help the leader in the class. TT always has a theme of the lesson in every
month, such as Chinese New Year in January and zoo in February.
When becoming a leader, I had a difficulty in teaching the pupils and
remembering the class format. Class format is the sequence of class
activities. The first part is the opening format, such as having the children
sit in a big circle, greeting the children, having the children sing a song,
opening rhyme, having parents help the children to clap their hands,
singing songs in English and Bahasa, and playing at the station. The
2
Maranatha Christian University
second part is the closing format, such as having children sit in the big
circle and say good bye, sing a closing song and rhyme, and eat in
dining room. The problem that I had as a leader has influenced my teaching
performance, and it has to be solved.
Based on the above explanation, the purpose of this term paper is to analyze
how to overcome my difficulty in teaching English to pupils aged 1-2 years in
Walking-2 class at TT school when I became a leader. In addition, I would like
to present the best solutions to deal with the problem effectively.
B. Identification of the Problem
In this term paper, I would like to discuss the following research questions:
1. Why did I have a difficulty in teaching English to pupils aged 1-2 years
in Walking-2 class at TT school when I became a leader?
2. How would I overcome such problem effectively?
C. Objectives and Benefits of the Study
The objectives of this term paper are to find out the causes of the problem
and to present the best solutions to deal with the problem. The benefit of this
term paper for the teachers at TT is it gives information about how to
overcome the problem in teaching English to pupils aged 1-2 years old. For
the readers, they can learn valuable insights on teaching pupils. The last
benefit is, for me as the writer, I hope that I will overcome my difficulties in
3
Maranatha Christian University
teaching English to pupils, I will learn from my mistakes, and I will develop my
knowledge about teaching English.
D. Description of the Institution
Based on Teacher’s Guide which was published by Team Training, it is
stated that TT was started by Bill Cosgrave who became a gymnastic
training coach in 1968. He had been working at the British Gymnastic
Team for about 24 years, and he realized that children needed a basic
gymnastic to build basic motor skills. Then, he established TT at
Southampton, U.K. The concept of TT program was initially for children
aged 6 months - 5 years old then he extended the program for children
aged 6 months until they can walk and it was called gymbabes. The
purpose of establishing TT was to develop physical, rebound, and socialskills. TT has more than 500 branches in the world. The basic philosophy
of TT is: “Give me your child until he is seven, and I shall give you a man.”
Another philosophy of TT is: “Developing Positive Minds” (3).
In Indonesia, P.T Tunas Mazmur Mandiri is the master franchise of TT
in Jakarta, located on Jl. Mangga Besar Raya no. 5F, West Jakarta. It is
organized by Mrs. Novita Tandry, as the director, and Mr. Robert Tandry,
as the General Manager. In Bandung, TT began in 2000. The main school
is on Jl. Maulana Yusuf and the branch is on Jl. Galunggung. The owner
of TT in Bandung is Fedya Kertatama.
4
Maranatha Christian University
The number of teachers in Maulana Yusuf is seven, and the number of
children is about one hundred.
E. Method of the Study
For this term paper, the analysis of the problem is based on my
internship at TUMBLE TOTS, Jl. Maulana Yusuf no 8, in January-February
2012. The data is taken from my teaching experience, internship journal,
and library research on printed sources and electronic sources. The data
is used to analyze the causes, the effects, and the potential solutions.
F. Limitation of the Study
This term paper focuses on overcoming my difficulty in becoming a
leader of Walking-2 Class at TT. The subjects of the research are seven
pupils aged 1-2 years old in Walking-2 Class and I as the leader of the
class. The duration of the class was one hour each day. The pupils were
learning in the station, having lunch in the dining room, and playing in the
garden. I did my internship as a leader and supporter, and I became a
leader for six times. The period of internship started from January until
February 2012.
G. Organization of the Term Paper
5
Maranatha Christian University
The first part of the Term Paper is Abstract, the summary of the
whole term paper in Bahasa. It is followed by Declaration of Originality,
Acknowledgements, and Table of Contents. Then, there are four
chapters. The first one is Introduction, which consists of Background of
the Study, Identification of the Problem, Objectives and Benefits of the
Study, Description of the Institution, Method of the Study, Limitation of
the Study, and Organization of the Term Paper. The second chapter is
Problem Analysis, containing the analysis of the problem. The third
chapter is Potential Solutions, explaining the potential solutions along
with the negative and positive potential effects. The fourth chapter is
the Conclusion. The last parts are the Bibliography and the
Appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to present the best solutions to overcome the
problem. The problem is when becoming a leader of the class, I had a
difficulty in teaching English to pupils aged 1-2 years in Walking-2 Class at
TUMBLE TOTS (TT) school. The causes are I have not had enough
experiences in teaching pupils aged 1-2 years old, I felt nervous to have the
parents accompanied their children and participated in the class activities,
and other TT teachers in my class seldom gave me any necessary help or
support during my teaching session. The effects are I was not confident in
teaching the pupils, I made a mistake in sequencing the lessons based on the
lesson plan, and my senior teacher gave me a negative feedback about my
performance in sequencing the lesson. The three potential solutions are I will
ask my senior teacher to observe me and give me feedback, I will observe
other teachers who are teaching in Walking-2 English class, and I will build
relationship with the parents while the pupils are playing in the station.
Based on the analysis, the best solutions are the combination of the three
potential solutions. They are I will observe other teachers when they are
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teaching in Walking-2 English class, I will ask my senior teacher to observe
me and give me feedback, and I will build relationship with the parents while
pupils are playing in the station.
I have chosen all the potential solutions because the three solutions are
important to overcome my difficulties in teaching English, so that my problem
can be solved effectively. The first step is I must observe other teachers so
that I can learn how to be a leader of the class. The second step is I will let
my senior teacher to observe me and give me feedback so that I will be able
to develop my teaching skills. The third step is I have to build a good
relationship with the parents so that I will not feel nervous to be a leader of
the class. Britz states that, “By being curious, observing, listening, and
questioning, the teacher shares and models the qualities that are valued and
promoted by the problem-solving process” (par.1). Therefore, applying the
three solutions is important to solve the problem and make me a better
teacher.
All in all, I believe that teaching English at TT is totally fun, and the
materials are quite simple. The teachers just need to have the ability to
deliver the lessons creatively. I suggest that the teachers at TT need to be
good teachers and leaders who are responsible, lovable, and independent.
Parents send their children to TT, because they believe that their children will
grow up well both by playing and learning. Therefore, teachers should
develop the quality of teaching so that they can give the best education for
the children.
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BIBLIOGRAPHY
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Team Training. Teacher’s Guide. Jakarta: P.T. Tunas Mazmur
Mandiri, 1990.
Electronic Sources
Bartel, Marvin. “Teaching Creativity.” July 2008. Goshen.edu. 3 May 2012.
Britz, Joan. “Problem Solving in Early Childhood Classrooms.” 1993.
Ceep.crc.uiuc.edu. 15 May 2012.
“Building Parent-Teacher Relationships.” Reading Rockets 2012.
Readingrockets.org. 5 May 2012.
Cotter, Chris. “Teacher Observations as a Positive Experience.” Head Up
English. January 2012. Headsupenglish.com. 29 April 2012.
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Dinham, Stephen. “Powerful Teacher Feedback.” SynerGy. 2007.
Slav.schools.net. 14 April 2012.
Gaijinpot. “Japanese Elementary School Lack Confidence in Teaching
English.” Gaijinpot category: Teaching in Japan. 22 February 2011.
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Gruber, Sue, and Barbara. “10 Tips to Deal with Difficult Parents Effectively.”
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Hupe, Donna. “How to Communicate with Parents while Teaching.” Striving to
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Lenz, Sara. “More Teachers Today Have Far Less Experience.” Deseret
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HubPages 2011. Masmasika.hubpages.com. 28 March 2012.
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Munson, Simeo Joan, Dr. “Hitting, Bitting, and Kicking: How to Stop
Aggressive Behavior in Young Children.” Legacy Publishing Company
2012. Empoweringparents.com. 27 March 2012.
Petti, Wendy. “Even Teachers Make Mistake.” Education World 29 January
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“School Evaluation, Teacher Appraisal and Feedback and the Impact on
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