Handling Five-Year-Old Pupils Who Lack Motivation in Learning English at Creative Learning.
ABSTRACT
Berdasarkan pengalaman magang di Creative Learning sebagai salah
satu staf pengajar, saya memutuskan untuk membahas mengenai kesulitan
saya dalam menangani anak lima tahun di kelas Runner yang kurang
motivasi dalam belajar bahasa Inggris. Oleh karena itu saya membahas latar
belakang masalah yang saya alami dan juga dampak-dampak dari
permasalahan tersebut.
Saya menganalisa masalah yang saya alami disertai dengan sebab akibat
dari ketidakmampuan saya dalam memotivasi anak-anak didik saya tersebut.
Salah satu penyebabnya adalah saya tidak memiliki pengalaman mengajar
sebelumnya. Hal ini berdampak pada peningkatan hasil belajar anak didik
saya. Selain itu, saya juga menganalisa beberapa pilihan solusi yang sesuai
dengan permasalahan saya. Solusi-solusi tersebut juga disertai dengan
dampak positif maupun negatif.
Setelah menganalisa masalah yang saya hadapi dan berbagai pilihan
solusi yang ada, saya pun membahas mengenai pilihan solusi yang tepat
untuk mengatasi masalah saya tersebut. Pilihan solusi tersebut disertai
dengan alasan dan teori-teori yang mendukung solusi yang saya pilih. Selain
itu, saya juga berusaha memberi masukan yang membangun bagi tempat
magang yang bersangkutan.
Maranatha Christian University
TABLE OF CONTENTS
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. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS………………………………….7-11
CHAPTER III. POTENTIAL SOLUTIONS…………………………….12-17
CHAPTER IV. CONCLUSION………………………………………….18-20
BIBLIOGRAPHY
APPENDIX:
A. FLOWCHART
Maranatha Christian University
APPENDIX
A. FLOWCHART
Causes:
1. I have no experience in
teaching young learners
2. I do not vary the techniques
of teaching
3. The activities for teaching
the topics are limited based on
the workbooks
4. I do not know the pupils well
Negative Effects:
1. It might distract pupils’
concentration
2. I will not be able to find out
my own way in handling the
pupils
Negative Effects:
1. It can make me confused to
choose which one is the most
suitable to be used
2. Teacher will spend extra time
to prepare the teaching
techniques
Negative Effects:
1. It might distract pupils’
concentration
2. I will have difficulty to gain
the pupils’ attention back
3. The class will be dismissed
late
Negative Effects:
1. Parents might think that the
teacher is not competent to
handle the pupils
2. Pupils will possibly try to
make a distance with the
teacher
I have a difficulty in
handling two five-yearold pupils in the
Runner level who lack
motivation in learning
English
Potential Solution I:
Observing the ways
other teachers handle
the pupils
Potential Solution II:
Exploring some variations
of teaching techniques
Potential Solution III:
Making fun activities
based on the topics
Potential Solution IV:
Having communication
with parents and pupils
Chosen Solutions:
1. Making fun activities based
on the topics
2. Having communication with
parents and pupils
Effects:
1. Class activity will be distracted
2. Pupils can not finish the target
learning
of
the
assigned
materials
3. The pupils will not make any
significant
improvement
in
learning English
4. Pupils just play around in
class
Positive Effects:
1. It can give me some insights
to handle the pupils
2. I can know the pupils’
behavior in class
Positive Effects
1. I will learn how to teach
English better to five-year-old
pupils
2. I can know which
techniques will be suitable for
five-year-old pupils
Positive Effects:
1. Pupils will be excited to learn
the topics
2. Teacher will be able to create
an enjoyable atmosphere
3. Pupils may have a good
academic improvement
Positive Effects:
1. Parents will think that the
teacher cares about the pupils and
their progress in learning English
2. Pupils and teacher can get to
know each other better
CHAPTER I
INTRODUCTION
A. Background of the Study
People should experience a learning process during their lives if they
want to be competent in English. We need to practice English much, do many
exercises and apply it daily. Besides, we also need motivation during our
learning process. Motivation can help us to reach the learning goal. Tileston
states that “Motivation relates to the drive to do something and it drives us to
try again when we fail” (2). I think that motivation is needed in our daily life,
especially for academic achievements.
Tileston says, “Every learner has two types of motivation” (3). The first one
is intrinsic motivation. Tileston says, “Intrinsic motivation is the drive that
comes from within; students do something for the sheer joy of doing it or they
want to discover something, answer a question, or experience the feeling of
self-accomplishment” (3). Tileston says, “Extrinsic motivation is motivation
that comes about because of the promise of tangible reward, the desire to do
something of promise of or hope for a tangible result” (4). In my opinion,
1
Maranatha Christian University
motivation comes from ourselves, people around us and our surroundings.
People and our surroundings can help to increase our motivation. Besides the
result, sometimes punishment is also needed to motivate us. For example, a
student who is expelled from class because he make noise, later he will learn
from that mistake and try to avoid doing the same mistake.
Thus, motivation can be a force from inside us to get the best in our academic
achievements or it can also be from our surroundings that force us to prove
that we can achieve the target of learning.
After analyzing what motivation is and the types of motivation, in this
paragraph, I would like to discuss the teacher’s role towards the two types of
motivation. Donna Walker Tileston (3) believes that a teacher’s goal is to
guide the students to use their intrinsic motivation and give the students the
right perceptions about the use of rewards as celebrations for the good work.
It means that a teacher can combine the use of both intrinsic and extrinsic
motivation to help the pupils in their academic achievement.
Based on my observation during my internship and teaching experience at
Creative Learning, (henceforth CL) I found it difficult to help the pupils have
motivation in learning English. The two five-year-old pupils, Abiel and Nico, in
my Runner class often could not take the final test as it was scheduled but
just wanted to play computer. I used to teach them how to read and write with
different topics and activities. Meanwhile, I had to be able to use different
roles as a teacher, such as the role of a model, tutor, friend and director in
2
Maranatha Christian University
class. Taking different roles as a teacher gave me more difficulties, not only in
handling the pupils but also using my roles as a teacher appropriately.
Considering the important role of a teacher to help the pupils have
motivation in the learning process, in this term-paper, I have decided to
analyze how I, as a teacher, can handle two five-year-old pupils in Runner
class, Abiel and Nico, who lack motivation in learning English.
B. Identification of the Problem
The problem that I am going to analyze will be summarized in the
following questions:
1. Why do the two five-year-old Runner class pupils at CL lack motivation
in their learning process?
2. How can I, as a teacher, help the pupils to increase their motivation?
3. How can the parents and teachers help the pupils to have motivation in
learning English?
C. Objectives and Benefits of the Study
The objectives of the study are described in the following sentences:
1. To find out the causes of why the two five-year-old Runner class pupils
at CL do not have motivation in learning English.
2. To find out some creative ways to increase pupils’ motivation in
learning English.
3
Maranatha Christian University
3. To find out the best way to help the pupils to have motivation in
learning English.
For the teachers of CL, I would like to make them realize that this kind of
problem really exists among their pupils, thus after they notice it, they can
create ways to increase pupils’ motivation. For the readers, especially the
parents, I hope that they can realize how important motivation is for their
children and they can also find out how they can increase their children’s
motivation. Finally, for myself in writing the term paper, I can get knowledge
about the characteristics of five-year-old pupils and relate it with the
appropriate teaching techniques and activities that can increase their
motivation in learning English.
D. Description of the Institution
CL started in 2001. At first its name was Kids 2 Success, but since the
ownership of this institution has changed, now the name has become CL. It
only has one main branch, which is located in Jl. Setrasari Plaza A/2. The
owner of CL is Mr. Setia Budi Teja.
CL is an educational institution which is established and programmed to
give English education as a foreign language to young learners. CL is not
only established for children to learn English, but also to develop children’s
intellect and emotional skills. Children study in a comfortable and pleasant
situation with the Blackfoot Wallaby. Blackfoot Wallaby is a computer program
4
Maranatha Christian University
containing different topics for each level. Children will study the materials with
the main character, that is, a wallaby wearing black shoes; therefore, it is
called Blackfoot Wallaby. In each topic, there are some learning activities for
the children, for example, matching pictures, listening, reading, and finding
differences between two pictures.
CL has five levels and each level represents the ability of children.
There is Pre-K for children under five years old. Runner, Sprinter, and Jumper
are for children from kindergarten to elementary, while General English is the
highest level of all.
The vision of CL is to provide the right place for the children to learn
English with fun new teaching techniques. Besides the vision, CL also has a
mission, which is to make children like learning English and make the learning
process fun.
E. Method of the Study
The topic of my term paper is based on the analysis of the problem that I
found when I was doing my internship last semester. While I was doing my
internship, I did observation about the way they teach the children and how
they handle the children. I would like to use my observation and teaching
experience at CL to be able to find the best solution to the topic that I am
going to discuss in my study. The data for my analysis is taken from the
library research, Online publications and my internship journal.
5
Maranatha Christian University
F. Limitation of the Study
The focus of my analysis is how to handle two five-year-old pupils, Abiel
and Nico, in Runner class at CL who lack of motivation to learn English at CL.
In order to find the best solution, I will analyze the causes, and the effects of
the problem, the characteristics of five-year-old pupils in my Runner class and
the best way to cooperate with parents to increase pupils’ motivation.
G. Organization of the Term Paper
The term paper starts with the Abstract as the outline of the whole term
paper, in Indonesian. The next part is the Declaration of Originality, which is
followed by the Acknowledgements, which contains the expression of
gratitude to the people who are related to my writing this term paper.
Afterwards, I put the Table of Contents, which presents the contents of term
paper, with the page numbers.
This term paper contains the following chapters. Chapter I presents the
introduction of the study. Chapter II explains all the causes and effects of the
problem. Chapter III describes the potential solutions related to the causes of
the problem. Chapter IV states the two suitable chosen solutions, which are
supported with some theories and examples to solve the problem.
I will also include Bibliography, which contains the sources of all the
theories that are used in the study, and Appendix, which contains the
flowchart of the problem.
6
Maranatha Christian University
7
Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have analyzed the problem that occurred when
I was doing my internship. The problem is I had a difficulty in handling two
five-year-old pupils in the Runner class who lacked motivation in learning
English. There are four possible causes of the problem, namely, I did not
have any experience in teaching young learners, I did not vary the teaching
techniques, the activities for teaching the topics are limited based on the
workbooks, and I did not know the pupils well. There are also four effects that
the class activity would be distracted, pupils could not finish the target
learning of the assigned materials, the pupils would not make any significant
improvements in learning English, and pupils just played around in class.
There are four potential solutions to solve the problem; by observing the other
teachers’ ways of handling the pupils, exploring some variations of teaching
techniques, making fun activities based on the topics, and having
communication with the parents and pupils.
After analyzing the problem and the potential solutions, I would like to
present the chosen solutions that will be the most suitable to solve the
18
Maranatha Christian University
problem. I have combined two potential solutions, which are making fun
activities based on the topics and having communication with parents and
pupils.
First, I try to increase pupils’ motivation by making fun activities based on
the topics. Even though the activities for teaching the topics are limited based
on the workbooks, as a teacher, I can relate the topics with fun activities to
make pupils more involved. Gonzalez says that “teachers can create
classroom environments that motivate young learners to engage in the
learning activity” (44). For example, I provided some fruits and vegetables for
the pupils in my Runner class to do the role play in a supermarket when we
discussed about supermarket.
Second, I try to have communication with parents and pupils. Parents and
teachers can cooperate together to solve the pupils’ academic problems in
order to know the best way to motivate the pupils. Due to the fact that pupils
spend most of the time with their parents, parents should know better about
the pupils’ needs. In addition, teacher needs to be close with the pupils. By
having communication with the pupils, I will have opportunities to know them
better, and furthermore, I will notice the suitable ways as to motivate them.
While I was doing my internship, I tried to be close with the pupils. I played
and chatted with them after class. As a result, I knew what I had to do to
motivate them in learning. For example, I could have asked Nico to pratice
writing by telling him to write his brother’s name. Nico said that he was close
19
Maranatha Christian University
to his brother, thus I could have used it to motivate him practicing to write by
writing his brother’s name.
I choose to combine these two potential solutions because Creative
Learning should pay more attention to pupils who lack motivation. Lacking of
motivation may lead to the failure of the pupils to achieve the learning goal.
Teachers at CL have to provide activities that give space for the pupils to
experience English by being involved in the activities. By doing those kind of
activities, pupils will be more motivated to learn and will also have curiosity
about the lessons. In conclusion, most five-year-old pupils still need help to
increase their motivation in learning English, both intrinsically and extrinsically;
that is why teachers play important roles to motivate the pupils in the class.
20
Maranatha Christian University
21
Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Brumfit, Christopher, Jayne Moon, and Ray Tongue. Teaching English to
Children. London: Longman Group Ltd, 1996.
Dornyei, Zoltan, and Kata Csizer. “Ten Commandments for Motivating
Language Learners: Results of An Empirical Study.” Language Teaching
Research. July 1998: 203-229.
Eloctronic Sources
Gonzalez, Mena J. “Classroom Environment.” Major Trends and Issues in
Early Childhood Education. New York: Teacher College Press, 2003. 22
Oct 2009
.
Kelly, Melissa. “Choosing Your Roles.” The Everything New Teacher Book.
Boston: Everything Books, 2004. 13 Oct 2009
.
Maranatha Christian University
Macaro, Ernesto. “Target Learning Process.” Target Language, Collaborative
Learning and Autonomy. Canada: Multilingual Matters, 1997. 13 Oct 2009
.
Morris, Sidney. “Variation Teaching Techniques.” Teaching Practice:
Problems and Perspectives. London: Taylor and Francis, 1982. 13 Oct
2009
.
Oesterreich, Lesia M.S. “Ages and Stages-Five-Year-Olds.” Par.2. 20 Oct
2009. .
“Parent/Teacher Conferences.” A to Z Teacher Stuff 10 Oct 2009. 20 Oct
2009.
.
Ransom, Marsha. “Hands-On Projects.” The Complete Idiot’s Guide to
Homeschooling. Arkansas: Alpha Books, 2001. 19 Oct 2009
.
Richards, Jack C. and Theodore Stephen Rodgers. “Teacher Roles.”
Approaches and Methods in Language Teaching. Cambridgeshire:
Cambridge University Press, 2001. 9 Dec 2009
Maranatha Christian University
.
Roberts, Sylvia Mae. “Study Group.” Schools as Professional Learning
Communities. California: Corwin Press, 2003. 22 Oct 2009
.
Tileston, Donna W. “What Every Teacher should know about Students’
Motivation.” What is Motivation?. California: Corwin Press, 2004. 13 Oct
2009
.
Wilson, William C. “School Teachers.” The Teacher’s Visitor. Canada: Oxford
University, 2006. 29 Oct 2009
Berdasarkan pengalaman magang di Creative Learning sebagai salah
satu staf pengajar, saya memutuskan untuk membahas mengenai kesulitan
saya dalam menangani anak lima tahun di kelas Runner yang kurang
motivasi dalam belajar bahasa Inggris. Oleh karena itu saya membahas latar
belakang masalah yang saya alami dan juga dampak-dampak dari
permasalahan tersebut.
Saya menganalisa masalah yang saya alami disertai dengan sebab akibat
dari ketidakmampuan saya dalam memotivasi anak-anak didik saya tersebut.
Salah satu penyebabnya adalah saya tidak memiliki pengalaman mengajar
sebelumnya. Hal ini berdampak pada peningkatan hasil belajar anak didik
saya. Selain itu, saya juga menganalisa beberapa pilihan solusi yang sesuai
dengan permasalahan saya. Solusi-solusi tersebut juga disertai dengan
dampak positif maupun negatif.
Setelah menganalisa masalah yang saya hadapi dan berbagai pilihan
solusi yang ada, saya pun membahas mengenai pilihan solusi yang tepat
untuk mengatasi masalah saya tersebut. Pilihan solusi tersebut disertai
dengan alasan dan teori-teori yang mendukung solusi yang saya pilih. Selain
itu, saya juga berusaha memberi masukan yang membangun bagi tempat
magang yang bersangkutan.
Maranatha Christian University
TABLE OF CONTENTS
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. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS………………………………….7-11
CHAPTER III. POTENTIAL SOLUTIONS…………………………….12-17
CHAPTER IV. CONCLUSION………………………………………….18-20
BIBLIOGRAPHY
APPENDIX:
A. FLOWCHART
Maranatha Christian University
APPENDIX
A. FLOWCHART
Causes:
1. I have no experience in
teaching young learners
2. I do not vary the techniques
of teaching
3. The activities for teaching
the topics are limited based on
the workbooks
4. I do not know the pupils well
Negative Effects:
1. It might distract pupils’
concentration
2. I will not be able to find out
my own way in handling the
pupils
Negative Effects:
1. It can make me confused to
choose which one is the most
suitable to be used
2. Teacher will spend extra time
to prepare the teaching
techniques
Negative Effects:
1. It might distract pupils’
concentration
2. I will have difficulty to gain
the pupils’ attention back
3. The class will be dismissed
late
Negative Effects:
1. Parents might think that the
teacher is not competent to
handle the pupils
2. Pupils will possibly try to
make a distance with the
teacher
I have a difficulty in
handling two five-yearold pupils in the
Runner level who lack
motivation in learning
English
Potential Solution I:
Observing the ways
other teachers handle
the pupils
Potential Solution II:
Exploring some variations
of teaching techniques
Potential Solution III:
Making fun activities
based on the topics
Potential Solution IV:
Having communication
with parents and pupils
Chosen Solutions:
1. Making fun activities based
on the topics
2. Having communication with
parents and pupils
Effects:
1. Class activity will be distracted
2. Pupils can not finish the target
learning
of
the
assigned
materials
3. The pupils will not make any
significant
improvement
in
learning English
4. Pupils just play around in
class
Positive Effects:
1. It can give me some insights
to handle the pupils
2. I can know the pupils’
behavior in class
Positive Effects
1. I will learn how to teach
English better to five-year-old
pupils
2. I can know which
techniques will be suitable for
five-year-old pupils
Positive Effects:
1. Pupils will be excited to learn
the topics
2. Teacher will be able to create
an enjoyable atmosphere
3. Pupils may have a good
academic improvement
Positive Effects:
1. Parents will think that the
teacher cares about the pupils and
their progress in learning English
2. Pupils and teacher can get to
know each other better
CHAPTER I
INTRODUCTION
A. Background of the Study
People should experience a learning process during their lives if they
want to be competent in English. We need to practice English much, do many
exercises and apply it daily. Besides, we also need motivation during our
learning process. Motivation can help us to reach the learning goal. Tileston
states that “Motivation relates to the drive to do something and it drives us to
try again when we fail” (2). I think that motivation is needed in our daily life,
especially for academic achievements.
Tileston says, “Every learner has two types of motivation” (3). The first one
is intrinsic motivation. Tileston says, “Intrinsic motivation is the drive that
comes from within; students do something for the sheer joy of doing it or they
want to discover something, answer a question, or experience the feeling of
self-accomplishment” (3). Tileston says, “Extrinsic motivation is motivation
that comes about because of the promise of tangible reward, the desire to do
something of promise of or hope for a tangible result” (4). In my opinion,
1
Maranatha Christian University
motivation comes from ourselves, people around us and our surroundings.
People and our surroundings can help to increase our motivation. Besides the
result, sometimes punishment is also needed to motivate us. For example, a
student who is expelled from class because he make noise, later he will learn
from that mistake and try to avoid doing the same mistake.
Thus, motivation can be a force from inside us to get the best in our academic
achievements or it can also be from our surroundings that force us to prove
that we can achieve the target of learning.
After analyzing what motivation is and the types of motivation, in this
paragraph, I would like to discuss the teacher’s role towards the two types of
motivation. Donna Walker Tileston (3) believes that a teacher’s goal is to
guide the students to use their intrinsic motivation and give the students the
right perceptions about the use of rewards as celebrations for the good work.
It means that a teacher can combine the use of both intrinsic and extrinsic
motivation to help the pupils in their academic achievement.
Based on my observation during my internship and teaching experience at
Creative Learning, (henceforth CL) I found it difficult to help the pupils have
motivation in learning English. The two five-year-old pupils, Abiel and Nico, in
my Runner class often could not take the final test as it was scheduled but
just wanted to play computer. I used to teach them how to read and write with
different topics and activities. Meanwhile, I had to be able to use different
roles as a teacher, such as the role of a model, tutor, friend and director in
2
Maranatha Christian University
class. Taking different roles as a teacher gave me more difficulties, not only in
handling the pupils but also using my roles as a teacher appropriately.
Considering the important role of a teacher to help the pupils have
motivation in the learning process, in this term-paper, I have decided to
analyze how I, as a teacher, can handle two five-year-old pupils in Runner
class, Abiel and Nico, who lack motivation in learning English.
B. Identification of the Problem
The problem that I am going to analyze will be summarized in the
following questions:
1. Why do the two five-year-old Runner class pupils at CL lack motivation
in their learning process?
2. How can I, as a teacher, help the pupils to increase their motivation?
3. How can the parents and teachers help the pupils to have motivation in
learning English?
C. Objectives and Benefits of the Study
The objectives of the study are described in the following sentences:
1. To find out the causes of why the two five-year-old Runner class pupils
at CL do not have motivation in learning English.
2. To find out some creative ways to increase pupils’ motivation in
learning English.
3
Maranatha Christian University
3. To find out the best way to help the pupils to have motivation in
learning English.
For the teachers of CL, I would like to make them realize that this kind of
problem really exists among their pupils, thus after they notice it, they can
create ways to increase pupils’ motivation. For the readers, especially the
parents, I hope that they can realize how important motivation is for their
children and they can also find out how they can increase their children’s
motivation. Finally, for myself in writing the term paper, I can get knowledge
about the characteristics of five-year-old pupils and relate it with the
appropriate teaching techniques and activities that can increase their
motivation in learning English.
D. Description of the Institution
CL started in 2001. At first its name was Kids 2 Success, but since the
ownership of this institution has changed, now the name has become CL. It
only has one main branch, which is located in Jl. Setrasari Plaza A/2. The
owner of CL is Mr. Setia Budi Teja.
CL is an educational institution which is established and programmed to
give English education as a foreign language to young learners. CL is not
only established for children to learn English, but also to develop children’s
intellect and emotional skills. Children study in a comfortable and pleasant
situation with the Blackfoot Wallaby. Blackfoot Wallaby is a computer program
4
Maranatha Christian University
containing different topics for each level. Children will study the materials with
the main character, that is, a wallaby wearing black shoes; therefore, it is
called Blackfoot Wallaby. In each topic, there are some learning activities for
the children, for example, matching pictures, listening, reading, and finding
differences between two pictures.
CL has five levels and each level represents the ability of children.
There is Pre-K for children under five years old. Runner, Sprinter, and Jumper
are for children from kindergarten to elementary, while General English is the
highest level of all.
The vision of CL is to provide the right place for the children to learn
English with fun new teaching techniques. Besides the vision, CL also has a
mission, which is to make children like learning English and make the learning
process fun.
E. Method of the Study
The topic of my term paper is based on the analysis of the problem that I
found when I was doing my internship last semester. While I was doing my
internship, I did observation about the way they teach the children and how
they handle the children. I would like to use my observation and teaching
experience at CL to be able to find the best solution to the topic that I am
going to discuss in my study. The data for my analysis is taken from the
library research, Online publications and my internship journal.
5
Maranatha Christian University
F. Limitation of the Study
The focus of my analysis is how to handle two five-year-old pupils, Abiel
and Nico, in Runner class at CL who lack of motivation to learn English at CL.
In order to find the best solution, I will analyze the causes, and the effects of
the problem, the characteristics of five-year-old pupils in my Runner class and
the best way to cooperate with parents to increase pupils’ motivation.
G. Organization of the Term Paper
The term paper starts with the Abstract as the outline of the whole term
paper, in Indonesian. The next part is the Declaration of Originality, which is
followed by the Acknowledgements, which contains the expression of
gratitude to the people who are related to my writing this term paper.
Afterwards, I put the Table of Contents, which presents the contents of term
paper, with the page numbers.
This term paper contains the following chapters. Chapter I presents the
introduction of the study. Chapter II explains all the causes and effects of the
problem. Chapter III describes the potential solutions related to the causes of
the problem. Chapter IV states the two suitable chosen solutions, which are
supported with some theories and examples to solve the problem.
I will also include Bibliography, which contains the sources of all the
theories that are used in the study, and Appendix, which contains the
flowchart of the problem.
6
Maranatha Christian University
7
Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have analyzed the problem that occurred when
I was doing my internship. The problem is I had a difficulty in handling two
five-year-old pupils in the Runner class who lacked motivation in learning
English. There are four possible causes of the problem, namely, I did not
have any experience in teaching young learners, I did not vary the teaching
techniques, the activities for teaching the topics are limited based on the
workbooks, and I did not know the pupils well. There are also four effects that
the class activity would be distracted, pupils could not finish the target
learning of the assigned materials, the pupils would not make any significant
improvements in learning English, and pupils just played around in class.
There are four potential solutions to solve the problem; by observing the other
teachers’ ways of handling the pupils, exploring some variations of teaching
techniques, making fun activities based on the topics, and having
communication with the parents and pupils.
After analyzing the problem and the potential solutions, I would like to
present the chosen solutions that will be the most suitable to solve the
18
Maranatha Christian University
problem. I have combined two potential solutions, which are making fun
activities based on the topics and having communication with parents and
pupils.
First, I try to increase pupils’ motivation by making fun activities based on
the topics. Even though the activities for teaching the topics are limited based
on the workbooks, as a teacher, I can relate the topics with fun activities to
make pupils more involved. Gonzalez says that “teachers can create
classroom environments that motivate young learners to engage in the
learning activity” (44). For example, I provided some fruits and vegetables for
the pupils in my Runner class to do the role play in a supermarket when we
discussed about supermarket.
Second, I try to have communication with parents and pupils. Parents and
teachers can cooperate together to solve the pupils’ academic problems in
order to know the best way to motivate the pupils. Due to the fact that pupils
spend most of the time with their parents, parents should know better about
the pupils’ needs. In addition, teacher needs to be close with the pupils. By
having communication with the pupils, I will have opportunities to know them
better, and furthermore, I will notice the suitable ways as to motivate them.
While I was doing my internship, I tried to be close with the pupils. I played
and chatted with them after class. As a result, I knew what I had to do to
motivate them in learning. For example, I could have asked Nico to pratice
writing by telling him to write his brother’s name. Nico said that he was close
19
Maranatha Christian University
to his brother, thus I could have used it to motivate him practicing to write by
writing his brother’s name.
I choose to combine these two potential solutions because Creative
Learning should pay more attention to pupils who lack motivation. Lacking of
motivation may lead to the failure of the pupils to achieve the learning goal.
Teachers at CL have to provide activities that give space for the pupils to
experience English by being involved in the activities. By doing those kind of
activities, pupils will be more motivated to learn and will also have curiosity
about the lessons. In conclusion, most five-year-old pupils still need help to
increase their motivation in learning English, both intrinsically and extrinsically;
that is why teachers play important roles to motivate the pupils in the class.
20
Maranatha Christian University
21
Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Brumfit, Christopher, Jayne Moon, and Ray Tongue. Teaching English to
Children. London: Longman Group Ltd, 1996.
Dornyei, Zoltan, and Kata Csizer. “Ten Commandments for Motivating
Language Learners: Results of An Empirical Study.” Language Teaching
Research. July 1998: 203-229.
Eloctronic Sources
Gonzalez, Mena J. “Classroom Environment.” Major Trends and Issues in
Early Childhood Education. New York: Teacher College Press, 2003. 22
Oct 2009
.
Kelly, Melissa. “Choosing Your Roles.” The Everything New Teacher Book.
Boston: Everything Books, 2004. 13 Oct 2009
.
Maranatha Christian University
Macaro, Ernesto. “Target Learning Process.” Target Language, Collaborative
Learning and Autonomy. Canada: Multilingual Matters, 1997. 13 Oct 2009
.
Morris, Sidney. “Variation Teaching Techniques.” Teaching Practice:
Problems and Perspectives. London: Taylor and Francis, 1982. 13 Oct
2009
.
Oesterreich, Lesia M.S. “Ages and Stages-Five-Year-Olds.” Par.2. 20 Oct
2009. .
“Parent/Teacher Conferences.” A to Z Teacher Stuff 10 Oct 2009. 20 Oct
2009.
.
Ransom, Marsha. “Hands-On Projects.” The Complete Idiot’s Guide to
Homeschooling. Arkansas: Alpha Books, 2001. 19 Oct 2009
.
Richards, Jack C. and Theodore Stephen Rodgers. “Teacher Roles.”
Approaches and Methods in Language Teaching. Cambridgeshire:
Cambridge University Press, 2001. 9 Dec 2009
Maranatha Christian University
.
Roberts, Sylvia Mae. “Study Group.” Schools as Professional Learning
Communities. California: Corwin Press, 2003. 22 Oct 2009
.
Tileston, Donna W. “What Every Teacher should know about Students’
Motivation.” What is Motivation?. California: Corwin Press, 2004. 13 Oct
2009
.
Wilson, William C. “School Teachers.” The Teacher’s Visitor. Canada: Oxford
University, 2006. 29 Oct 2009