Handling a 4-Year-Old Boy Who Had Emotional and Behavioral Disorders (EBD) in Kakakku Class at Anakku Preschool & Kindergarten.
ABSTRACT
Pembuatan Tugas Akhir ini merupakan hasil dari kegiatan magang yang saya
lakukan di Anakku Preschool & Kindergarten tanggal 11 Juni – 19 Agustus 2015.
Pada saat magang, saya menjadi asisten guru di Kelas Kakakku. Di sana saya
bertemu dengan seorang anak laki- laki yang memiliki masalah dalam emosi dan
perilaku dan saya mengalami kesulitan dalam menangani anak tersebut. Oleh
karena itu, saya mengangkat judul “Menangani Anak Laki- laki Berusia 4 tahun
yang Memiliki Masalah Emosional dan Perilaku pada Kelas Kakakku di Anakku
Preschool & Kindergarten” sebagai topik Tugas Akhir.
Masalah yang saya alami disebabkan oleh beberapa hal, diantaranya: tidak ada
peraturan-peraturan yang divisualisasikan di dalam kelas, sayapun tidak memiliki
pengetahuan mengenai Emotional and Behavioral Disorders (EBD), dan saya
hanya selalu melihat perilaku buruknya daripada perilaku baiknya . Oleh karena
masalah yang saya alami, ada beberapa dampak yang juga terjadi, seperti: suasana
belajar di kelas menjadi terganggu, saya menjadi stress dalam menangani anak
tersebut, dan anak tersebut mengganggu anak lainnya dan membuat mereka
menangis.
Selanjutnya, saya memberikan tiga solusi untuk menangani kesulitan yang
saya alami. Solusi pertama, saya akan membuat peraturan dan konsekuensi yang
dapat dilihat. Solusi yang kedua, saya akan memberikan saran kepada kepala
sekolah atau direktur Anakku Preschool & Kindergarten untuk mengadakan
pelatihan, seperti seminar atau workshop, mengenai Emotional and Behavioral
Disorders (EBD). Solusi yang ketiga, saya akan memberikan pujian dan
penghargaan kepada anak laki- laki tersebut ketika menunjukkan perilaku yang
positif. Berdasarkan hasil analisis, solusi terbaik adalah gabungan dari solusisolusi yang diberikan sehingga saya dapat dengan mudah menangani anak
tersebut di kelas.
i
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TABLE OF CONTENTS
ABSTRACT ...............................................................................................................i
DECLARATION OF ORIGINALITY ......................................................................ii
ACKNOWLEDGEMENTS .......................................................................................iii
TABLE OF CONTENTS ...........................................................................................iv
CHAPTER I. INTRODUCTION ...............................................................................1
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 ....................................................................8
CHAPTER III. POTENTIAL SOLUTION................................................................12
CHAPTER IV. CONCLUSION.................................................................................19
REFERENCES
APPENDICES:
A. FLOWCHART
B. INTERNSHIP JOURNAL
iv
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C. CONCLUSION OF INTERVIEW
D. BROCHURE
E. VISION AND MISSION OF THE SCHOOL
v
Maranatha Chri stian University
CHAPTER I
INTRODUCTION
A. Background of the Study
This term paper is based on my experience during my internship at Anakku
Preschool & Kindergarten on Jl. Dangdeur II no. 2. I did the internship from June
11, 2015 until August 19, 2015. I had a position as a teacher assistant at Kakakku
Class which had 15 children in the class. Sometimes I also assisted the other class,
Adikku, when there was not any teacher assistant. As a teacher assistant, I had
several responsibilities; supervising and assisting the children who were playing
at the Gym or Playground, helping the children in toilet training, writing
children’s home book, helping the home teacher in learning activities, preparing
meals / snacks for the children, tidying up classroom, preparing the materials for
the next day, and teaching religion and art.
During the internship, I faced a difficulty in dealing with a 4-year-old boy,
Yansen, who had Emotional and Behavioral Disorders (EBD). He often argued
with his friends and the teachers. One of the events occurred on Friday, 31th July,
2015. I was helping Ms. Maria in the religion class. When the class started,
Yansen did not want to listen to what the teacher said. He just played with the
toys in the toy shelf. When Ms. Maria was telling a story about Jesus and singing
1
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songs, he did not sing nor listen to the story. He just moved around the class.
Thus, Ms. Maria and I reprimanded him to pay attention to the lesson but he was
angry and did not listen to us. I approached him again and gave another warning,
but he hit my eye. I tried to put him on my lap to make him calm, and also told
him to be quiet and listen to Ms. Maria. Yet, he was trying to get away from my
lap and hit my eye again. The boy was considered having Emotional Behavioral
Disorders (EBD) because his behaviors indicate so. According to Kostewicz,
Ruhl, Kubina Jr (2008), based on the findings of several research studies support
this hypothesis (Kauffman & Wong, 1991; Sutherland & Singh, 2004) that, “The
behaviors of one population, students with emotional and behavioral disorders
(EBD), often present significant challenges for classroom teachers. Based on these
behaviors, educators often characterize students with EBD as aggressive,
disruptive, or off task. Such behaviors may occur concomitant with, or as a result
of, shortfalls in expressive or receptive language functioning” (para. 1).
I would like to discuss the topic, “Handling a 4-Year-Old Boy who had
Emotional and Behavioral Disorders (EBD) in Kakakku Class at Anakku
Preschool & Kindergarten” because it is a challenging topic. If this is not solved
properly, I will always face some difficulty in handling the student with EBD.
Therefore, it is important to find solutions for this problem.
2
Maranatha Chri stian University
B. Identification of the Problem
1.
Why did I experience difficulty in handling the 4-year-old boy with
Emotional & Behavioral Disorders?
2.
How did the problem influence the environment in the class, me, and the
other children?
3.
How should I solve the problem?
C. Objective and Benefits of the Study
The goals of the writing of this term paper are to find out the causes and effects
and to determine the best solution of the problem. Thus, the problem could be
identified clearly.
I believe that the topic discussed in my term paper can be beneficial for both
institution (the teachers and the director of Anakku Preschool & Kindergarten) and
the readers. They can identify the characteristics of the children with EBD, the
causes and effects of difficulty in handling children with EBD, and the preventive
measures to deal with EBD children. Besides, as a writer, I will get personal
pleasure to see that my final project is done and could be useful for the readers.
D. Description of the Institution
According to the Director at Anakku Preschool & Kindergarten (Maya Rosa,
personal communication, June 6, 2015), Anakku Preschool & Kindergarten, which
runs in education, is located at Jl. Dangdeur Indah II no.2, Bandung. The school
3
Maranatha Chri stian University
has been established since 2004 with three teachers and only consisted of Kindy A
Class and Kindy B Class. In 2007, Anakku Preschool & Kindergarten had a
branch in Bandung Super Mall (BSM), where only focused to Preschool. Yet,
there were feedbacks from parents regarding the opening of Kindy classes and the
parking expenses. Thus, the school at Bandung Super Mall (BSM) was transferred
into Patuha area around 2010. However, because of administrative problems,
Anakku Preschool & Kindergarten located in Patuha was closed in 2011.
Ms. Maya explained that the reason of establishment of Anakku Preschool and
Kindergarten was from her experience when she lived in the U.S. While she
communicated with her family in Indonesia, her sister told her that her children
were difficult if they had to go to school. Hearing that, Ms. Maya felt that her
children had totally different response as they studied at school in the U.S. Her
children were very happy and self-sufficient when they had to go to school. At
that time, she realized that the concepts applied in schools in Indonesia and the
U.S were different. In Indonesia, the children tend to be reluctant to go to school
because their mindset stated that school is boring and monotonous. It is different
from the schools in the U.S, the children are happy and have a spirit to go to
school because the mindset stated that they come to school to play and meet
friends. As a result, she founded a school in Indonesia with a concept that children
go to school to play, to be creative, and independent.
Based on the data from the brochure of Anakku Preschool and Kindergarten,
there are six classes in the school. Specifically, Mommy and Me Class for pupils 6
months until 1,5 years, Adik Kecilku Class for pupils 1,5 years until 2 years,
Adikku Class for pupils 2 years until 3 years, Kakakku Class for pupils 3 years
4
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until 4 years, Kindy A Class for pupils 4 years until 5 years, and Kindy B Class
for pupils 5 years until 6 years. Moreover, the lessons which are taught are Gross
and Fine Motor Skills, Creative Art and Craft, Language and Communication,
Music and Movement, Pre-reading and Pre-writing, Early Math, Basic Science
and Discovery, and Computer Play.
Kakakku Class that I assisted has cozy setting of teaching. Classroom
cleanliness is maintained, the classroom gets good sunlight, and the air is cool and
fresh. In addition, the availability of teaching and learning tools, such as color
pencil, crayons, papers, storybooks, etc. are quite complete. Kakakku Class also
has a large room. Therefore, the children will not feel cramped or difficult to
move.
I also quoted the Vision and Mission from the guidebook at Anakku Preschool
& Kindergarten. According to Anakku Preschool & Kindergarten, the vision of the
school are providing a universal environment, stimulating, creative, safe, and
caring for the development of cognitive, social / emotional, language and child's
physical. Moreover, the mission of the school is creating children who are creative
and independent.
E. Method of the Study
I have gathered some data to analyze the causes, the effects, and the solution
for my problem. I start collecting the data from August until October 2015. I find
some articles from the Internet, and some theories from books. I also use some of
the data from the school, such as brochure and guidebook contained the vision and
5
Maranatha Chri stian University
mission of the school. I do an interview with the Director of Anakku Preschool &
Kindergarten for more detailed information. Moreover, I get the data from
internship journal.
F. Limitation of the Study
The subject of my research is a 4-year-old-boy who had Emotional and
Behavioral Disorders (EBD) in Kakakku Class at Anakku Preschool &
Kindergarten. The research is based on my internship at Anakku Preschool &
Kindergarten for approximately 28 days, starting on June 11 until August 19,
2015. In Anakku Preschool & Kindergarten, I had a position as a teacher assistant
in Kakakku Class.
G. Organization of the Term Paper
This term paper begins with an Abstract that is the outlined of the contents of
this term paper in Indonesian. Then, it is followed by Declaration of Originality,
Acknowledgements, and Table of Contents.
The term paper has four chapters in the body. Chapter One is the Introduction,
which discussed 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. Chapter Two
is Problem Analysis, which discussed the causes and the effects of the problem I
faced. Chapter Three is Potential Solutions, which discussed the potential
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solutions that I found to solve the problem. Chapter Four is the Conclusion, which
stated the best solution that I used with the reasons of the selection of the
solutions. Then as a closing, I put the references that I used in the References.
Finally, this term paper is ended by the Appendices that contain the flowchart and
some documents.
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CHAPTER IV
CONCLUSION
The problem that I faced when I was doing the internship is I had difficulty in
handling a 4-year-old boy who had Emotional and Behavioral Disorders (EBD) in
Kakakku Class at Anakku Preschool & Kindergarten. The problem happened
because there were no visualized rules in the Kakakku Class, I did not have any
knowledge regarding Emotional and Behavioral Disorders (EBD), and I always
focused only on his bad behavior than good behavior. Moreover, the problem also
gave several effects to either the environment in the class, the boy, or me. The
effects are the learning environment in the class was disturbed, I became stressed
in handling the boy, and the boy disturbed another child and made him cry.
Therefore, I provided three potential solutions that may help me solve my
problem. First, I will make the rules and consequences visualized in the
classroom. Second I will give a suggestion to the headmistress or the director of
Anakku Preschool & Kindergarten to arrange regular trainings such as seminar or
workshop about EBD. Third, I will give rewards and praises to the boy for
positive behavior.
Thus, in this chapter, I would like to propose the best potential solution to my
problem. Regarding the explanation above, I choose to combine all the three
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potential solutions as the best solution to help me solve the problem because
everything is connected to one and another. If I eliminate one potential solution,
other potential solutions could still work but it will not produce maximum result.
In addition, these three potential solutions could resolve every cause of the
problem that I faced during my internship. The steps to implement the existing
solutions are; first, i will make simple rules and consequences, and then I will put
them in the classroom so the boy with EBD and other children could see them
clearly. Then, I will give a suggestion to the headmistress or the director of
Anakku Preschool & Kindergarten to arrange regular trainings about EBD. The
trainings could be seminar or workshop about EBD. After that, I will give rewards
and praises to the boy for positive behavior to make him motivated to do positive
behavior and feel good about himself. Accordingly, I will handle the boy
effectively and also there will be some good changes from the boy as well.
As a conclusion, the difficulty in handling a 4-year-old boy with EBD made
me learn that it was a challenge for me. Moreover, it made me think about several
potential solutions to help me solve the problem. I hope by applying those
potential solutions, I will easily handle EBD children in the future.
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REFERENCES
Ahola, D., & Kovacik, A. (2007). Observing and understanding child
development: a child study manual. Clifton Park, New York: Thomson
Delmar Learning.
Anakku. (n.d.). Visi dan misi.
Bradley, R. (2012). The management and memory tour 2012. Retrieved from:
http://www.trinitycollege.com/resource/?id=4865
Ester, B. (2010). Praise and reward. Retrieved from:
http://dc.cod.edu/cgi/viewcontent. cgi?article=1114&context=essai
Kostewicz, D. E., Ruhl, K. L., & Kubina Jr, R. M. (2008). Creating classroom
rules for students with emotional and behavioral disorders: a decision making guide. Retrieved from:
http://www.pent.ca.gov/cdr/f10/classroomrules.pdf
Lehr, C. A., & McComas, J. (n.d.). Students with emotional/behavioral disorders:
promoting positive outcomes. Retrieved from: http://ici.umn.edu/products/
impact/182/over.html
Miller, S.A., Church, E.B., Poole, C. (n.d.). Ages & stages: helping children
adjust to rules & routines. Retrieved from: http://www.scholastic.com
/teachers/article/ages-stages-helping-children-adjust-rules-routine
Maranatha Chri stian University
Pearson Education Development Group. (n.d.). Laying the foundation for positive
classroom behavior. Retrieved from:
https://www.teachervision.com/classroom- management/teachingmethods/6400.html
Rao, V. P. (n.d.). Advantages and disadvantages of a seminar. Retrieved from:
http://www.streetdirectory.com/travel_guide/277/business_and_finance/adv
antages_and_disadvantages_of_a_seminar.html
Salmon, H. (2006). Educating students with emotional or behavioral disorders.
Retrieved from: https://scholarworks.iu.edu/dspace/bitstream/2022/201
/1/salmon+educating+students+with.pdf
Swanlund, L. J. (2010). Home-school collaboration and children with
emotional and behavioral disorders: an examination of school services.
Retrieved from: http://www2.uwstout.edu/content/lib/thesis/2006/
2006zimmermanm.pdf
Teaching As Leadership. (2011). Creating and implementing effective rules and
consequences. Retrieved from: http://teachingasleadership.org/sites/
default/files/Related-Readings/CMC_Ch2_2011.pdf
TesolClass.com. (n.d.). Classroom rules. Retrieved from:
http://www.tesolclass.com/classroom- management/classroom-rules/
Zimmerman, M. (2006). Teacher perceptions toward including students with
emotional behavioral disabilities in general education classes. Retrieved
from: http://www2.uwstout.edu/content/lib/thesis/2006/2006zimmermanm
.pdf
Maranatha Chri stian University
Pembuatan Tugas Akhir ini merupakan hasil dari kegiatan magang yang saya
lakukan di Anakku Preschool & Kindergarten tanggal 11 Juni – 19 Agustus 2015.
Pada saat magang, saya menjadi asisten guru di Kelas Kakakku. Di sana saya
bertemu dengan seorang anak laki- laki yang memiliki masalah dalam emosi dan
perilaku dan saya mengalami kesulitan dalam menangani anak tersebut. Oleh
karena itu, saya mengangkat judul “Menangani Anak Laki- laki Berusia 4 tahun
yang Memiliki Masalah Emosional dan Perilaku pada Kelas Kakakku di Anakku
Preschool & Kindergarten” sebagai topik Tugas Akhir.
Masalah yang saya alami disebabkan oleh beberapa hal, diantaranya: tidak ada
peraturan-peraturan yang divisualisasikan di dalam kelas, sayapun tidak memiliki
pengetahuan mengenai Emotional and Behavioral Disorders (EBD), dan saya
hanya selalu melihat perilaku buruknya daripada perilaku baiknya . Oleh karena
masalah yang saya alami, ada beberapa dampak yang juga terjadi, seperti: suasana
belajar di kelas menjadi terganggu, saya menjadi stress dalam menangani anak
tersebut, dan anak tersebut mengganggu anak lainnya dan membuat mereka
menangis.
Selanjutnya, saya memberikan tiga solusi untuk menangani kesulitan yang
saya alami. Solusi pertama, saya akan membuat peraturan dan konsekuensi yang
dapat dilihat. Solusi yang kedua, saya akan memberikan saran kepada kepala
sekolah atau direktur Anakku Preschool & Kindergarten untuk mengadakan
pelatihan, seperti seminar atau workshop, mengenai Emotional and Behavioral
Disorders (EBD). Solusi yang ketiga, saya akan memberikan pujian dan
penghargaan kepada anak laki- laki tersebut ketika menunjukkan perilaku yang
positif. Berdasarkan hasil analisis, solusi terbaik adalah gabungan dari solusisolusi yang diberikan sehingga saya dapat dengan mudah menangani anak
tersebut di kelas.
i
Maranatha Chri stian University
TABLE OF CONTENTS
ABSTRACT ...............................................................................................................i
DECLARATION OF ORIGINALITY ......................................................................ii
ACKNOWLEDGEMENTS .......................................................................................iii
TABLE OF CONTENTS ...........................................................................................iv
CHAPTER I. INTRODUCTION ...............................................................................1
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 ....................................................................8
CHAPTER III. POTENTIAL SOLUTION................................................................12
CHAPTER IV. CONCLUSION.................................................................................19
REFERENCES
APPENDICES:
A. FLOWCHART
B. INTERNSHIP JOURNAL
iv
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C. CONCLUSION OF INTERVIEW
D. BROCHURE
E. VISION AND MISSION OF THE SCHOOL
v
Maranatha Chri stian University
CHAPTER I
INTRODUCTION
A. Background of the Study
This term paper is based on my experience during my internship at Anakku
Preschool & Kindergarten on Jl. Dangdeur II no. 2. I did the internship from June
11, 2015 until August 19, 2015. I had a position as a teacher assistant at Kakakku
Class which had 15 children in the class. Sometimes I also assisted the other class,
Adikku, when there was not any teacher assistant. As a teacher assistant, I had
several responsibilities; supervising and assisting the children who were playing
at the Gym or Playground, helping the children in toilet training, writing
children’s home book, helping the home teacher in learning activities, preparing
meals / snacks for the children, tidying up classroom, preparing the materials for
the next day, and teaching religion and art.
During the internship, I faced a difficulty in dealing with a 4-year-old boy,
Yansen, who had Emotional and Behavioral Disorders (EBD). He often argued
with his friends and the teachers. One of the events occurred on Friday, 31th July,
2015. I was helping Ms. Maria in the religion class. When the class started,
Yansen did not want to listen to what the teacher said. He just played with the
toys in the toy shelf. When Ms. Maria was telling a story about Jesus and singing
1
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songs, he did not sing nor listen to the story. He just moved around the class.
Thus, Ms. Maria and I reprimanded him to pay attention to the lesson but he was
angry and did not listen to us. I approached him again and gave another warning,
but he hit my eye. I tried to put him on my lap to make him calm, and also told
him to be quiet and listen to Ms. Maria. Yet, he was trying to get away from my
lap and hit my eye again. The boy was considered having Emotional Behavioral
Disorders (EBD) because his behaviors indicate so. According to Kostewicz,
Ruhl, Kubina Jr (2008), based on the findings of several research studies support
this hypothesis (Kauffman & Wong, 1991; Sutherland & Singh, 2004) that, “The
behaviors of one population, students with emotional and behavioral disorders
(EBD), often present significant challenges for classroom teachers. Based on these
behaviors, educators often characterize students with EBD as aggressive,
disruptive, or off task. Such behaviors may occur concomitant with, or as a result
of, shortfalls in expressive or receptive language functioning” (para. 1).
I would like to discuss the topic, “Handling a 4-Year-Old Boy who had
Emotional and Behavioral Disorders (EBD) in Kakakku Class at Anakku
Preschool & Kindergarten” because it is a challenging topic. If this is not solved
properly, I will always face some difficulty in handling the student with EBD.
Therefore, it is important to find solutions for this problem.
2
Maranatha Chri stian University
B. Identification of the Problem
1.
Why did I experience difficulty in handling the 4-year-old boy with
Emotional & Behavioral Disorders?
2.
How did the problem influence the environment in the class, me, and the
other children?
3.
How should I solve the problem?
C. Objective and Benefits of the Study
The goals of the writing of this term paper are to find out the causes and effects
and to determine the best solution of the problem. Thus, the problem could be
identified clearly.
I believe that the topic discussed in my term paper can be beneficial for both
institution (the teachers and the director of Anakku Preschool & Kindergarten) and
the readers. They can identify the characteristics of the children with EBD, the
causes and effects of difficulty in handling children with EBD, and the preventive
measures to deal with EBD children. Besides, as a writer, I will get personal
pleasure to see that my final project is done and could be useful for the readers.
D. Description of the Institution
According to the Director at Anakku Preschool & Kindergarten (Maya Rosa,
personal communication, June 6, 2015), Anakku Preschool & Kindergarten, which
runs in education, is located at Jl. Dangdeur Indah II no.2, Bandung. The school
3
Maranatha Chri stian University
has been established since 2004 with three teachers and only consisted of Kindy A
Class and Kindy B Class. In 2007, Anakku Preschool & Kindergarten had a
branch in Bandung Super Mall (BSM), where only focused to Preschool. Yet,
there were feedbacks from parents regarding the opening of Kindy classes and the
parking expenses. Thus, the school at Bandung Super Mall (BSM) was transferred
into Patuha area around 2010. However, because of administrative problems,
Anakku Preschool & Kindergarten located in Patuha was closed in 2011.
Ms. Maya explained that the reason of establishment of Anakku Preschool and
Kindergarten was from her experience when she lived in the U.S. While she
communicated with her family in Indonesia, her sister told her that her children
were difficult if they had to go to school. Hearing that, Ms. Maya felt that her
children had totally different response as they studied at school in the U.S. Her
children were very happy and self-sufficient when they had to go to school. At
that time, she realized that the concepts applied in schools in Indonesia and the
U.S were different. In Indonesia, the children tend to be reluctant to go to school
because their mindset stated that school is boring and monotonous. It is different
from the schools in the U.S, the children are happy and have a spirit to go to
school because the mindset stated that they come to school to play and meet
friends. As a result, she founded a school in Indonesia with a concept that children
go to school to play, to be creative, and independent.
Based on the data from the brochure of Anakku Preschool and Kindergarten,
there are six classes in the school. Specifically, Mommy and Me Class for pupils 6
months until 1,5 years, Adik Kecilku Class for pupils 1,5 years until 2 years,
Adikku Class for pupils 2 years until 3 years, Kakakku Class for pupils 3 years
4
Maranatha Chri stian University
until 4 years, Kindy A Class for pupils 4 years until 5 years, and Kindy B Class
for pupils 5 years until 6 years. Moreover, the lessons which are taught are Gross
and Fine Motor Skills, Creative Art and Craft, Language and Communication,
Music and Movement, Pre-reading and Pre-writing, Early Math, Basic Science
and Discovery, and Computer Play.
Kakakku Class that I assisted has cozy setting of teaching. Classroom
cleanliness is maintained, the classroom gets good sunlight, and the air is cool and
fresh. In addition, the availability of teaching and learning tools, such as color
pencil, crayons, papers, storybooks, etc. are quite complete. Kakakku Class also
has a large room. Therefore, the children will not feel cramped or difficult to
move.
I also quoted the Vision and Mission from the guidebook at Anakku Preschool
& Kindergarten. According to Anakku Preschool & Kindergarten, the vision of the
school are providing a universal environment, stimulating, creative, safe, and
caring for the development of cognitive, social / emotional, language and child's
physical. Moreover, the mission of the school is creating children who are creative
and independent.
E. Method of the Study
I have gathered some data to analyze the causes, the effects, and the solution
for my problem. I start collecting the data from August until October 2015. I find
some articles from the Internet, and some theories from books. I also use some of
the data from the school, such as brochure and guidebook contained the vision and
5
Maranatha Chri stian University
mission of the school. I do an interview with the Director of Anakku Preschool &
Kindergarten for more detailed information. Moreover, I get the data from
internship journal.
F. Limitation of the Study
The subject of my research is a 4-year-old-boy who had Emotional and
Behavioral Disorders (EBD) in Kakakku Class at Anakku Preschool &
Kindergarten. The research is based on my internship at Anakku Preschool &
Kindergarten for approximately 28 days, starting on June 11 until August 19,
2015. In Anakku Preschool & Kindergarten, I had a position as a teacher assistant
in Kakakku Class.
G. Organization of the Term Paper
This term paper begins with an Abstract that is the outlined of the contents of
this term paper in Indonesian. Then, it is followed by Declaration of Originality,
Acknowledgements, and Table of Contents.
The term paper has four chapters in the body. Chapter One is the Introduction,
which discussed 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. Chapter Two
is Problem Analysis, which discussed the causes and the effects of the problem I
faced. Chapter Three is Potential Solutions, which discussed the potential
6
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solutions that I found to solve the problem. Chapter Four is the Conclusion, which
stated the best solution that I used with the reasons of the selection of the
solutions. Then as a closing, I put the references that I used in the References.
Finally, this term paper is ended by the Appendices that contain the flowchart and
some documents.
7
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CHAPTER IV
CONCLUSION
The problem that I faced when I was doing the internship is I had difficulty in
handling a 4-year-old boy who had Emotional and Behavioral Disorders (EBD) in
Kakakku Class at Anakku Preschool & Kindergarten. The problem happened
because there were no visualized rules in the Kakakku Class, I did not have any
knowledge regarding Emotional and Behavioral Disorders (EBD), and I always
focused only on his bad behavior than good behavior. Moreover, the problem also
gave several effects to either the environment in the class, the boy, or me. The
effects are the learning environment in the class was disturbed, I became stressed
in handling the boy, and the boy disturbed another child and made him cry.
Therefore, I provided three potential solutions that may help me solve my
problem. First, I will make the rules and consequences visualized in the
classroom. Second I will give a suggestion to the headmistress or the director of
Anakku Preschool & Kindergarten to arrange regular trainings such as seminar or
workshop about EBD. Third, I will give rewards and praises to the boy for
positive behavior.
Thus, in this chapter, I would like to propose the best potential solution to my
problem. Regarding the explanation above, I choose to combine all the three
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potential solutions as the best solution to help me solve the problem because
everything is connected to one and another. If I eliminate one potential solution,
other potential solutions could still work but it will not produce maximum result.
In addition, these three potential solutions could resolve every cause of the
problem that I faced during my internship. The steps to implement the existing
solutions are; first, i will make simple rules and consequences, and then I will put
them in the classroom so the boy with EBD and other children could see them
clearly. Then, I will give a suggestion to the headmistress or the director of
Anakku Preschool & Kindergarten to arrange regular trainings about EBD. The
trainings could be seminar or workshop about EBD. After that, I will give rewards
and praises to the boy for positive behavior to make him motivated to do positive
behavior and feel good about himself. Accordingly, I will handle the boy
effectively and also there will be some good changes from the boy as well.
As a conclusion, the difficulty in handling a 4-year-old boy with EBD made
me learn that it was a challenge for me. Moreover, it made me think about several
potential solutions to help me solve the problem. I hope by applying those
potential solutions, I will easily handle EBD children in the future.
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