Difficulty in Approaching A Quiet 3-Year-Old Student at Kids2success.
ABSTRACT
Bagi sebagian guru baru, kesulitan mendekati siswanya dapat menjadi
suatu masalah yang serius dan dianggap dapat mengganggu kelancaran
kegiatan belajar dan mengajar. Terlebih lagi dalam menghadapi siswa
yang pendiam, seorang guru harus dapat menentukan cara yang tepat
untuk mendekatinya karena anak pendiam membutuhkan pendekatan
yang lebih pribadi. Dalam Tugas Akhir ini saya mencoba menganalisis
permasalahan dalam mendekati anak pendiam yang saya hadapi dalam
proses magang saya, selaku guru baru, di Kids 2 Success. Saya
menanalisis beberapa faktor yang berpotensi menyebabkan kesulitan
dalam mendekati anak pendiam tersebut dan memaparkan beberapa efek
yang terjadi akibat permasalahan ini.
Siswa yang pendiam di kelas dapat disebabkan oleh beberapa faktor,
baik dari siswa tersebut atau pun pengaruh lingkungan sekitarnya,
misalnya adanya perubahan situasi belajar dengan adanya guru baru di
kelas. Hal tersebut membuat guru baru kesulitan untuk mendekati siswa
tersebut, karena disamping guru baru belum memiliki banyak pengalaman
juga karena siswa pendiam terlalu menutup diri pada orang baru.
Kesulitan dalam mendekati siswa dapat menimbulkan efek yang buruk
pada kegiatan belajar di kelas, namun hal ini dapat diatasi dengan
beberapa solusi yang berpotensi untuk menimbulkan rasa nyaman pada
anak pendiam tersebut sehingga memudahkan guru untuk mendekatinya,
misalnya dengan mengobrol dengan siswa pendiam tersebut sambil
membelai rambutnya atau dengan mengajak kakak dari siswa pendiam ke
dalam kelas agar siswa dapat merasa lebih nyaman berada di kelas dan
situasi baru. Guru baru juga dapat menanyakan beberapa informasi yang
bermanfaat mengenai siswa pendiam tersebut kepada guru sebelumnya
atau pengasuh siswa pendiam tersebut.
Dalam menganalisis masalah yang saya hadapi selama masa magang
saya menggunakan metode problem-solving. Saya memaparkan tiga
solusi yang berpotensi untuk mengatasi masalah dalam mendekati anak
pendiam dalam kelas beserta dampak positif atau negatif yang mungkin
terjadi jika solusi tersebut diterapkan. Dari ketiga solusi tersebut saya
menentukan solusi yang paling berpotensi untuk mendekati anak
pendiam, yaitu gabungan antara mengajak kakak siswa pendiam tersebut
ke dalam kelas dan mengobrol dengan anak pendiam tersebut sambil
membelai rambutnya.
i Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ……………..………………………………………………………. i
DECLARATION OF ORIGINALITY ………………………………...…….….. ii
ACKNOWLEDGEMENTS ………………………………………...…..……… iii
TABLE OF CONTENTS ............................................................................ iv
CHAPTER I. INTRODUCTION …………………………………………..... 1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Descriptions of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of Term Paper
CHAPTER II. PROBLEM ANALYSIS ……………………..……….…….. 6-9
CHAPTER III. POTENTIAL SOLUTIONS ……………………..………. 10-13
CHAPTER IV. CONCLUSION ………………………………..………… 14-15
BIBLIOGRAPHY
EVALUATION SHEETS
iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
A classroom consists of many types of students. One of them is quiet
students. Quiet students are often harder to be approached than the
others, and teachers need special ways to approach them. Report on
Ananova shows that “children ‘in the comfort zone’ need a different
approach from teacher to help them make progress” (“No Show of Hands
for Quiet Children” par.4). ‘Comfort zone’ here means situation that makes
children feel comfortable and safe. Children ‘in the comfort zone’ means
children who tend to be quiet to avoid making mistakes; thus, it means that
quiet children need a different approach in learning process.
I chose the topic “Difficulty in Approaching a Quiet 3-year-old Pupil”
because this is the most difficult problem that I faced when I did the
internship; therefore, I analyzed the problem more deeply. The other
reason is I found that a quiet child is interesting; even though she is quiet,
she is quite good in learning. The pupil is quiet in the classroom because
she is afraid to make mistakes and also it is one of her characteristics. As
a new teacher assistant, I found a difficulty when I taught a quiet 3-yearold pupil at Kids 2 Success. I could not approach her because she was
1
Maranatha Christian University
too quiet and I did not know much about her; therefore, I had to find some
appropriate ways to approach her in order to create an effective learning
process so that the pupil will feel comfortable with the learning process
and the learning time will be used effectively.
In this term-paper I analyzed the causes and effects of the problem,
and also I stated three potential solutions to solve the problem of
approaching a quiet 3-year-old pupil.
B. Identification of the Problem
1. What makes a quiet 3-year-old pupil difficult to be approached?
2. What are the effects of the difficulty in approaching a quiet 3-year-old
pupil?
3. How to approach a quiet 3-year-old pupil in the classroom at Kids 2
Success in order to create an effective learning process?
C. Objectives and Benefits of the Study
-
Objectives
The objectives of writing this term-paper are to get the appropriate
ways to approach a quiet 3-year-old pupil in the classroom at Kids 2
Success and to know the reasons that make the quiet pupil harder to
be approached than the others.
-
Benefits
I hope the suggestions and tips in this term-paper may help the
teachers at Kids 2 Success to handle quiet students; thus they can
2
Maranatha Christian University
teach them well. Hopefully, this term-paper can help those who
interact with quiet children or even have quiet children. Last but not
least, I hope this term-paper will help me in the future when I become
a teacher.
D. Description of the Institution
Creative Learning is one stop education center, which consists of Calis
Math and Kids 2 Success. Calis Math is a learning tutoring department for
fine-motoric training, write-read, and simple mathematics for 3 to 7-yearold children. Whereas Kids 2 Success is an English course for students of
2.5 to 18 years old. In Kids 2 Success students can choose a private
course or a group course continually from the first level to the highest
level. The first level is Runner, the second is Sprinter, the third is Jumper,
and the highest level is General English.
Kids 2 Success is a franchise company from America which has
expanded throughout 12 countries including Indonesia. Kids 2 Success in
Bandung was established in June 2005 and located at Taman Kopo II,
Ruko 2A No.55. Later, it has a subsidiary in Setrasari Plaza A2, which is
owned by Mr. Setiabudi Teja.
Kids 2 Success’ vision is to create an English education center with a
new fun way of learning for students. Kids 2 Success’ mission is to make
students like learning English more and to create a fun learning process
for them.
3
Maranatha Christian University
Kids 2 Success is quite well-known for the people in Bandung. It has
been proved by the increase in the number of students every month.
E. Method of the Study
The methods that I use to compile data for this term-paper are:
-
Observation
I observed directly the pupil’s behavior in the class to get some
information about her behavior and her habit. I wrote all the
information about the pupil, my activities, problems, and feedbacks
during the internship in my internship journal.
-
Interview
I interviewed the teachers in Kids 2 Success and the pupil’s nanny
to get information about her background and to know her interests.
-
Library research
I did some library research to get supporting theories related to my
statements.
F. Limitation of the Study
I would like to focus my discussion on the ways to approach a quiet 3year-old pupil at Kids 2 Success at Runner 2 level and the causes, the
effects and the solutions to the problem. This discussion is based on my
45-day-observation.
4
Maranatha Christian University
G. Organization of the Term Paper
This term-paper is started with the abstract, a short summary of the
whole paper in Bahasa Indonesia. The abstract is followed by the
Declaration of Originality and next is the Acknowledgments, which
contains my acknowledgement for the help and support from many
people. Afterwards, the Table of Content and it is followed by four
chapters. Chapter 1 is the introduction to the discussion, chapter 2 is the
problem analysis, chapter 3 contains the potential solution for the
problem, and chapter 4 is the conclusion which contains the chosen
solution for the problem and my suggestions. The last part is the
Bibliography which contains the sources of information used in the all
chapters.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter I state and explain the chosen solution from the three
potential solutions that I have analyzed in the previous chapter. The best
potential solution for the difficulty in approaching a quiet 3-year-old pupil at
Kids 2 Success is the combination between taking the quiet pupil’s brother
to the class and chatting with the pupil while caressing her hair.
It is stated in Adoption. com that brothers and sisters spend much time
together and also the sibling relationship can influence the social learning;
therefore, by taking the quiet pupil’s brother to the class she will feel more
comfortable and safe in the class. Her brother may influence the pupil’s
social learning. It helps the pupil to socialize better with others and even
strangers. This enables the new teacher to approach the quiet pupil more
easily. After her brother leaves the class, the new teacher will chat with the
pupil while caressing her hair and sitting next to her. By doing this, the new
teacher can make the pupil feel comfortable even though her brother has
left the class and gradually the pupil will trust and be close with the new
teacher.
14
Maranatha Christian University
Approaching children can be a problem to some new teachers,
especially approaching the quiet children; however, there are some
solutions to solve the problem in approaching quiet children as I stated in
the previous chapter. When applying my solutions, as teachers, we have
to be patient because the outcome cannot be achieved directly as there is
no instant ways to get success in teaching process.
15
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Arends, Richard I. Learning to Teaching. 5th ed. New York: McGraw-Hill,
2001.
Berk, Laura E. Child Development. 6th ed. New York: Pearson Education,
Inc., 2003.
Woolfolk, Anita E. Educational Psychology. 7th ed. Ohio: Allyn and Bacon,
1998.
Electronic Sources
Csapo, Nancy. “The Role of Learning Styles in Effective Teaching.”
Teaching Central. Feb. 2007: Vol.2, Issue 2. FaCIT. Central Michigan
University. 15 Sept. 2008 .
Fabiani, Elizabeth, and Janel Messenger. “The Language of Physical
Touch.” Christianwomanspage.org. July 2008. The Christian
Woman’s Page. 15 Jan. 2008
.
Maranatha Christian University
Hansen, Jacqueline. “The Truth about Teaching and Touching.” BNET.
Spring 2007, CBS Interactive Inc. 23 Oct. 2008
.
“Importance of Knowing Your Student.” CIRTL Diversity Institute
Resource Handbook. 2006. University of Wisconsin. 15 Sept. 2008
.
Malouff, John. “Helping Young Children Overcome Shyness.” UNE.edu. 6
May 2008. University of New England. 14 Jan. 2009
.
“No Show of Hands for Quiet Children.” Ananova. 2008. Orange Personal
Communications Services Limited. 14 Sept. 2008
.
“Recognize Who Your Student Are.” CarnegieMellon. 2006. Carnegie
Mellon University. 15 Sept. 2008 .
“The Joys and Complexities of Sibling Relationships.” Adoption. com.
Adoption Media, LLC. 23 Oct. 2008 .
Maranatha Christian University
Bagi sebagian guru baru, kesulitan mendekati siswanya dapat menjadi
suatu masalah yang serius dan dianggap dapat mengganggu kelancaran
kegiatan belajar dan mengajar. Terlebih lagi dalam menghadapi siswa
yang pendiam, seorang guru harus dapat menentukan cara yang tepat
untuk mendekatinya karena anak pendiam membutuhkan pendekatan
yang lebih pribadi. Dalam Tugas Akhir ini saya mencoba menganalisis
permasalahan dalam mendekati anak pendiam yang saya hadapi dalam
proses magang saya, selaku guru baru, di Kids 2 Success. Saya
menanalisis beberapa faktor yang berpotensi menyebabkan kesulitan
dalam mendekati anak pendiam tersebut dan memaparkan beberapa efek
yang terjadi akibat permasalahan ini.
Siswa yang pendiam di kelas dapat disebabkan oleh beberapa faktor,
baik dari siswa tersebut atau pun pengaruh lingkungan sekitarnya,
misalnya adanya perubahan situasi belajar dengan adanya guru baru di
kelas. Hal tersebut membuat guru baru kesulitan untuk mendekati siswa
tersebut, karena disamping guru baru belum memiliki banyak pengalaman
juga karena siswa pendiam terlalu menutup diri pada orang baru.
Kesulitan dalam mendekati siswa dapat menimbulkan efek yang buruk
pada kegiatan belajar di kelas, namun hal ini dapat diatasi dengan
beberapa solusi yang berpotensi untuk menimbulkan rasa nyaman pada
anak pendiam tersebut sehingga memudahkan guru untuk mendekatinya,
misalnya dengan mengobrol dengan siswa pendiam tersebut sambil
membelai rambutnya atau dengan mengajak kakak dari siswa pendiam ke
dalam kelas agar siswa dapat merasa lebih nyaman berada di kelas dan
situasi baru. Guru baru juga dapat menanyakan beberapa informasi yang
bermanfaat mengenai siswa pendiam tersebut kepada guru sebelumnya
atau pengasuh siswa pendiam tersebut.
Dalam menganalisis masalah yang saya hadapi selama masa magang
saya menggunakan metode problem-solving. Saya memaparkan tiga
solusi yang berpotensi untuk mengatasi masalah dalam mendekati anak
pendiam dalam kelas beserta dampak positif atau negatif yang mungkin
terjadi jika solusi tersebut diterapkan. Dari ketiga solusi tersebut saya
menentukan solusi yang paling berpotensi untuk mendekati anak
pendiam, yaitu gabungan antara mengajak kakak siswa pendiam tersebut
ke dalam kelas dan mengobrol dengan anak pendiam tersebut sambil
membelai rambutnya.
i Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ……………..………………………………………………………. i
DECLARATION OF ORIGINALITY ………………………………...…….….. ii
ACKNOWLEDGEMENTS ………………………………………...…..……… iii
TABLE OF CONTENTS ............................................................................ iv
CHAPTER I. INTRODUCTION …………………………………………..... 1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Descriptions of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of Term Paper
CHAPTER II. PROBLEM ANALYSIS ……………………..……….…….. 6-9
CHAPTER III. POTENTIAL SOLUTIONS ……………………..………. 10-13
CHAPTER IV. CONCLUSION ………………………………..………… 14-15
BIBLIOGRAPHY
EVALUATION SHEETS
iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
A classroom consists of many types of students. One of them is quiet
students. Quiet students are often harder to be approached than the
others, and teachers need special ways to approach them. Report on
Ananova shows that “children ‘in the comfort zone’ need a different
approach from teacher to help them make progress” (“No Show of Hands
for Quiet Children” par.4). ‘Comfort zone’ here means situation that makes
children feel comfortable and safe. Children ‘in the comfort zone’ means
children who tend to be quiet to avoid making mistakes; thus, it means that
quiet children need a different approach in learning process.
I chose the topic “Difficulty in Approaching a Quiet 3-year-old Pupil”
because this is the most difficult problem that I faced when I did the
internship; therefore, I analyzed the problem more deeply. The other
reason is I found that a quiet child is interesting; even though she is quiet,
she is quite good in learning. The pupil is quiet in the classroom because
she is afraid to make mistakes and also it is one of her characteristics. As
a new teacher assistant, I found a difficulty when I taught a quiet 3-yearold pupil at Kids 2 Success. I could not approach her because she was
1
Maranatha Christian University
too quiet and I did not know much about her; therefore, I had to find some
appropriate ways to approach her in order to create an effective learning
process so that the pupil will feel comfortable with the learning process
and the learning time will be used effectively.
In this term-paper I analyzed the causes and effects of the problem,
and also I stated three potential solutions to solve the problem of
approaching a quiet 3-year-old pupil.
B. Identification of the Problem
1. What makes a quiet 3-year-old pupil difficult to be approached?
2. What are the effects of the difficulty in approaching a quiet 3-year-old
pupil?
3. How to approach a quiet 3-year-old pupil in the classroom at Kids 2
Success in order to create an effective learning process?
C. Objectives and Benefits of the Study
-
Objectives
The objectives of writing this term-paper are to get the appropriate
ways to approach a quiet 3-year-old pupil in the classroom at Kids 2
Success and to know the reasons that make the quiet pupil harder to
be approached than the others.
-
Benefits
I hope the suggestions and tips in this term-paper may help the
teachers at Kids 2 Success to handle quiet students; thus they can
2
Maranatha Christian University
teach them well. Hopefully, this term-paper can help those who
interact with quiet children or even have quiet children. Last but not
least, I hope this term-paper will help me in the future when I become
a teacher.
D. Description of the Institution
Creative Learning is one stop education center, which consists of Calis
Math and Kids 2 Success. Calis Math is a learning tutoring department for
fine-motoric training, write-read, and simple mathematics for 3 to 7-yearold children. Whereas Kids 2 Success is an English course for students of
2.5 to 18 years old. In Kids 2 Success students can choose a private
course or a group course continually from the first level to the highest
level. The first level is Runner, the second is Sprinter, the third is Jumper,
and the highest level is General English.
Kids 2 Success is a franchise company from America which has
expanded throughout 12 countries including Indonesia. Kids 2 Success in
Bandung was established in June 2005 and located at Taman Kopo II,
Ruko 2A No.55. Later, it has a subsidiary in Setrasari Plaza A2, which is
owned by Mr. Setiabudi Teja.
Kids 2 Success’ vision is to create an English education center with a
new fun way of learning for students. Kids 2 Success’ mission is to make
students like learning English more and to create a fun learning process
for them.
3
Maranatha Christian University
Kids 2 Success is quite well-known for the people in Bandung. It has
been proved by the increase in the number of students every month.
E. Method of the Study
The methods that I use to compile data for this term-paper are:
-
Observation
I observed directly the pupil’s behavior in the class to get some
information about her behavior and her habit. I wrote all the
information about the pupil, my activities, problems, and feedbacks
during the internship in my internship journal.
-
Interview
I interviewed the teachers in Kids 2 Success and the pupil’s nanny
to get information about her background and to know her interests.
-
Library research
I did some library research to get supporting theories related to my
statements.
F. Limitation of the Study
I would like to focus my discussion on the ways to approach a quiet 3year-old pupil at Kids 2 Success at Runner 2 level and the causes, the
effects and the solutions to the problem. This discussion is based on my
45-day-observation.
4
Maranatha Christian University
G. Organization of the Term Paper
This term-paper is started with the abstract, a short summary of the
whole paper in Bahasa Indonesia. The abstract is followed by the
Declaration of Originality and next is the Acknowledgments, which
contains my acknowledgement for the help and support from many
people. Afterwards, the Table of Content and it is followed by four
chapters. Chapter 1 is the introduction to the discussion, chapter 2 is the
problem analysis, chapter 3 contains the potential solution for the
problem, and chapter 4 is the conclusion which contains the chosen
solution for the problem and my suggestions. The last part is the
Bibliography which contains the sources of information used in the all
chapters.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter I state and explain the chosen solution from the three
potential solutions that I have analyzed in the previous chapter. The best
potential solution for the difficulty in approaching a quiet 3-year-old pupil at
Kids 2 Success is the combination between taking the quiet pupil’s brother
to the class and chatting with the pupil while caressing her hair.
It is stated in Adoption. com that brothers and sisters spend much time
together and also the sibling relationship can influence the social learning;
therefore, by taking the quiet pupil’s brother to the class she will feel more
comfortable and safe in the class. Her brother may influence the pupil’s
social learning. It helps the pupil to socialize better with others and even
strangers. This enables the new teacher to approach the quiet pupil more
easily. After her brother leaves the class, the new teacher will chat with the
pupil while caressing her hair and sitting next to her. By doing this, the new
teacher can make the pupil feel comfortable even though her brother has
left the class and gradually the pupil will trust and be close with the new
teacher.
14
Maranatha Christian University
Approaching children can be a problem to some new teachers,
especially approaching the quiet children; however, there are some
solutions to solve the problem in approaching quiet children as I stated in
the previous chapter. When applying my solutions, as teachers, we have
to be patient because the outcome cannot be achieved directly as there is
no instant ways to get success in teaching process.
15
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Arends, Richard I. Learning to Teaching. 5th ed. New York: McGraw-Hill,
2001.
Berk, Laura E. Child Development. 6th ed. New York: Pearson Education,
Inc., 2003.
Woolfolk, Anita E. Educational Psychology. 7th ed. Ohio: Allyn and Bacon,
1998.
Electronic Sources
Csapo, Nancy. “The Role of Learning Styles in Effective Teaching.”
Teaching Central. Feb. 2007: Vol.2, Issue 2. FaCIT. Central Michigan
University. 15 Sept. 2008 .
Fabiani, Elizabeth, and Janel Messenger. “The Language of Physical
Touch.” Christianwomanspage.org. July 2008. The Christian
Woman’s Page. 15 Jan. 2008
.
Maranatha Christian University
Hansen, Jacqueline. “The Truth about Teaching and Touching.” BNET.
Spring 2007, CBS Interactive Inc. 23 Oct. 2008
.
“Importance of Knowing Your Student.” CIRTL Diversity Institute
Resource Handbook. 2006. University of Wisconsin. 15 Sept. 2008
.
Malouff, John. “Helping Young Children Overcome Shyness.” UNE.edu. 6
May 2008. University of New England. 14 Jan. 2009
.
“No Show of Hands for Quiet Children.” Ananova. 2008. Orange Personal
Communications Services Limited. 14 Sept. 2008
.
“Recognize Who Your Student Are.” CarnegieMellon. 2006. Carnegie
Mellon University. 15 Sept. 2008 .
“The Joys and Complexities of Sibling Relationships.” Adoption. com.
Adoption Media, LLC. 23 Oct. 2008 .
Maranatha Christian University