Handling A Seven-Year-Old Student Who Always Does Not Want To Enter The Class When A New Teacher is in The Classroom in SDK Kalam Kudus Kopo Permai.
i Maranatha Christian University
ABSTRACT
Tugas Akhir ini bertujuan untuk membahas masalah yang penulis hadapi selama masa magang di SDK Kalam Kudus Kopo Permai sebagai seorang guru Bahasa Inggris kelas 2. Penulis mengalami kesulitan dalam menangani seorang murid yang selalu tidak mau masuk kedalam kelas ketika ada seorang guru baru, yaitu saya, di dalam kelas tersebut. Oleh karena itu, penulis memutuskan untuk membahas masalah ini baik dari latar belakang masalah dan berbagai dampak masalah tersebut.
Penulis menganalisa sebab akibat dari masalah yang dihadapi.
Penyebabnya adalah penulis tidak memiliki pengalaman mengajar, murid tersebut takut jika ibunya tidak masuk kedalam kelas dengannya, dan murid tersebut takut kepada penulis sebagai guru baru. Akibatnya adalah hubungan penulis dengan guru lain bermasalah, materi pembelajaran tidak
tersampaikan dengan lengkap, kemajuan kelas dalam belajar berjalan lambat, dan murid menjadi ragu-ragu datang ke sekolah. Ada beberapa pilihan solusi yang sesuai dengan permasalahan di atas beserta dampak positif dan negatif. Pilihan-pilihan solusinya adalah meminta bantuan dari guru lain untuk
membujuk murid tersebut masuk kedalam kelas, menjanjikan murid tersebut hadiah jika dia mau masuk kedalam kelas, dan meminta ibu murid tersebut untuk membujuknya masuk kedalam kelas.
Setelah menganalisa masalah yang dihadapi dan berbagai pilihan solusi yang ada, penulis memutuskan pilihan solusi yang tepat untuk mengatasi masalah tersebut, yaitu menjanjikan murid tersebut hadiah jika dia mau masuk kedalam kelas, dan meminta ibu murid tersebut untuk membujuknya masuk kedalam kelas. Penulis berharap Tugas Akhir ini dapat memberi masukan bagi para guru dan orang tua.
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iv 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. Description of the Institution
E. Method of the Study F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS……….6-11
CHAPTER III. POTENTIAL SOLUTIONS………..12-19
CHAPTER IV. CONCLUSION……….20-22
BIBLIOGRAPHY APPENDIX:
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FLOWCHART
Causes:
1.I did not have experience in teaching
2.The child felt scared if her mother did not go into the class with her
3.She was afraid of me as the new teacher
Negative effects :
1. The student will become dependent on rewards 2. The student will gradually lose an intrinsic motivation.
Problem :
I have difficulty in handling a 7-year-old student who always does not want to enter the class when a new teacher (me) is in the classroom in SDK Kalam Kudus Kopo Permai
Negative effects :
1. Ms. Dewi may think that I am not competent as a teacher.
2. I will become dependent on Ms. Dewi help.
Chosen :
1.The child is promised a reward (eraser, pencil) if she wants to enter the class
2.I ask the mother to persuade her child to enter the class
Positive effects :
1.The mother will think that I care of her child
2.I can know how the mother makes the student enter the classroom. Potential solution I :
I ask for help from another teacher to persuade the child to enter the class
Potential solution III : I ask the mother to persuade her child to enter the class Negative effects :
1. The mother may not help the teacher
2. The mother will regard me as an unprofessional teacher
Positive effects : 1. The child is more enthusiastic to enter the class
2. The student will think that I am a nice teacher Potential solution II :
The child is promised a reward (eraser, pencil) if she wants to enter the class
Positive effects :
1.Ms. Dewi will think that I, as a new teacher, care about the student 2. I will feel relieved
because I am helped by Ms. Dewi.
Effects:
1.My relationship with another teacher is troubled
2.The teaching materials were not completely explained 3.The class’ progress in learning runs slowly
4.The student is hesitant to go to school.
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1 Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Now, English language becomes important to be learned, because it has become an international language. A lot of people learn English
everywhere, including in Indonesia. Not only adults, but also children learn English. Even elementary school students, starting at 7 years old learn English. Because of this, there is increasing need of English teachers for elementary school students. Many people want to be English teachers. However, teaching English for children is not easy. Children need different approaches. When the teachers deal with children in a wrong way in teaching children, they cannot deal with the problem.
During my apprenticeship for one month as a new English teacher for 2nd grade students at SDK Kalam Kudus Kopo Permai, I found difficulty in handling a seven-year-old student who does not want to enter the
classroom when there is a new teacher, which was me, in the class. In the morning when I taught, the student did not want to enter the class. She
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2 Maranatha Christian University just looked at me and stayed outside with her mother. However, when the teacher was not me, she wanted to enter the class.
Considering the important role of a teacher in students’ learning
process, in this term paper, I am going to analyse why the student did not want to get into the classroom, the effects of the problem, and how I, as a new teacher, can persuade her to get into the classroom.
B. Identification of the Problem
The problem I am going to analyze will be identified in the following questions.
1. Why is it difficult for me as the teacher to handle the student, who does not want to enter the classroom?
2. What happens because of this problem?
3. How can I, as the teacher, handle my difficulty in dealing with the student who does not want to get into the class?
C. Objectives and Benefits of the Study
There are three objectives of the study. First is to find out why it is difficult for me as a teacher to handle the student who does not want to enter the classroom. Second is to know the effects of this problem. Third is to know how to handle my difficulty in dealing with the student.
There are several benefits of this term paper. For teachers at SDK Kalam Kudus Kopo Permai, I would like to give some potential solutions on how to handle students who do not want to enter the classroom. For
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3 Maranatha Christian University readers, especially parents, I hope after reading this term paper, they will not spoil their children. This is because it can give bad effects for them in the future. At last, for myself, by writing this term paper, I have some information about 2ndgrade students’ characters and attitudes. Also, I know how to persuade students who do not want to enter the class and are afraid of strangers.
D. Description of the Institution
Kalam Kudus Elementary School is a school which is located at Kopo Permai Block F 25th No. 9th, Bandung. Starting with the purchase of a land of 1,540 m2 in 1993, the development began to serve a primary school which was led by Ms. Lester. These developments had many obstacles while developing elementary school. At that time the school was difficult to get recognition. At last, the National Department of Education provided an opportunity for the school to get accreditation for recognition. Also, permit of construction began on 14th September 1998, and in February 1999 the building at Block F 25th serve SDK Kalam Kudus Kopo Permai. On 16th June 2010 SDK Kalam Kudus was renovated into a new building, and required permits for the one and half years recognition. With a help of donors, foundations, along with the people such as Mr. Ir. David Sutikno, Bpk. Santosa, Bpk. Ir. Teddy Wijaya, E.V. Thinna Woen, and Mrs. Lester as the Principle of Elementary and Kindergarten Kalam Kudus Kopo Permai, the school bought a land of 1,295 m2 to expand the building into a bigger Elementary School and Junior High School. Finally, in March 2001
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4 Maranatha Christian University the school was inaugurated.
Kalam Kudus Elementary and Junior High School Christian has a vision, missions, and a motto. The vision is to intact human’s awareness of the fear of God, self-reliance and become blessings to the world. The missions are 1) inviting learners to have a heart which fears God, 2) guiding students to love our neighbour and respect the natural
environment of God's creation, 3) supporting learners grow into mentally healthy human, virtuous and noble character is responsible for appropriate truth value, 4) providing quality for learners of knowledge based on the demands of the time evolution, 5) equipping learners with skills which are qualified to needs and potentials for development, and 6) empowering all concerned people (stakeholders) to become human education. The motto
of the school is “with love and discipline, we can improve achievement.”
E. Method of the Study
The topic of my term paper is based on the problem I found when I was doing my apprenticeship at SDK Kalam Kudus for one month. I taught two classes a day, twice a week. While I was doing my apprenticeship, one of the students in one of the classes I taught did not want to get into the classroom. I chose this problem to be the topic of my research. For the research data, I refer to my observation of the student and of another teacher there, which are recorded in my apprenticeship journal. The theories that support my analysis are taken from library research, both printed and online publications.
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5 Maranatha Christian University F. Limitation of the Study
The focus of the study is on one of the students in the class who did not want to get into the classroom. The observation was done at SDK Kalam Kudus, in 2nd grade class A, and focused on the events related to the student, from 22th Juli – 27th Agustus, 2010.
G. Organization of the Term Paper
The term paper starts with the Abstract. The Declaration of Originality states the originality of the term paper. Then, the Acknowledgement contains my expression of gratitude to people who help in writing this term paper. The Table of Contents presents the order of the contents of this term paper.
This term paper contains four chapters. Chapter I is the Introduction, which consists of Background of the Study, Identification of the Problem, Objectives and Benefits of the Study, Description of the Institution, Method of the Study, Limitation of the Study, and Organization of the Term Paper. Chapter II is a problem analysis which analyzes all the causes and the effects of the problem. Chapter III explains the potential solutions with their potential effects. Chapter IV is the conclusion which delivers the best potential solution.
I also include the Bibliography. It contains the sources of all theories used in Chapter II, Chapter III, and Chapter IV. Also, a flowchart that explains the problem’s causes, effects, and potential solutions will be given as an appendix.
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20 Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have analyzed the problem, which occurred when I was doing my apprenticeship. The problem is I have a difficulty in handling a student who always does not want to enter the classroom when there is a new teacher (me) in the class. There are three causes of the problem, namely I did not have any experience in teaching, the student felt scared if her mother did not go into the classroom with her, and the
student was afraid of me as the new teacher. There are three effects of the problem, which are my relationship with another teacher is troubled, the teaching materials were not completely explained, and the class’ progress in learning runs slowly. Moreover, there are three potential solutions to solve the problem, namely asking for help from another teacher to persuade the student to enter the classroom, promising the student a reward if she wants to enter the classroom, and asking the student’s mother to persuade her to enter the classroom.
After analyzing the problem and discussing the potential solutions, I would like to explain the chosen solution of the three potential solutions, which is the best solution to solve the problem. The best solution is the
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21 Maranatha Christian University combination of the second and the third potential solution, which are promising the student a reward if she wants to enter the classroom and asking the student’s mother to persuade her to enter the classroom. First, I will try to promise the student a reward if she wants to enter the class. This is because generally students, especially elementary school students,really like toys. They can be influenced by rewards, such as pencil, ruler, eraser, and bag.
Then, I will also try to ask the student’s mother to persuade her to enter the classroom. Actually in learning process, teachers also need parents’ help and support. Moreover, the parents know better about the students’ attitude because the students are more close to the parents at home, at school. In “Lessons—Schools Can Use Help Teaching Parents to Get Involved”, Rothstein says, “Some students fail in school because their parents participate too little in their learning. Many educators strive to get parents involved, but the task may be beyond the capacity of schools
acting alone” (par. 1). I agree with the statement above. Success of
learning is not only caused by the teachers, but also parent’s participation in school or at home. Moreover, the article also says, “Parents must also spur children to achieve, see that homework is done and stretch children's reasoning skills in conversation at home” (par. 3). Moreover, parent’s help is very useful for a teacher, especially for me who has no experience in teaching.
I choose to combine two potential solutions because I cannot hope wholly towards a reward. The students really like reward, but without
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22 Maranatha Christian University
parents’ help and support, the students will be not easily persuaded by
others. Moreover, these two things are very important in solving the problem in students’ learning process in the classroom. Reward can influence the students’ willingness to do something, and parents’
contribution can persuade the students in emphasizing and accomplishing this situation.
In applying the solutions, I have to anticipate the respond of the mother when I ask for her help. She may think I am not a good teacher. However, I do not worry about what the mother thinks of me. I will not be
embarrassed when I ask for her help. In “Teaching Guide: Asking for Help”,
the article says, “Remember, it's okay to ask for help. Don't be
embarrassed, and don't worry about other people judging you” (par.1). Although the mother may be doubtful about my ability as a new teacher, I will still ask for her help. This is because making the student enter the classroom to learn is one of my important responsibilities as a teacher.
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Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Djiwandono, Sri Esti Wuryani. Psikologi Pendidikan. Jakarta: PT Grasindo, 2002.
Collins, Harper. Collins Cobuild English Learner’s Dictionary. London: Harper Collins, 1994.
Electronic Sources
Graham, Kelly. “Teach the Blues Away - Effective Classroom and School
Wide Management.” WordPress Entries (RSS) and Comments (RSS). 2008. 1October2010 <http://teachthebluesaway.com/?page_id=167>.
Grose, Michael. “Confident Children - Avoid Overparenting.” A Division of Lion Heart Consulting Pte Ltd., 2010. 14 October 2010
<http://www.brainy-child.com/article/avoid-overparenting.shtml>.
Harris, Robert. “Some Ideas for Motivating Students.” 2010. 4
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Maranatha Christian University
”Motivating Learning in Young Children.” The National Association of School Psychologists. 2005. 23 September 2010
<http://www.nasponline.org/resources/home_school/ earlychildmotiv_ho.aspx>.
“Motivation and Rewards.” Regents of the University of Minnesota. 2008. 22 September 2010
<http://www1.umn.edu/ohr/toolkit/performance/motivation/index.html>.
Rothstein, Richard. “Lessons—Schools Can Use Help Teaching Parents
to Get Involved.” Economic Policy Institute. 2002. 27 September 2010
<http://www.epi.org/index.php/phpee/redirect/
webfeat_lessons20020807 >.
Talaris Research Institute. “Fear of strangers.” Raising Children Network
(Australia) Limited. 2010. 19 September 2010
<http://raisingchildren.net.au/articles/fear_of_strangers.html>.
“Teacher’s Code of Ethics.” Scribd. 2008. 10 October 2010
<http://www.scribd.com/doc/3864311/Code-in-EN-2>.
“Teaching Guide: Asking for Help.” Elkind+Sweet Communications, Inc.
2009. 26 September 2010
<http://www.goodcharacter.com/YCC/AskingForHelp.html>.
“Using motivation and rewards effectively to raise your enthusiasm and
find success.” Self-Improvement-Mentor. 2009. 25 October 2010 <http://www.self-improvement-mentor.com/motivation-and-
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5 Maranatha Christian University
F. Limitation of the Study
The focus of the study is on one of the students in the class who did not want to get into the classroom. The observation was done at SDK Kalam Kudus, in 2nd grade class A, and focused on the events related to the student, from 22th Juli – 27th Agustus, 2010.
G. Organization of the Term Paper
The term paper starts with the Abstract. The Declaration of Originality states the originality of the term paper. Then, the Acknowledgement contains my expression of gratitude to people who help in writing this term paper. The Table of Contents presents the order of the contents of this term paper.
This term paper contains four chapters. Chapter I is the Introduction, which consists of Background of the Study, Identification of the Problem, Objectives and Benefits of the Study, Description of the Institution, Method of the Study, Limitation of the Study, and Organization of the Term Paper. Chapter II is a problem analysis which analyzes all the causes and the effects of the problem. Chapter III explains the potential solutions with their potential effects. Chapter IV is the conclusion which delivers the best potential solution.
I also include the Bibliography. It contains the sources of all theories used in Chapter II, Chapter III, and Chapter IV. Also, a flowchart that
explains the problem’s causes, effects, and potential solutions will be
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20 Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have analyzed the problem, which occurred
when I was doing my apprenticeship. The problem is I have a difficulty in handling a student who always does not want to enter the classroom when there is a new teacher (me) in the class. There are three causes of the problem, namely I did not have any experience in teaching, the student felt scared if her mother did not go into the classroom with her, and the
student was afraid of me as the new teacher. There are three effects of the problem, which are my relationship with another teacher is troubled, the teaching materials were not completely explained, and the class’ progress in learning runs slowly. Moreover, there are three potential solutions to solve the problem, namely asking for help from another teacher to persuade the student to enter the classroom, promising the student a reward if she wants to enter the classroom, and asking the student’s mother to persuade her to enter the classroom.
After analyzing the problem and discussing the potential solutions, I would like to explain the chosen solution of the three potential solutions, which is the best solution to solve the problem. The best solution is the
(3)
21 Maranatha Christian University
combination of the second and the third potential solution, which are promising the student a reward if she wants to enter the classroom and asking the student’s mother to persuade her to enter the classroom. First, I will try to promise the student a reward if she wants to enter the class. This is because generally students, especially elementary school students,really like toys. They can be influenced by rewards, such as pencil, ruler, eraser, and bag.
Then, I will also try to ask the student’s mother to persuade her to enter the classroom. Actually in learning process, teachers also need parents’ help and support. Moreover, the parents know better about the students’ attitude because the students are more close to the parents at home, at school. In “Lessons—Schools Can Use Help Teaching Parents to Get Involved”, Rothstein says, “Some students fail in school because their parents participate too little in their learning. Many educators strive to get parents involved, but the task may be beyond the capacity of schools
acting alone” (par. 1). I agree with the statement above. Success of
learning is not only caused by the teachers, but also parent’s participation
in school or at home. Moreover, the article also says, “Parents must also spur children to achieve, see that homework is done and stretch children's
reasoning skills in conversation at home” (par. 3). Moreover, parent’s help
is very useful for a teacher, especially for me who has no experience in teaching.
I choose to combine two potential solutions because I cannot hope wholly towards a reward. The students really like reward, but without
(4)
22 Maranatha Christian University
parents’ help and support, the students will be not easily persuaded by others. Moreover, these two things are very important in solving the problem in students’ learning process in the classroom. Reward can influence the students’ willingness to do something, and parents’
contribution can persuade the students in emphasizing and accomplishing this situation.
In applying the solutions, I have to anticipate the respond of the mother when I ask for her help. She may think I am not a good teacher. However, I do not worryabout what the mother thinks of me. I will not be
embarrassed when I ask for her help. In “Teaching Guide: Asking for Help”,
the article says, “Remember, it's okay to ask for help. Don't be
embarrassed, and don't worry about other people judging you” (par.1).
Although the mother may be doubtful about my ability as a new teacher, I will still ask for her help. This is because making the student enter the classroom to learn is one of my important responsibilities as a teacher.
(5)
Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Djiwandono, Sri Esti Wuryani. Psikologi Pendidikan. Jakarta: PT Grasindo, 2002.
Collins, Harper. Collins Cobuild English Learner’s Dictionary. London: Harper Collins, 1994.
Electronic Sources
Graham, Kelly. “Teach the Blues Away - Effective Classroom and School
Wide Management.” WordPress Entries (RSS) and Comments (RSS). 2008. 1October2010 <http://teachthebluesaway.com/?page_id=167>.
Grose, Michael. “Confident Children - Avoid Overparenting.” A Division of Lion Heart Consulting Pte Ltd., 2010. 14 October 2010
<http://www.brainy-child.com/article/avoid-overparenting.shtml>.
Harris, Robert. “Some Ideas for Motivating Students.” 2010. 4
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Maranatha Christian University ”Motivating Learning in Young Children.” The National Association of School Psychologists. 2005. 23 September 2010
<http://www.nasponline.org/resources/home_school/ earlychildmotiv_ho.aspx>.
“Motivation and Rewards.” Regents of the University of Minnesota. 2008. 22 September 2010
<http://www1.umn.edu/ohr/toolkit/performance/motivation/index.html>.
Rothstein, Richard. “Lessons—Schools Can Use Help Teaching Parents
to Get Involved.” Economic Policy Institute. 2002. 27 September 2010
<http://www.epi.org/index.php/phpee/redirect/
webfeat_lessons20020807 >.
Talaris Research Institute. “Fear of strangers.” Raising Children Network
(Australia) Limited. 2010. 19 September 2010
<http://raisingchildren.net.au/articles/fear_of_strangers.html>.
“Teacher’s Code of Ethics.” Scribd. 2008. 10 October 2010
<http://www.scribd.com/doc/3864311/Code-in-EN-2>.
“Teaching Guide: Asking for Help.” Elkind+Sweet Communications, Inc.
2009. 26 September 2010
<http://www.goodcharacter.com/YCC/AskingForHelp.html>.
“Using motivation and rewards effectively to raise your enthusiasm and
find success.” Self-Improvement-Mentor. 2009. 25 October 2010 <http://www.self-improvement-mentor.com/motivation-and-