ABSTRACT
Berdasarkan pengalaman saya sebagai asisten guru di Ace Kids English Course, saya memutuskan untuk membahas mengenai kesulitan saya dalam menangani seorang murid berusia 11 tahun yang tidak dapat menyelesaikan beberapa tugas yang diberikan. Dalam Tugas Akhir ini saya akan membahas penyebab, dampak masalah, dan beberapa solusi yang saya dapatkan dari studi pustaka dan pengalaman magang.
Ada beberapa penyebab dari masalah tersebut. Pertama murid tersebut sering kali merasa bosan saat mengerjakan beberapa tugas. Kedua, saya tidak dapat bersabar setiap kali murid tersebut tidak mengerjakan beberapa tugasnya. Ketiga, saya tidak mengetahui bagaimana membuat beberapa tugasnya menjadi menarik yang dapat memotivasi murid tersebut untuk menyelesaikan tugasnya. Masalah ini pun memiliki beberapa dampak. Pertama, motivasi saya untuk mengajar berkurang. Kedua, saya kehilangan sebagian waktu mengajar saya. Ketiga, saya menjadi terlalu fokus terhadap murid tersebut dan tidak memperhatikan murid yang lain. Selain penyebab dan dampak, saya juga menganalisa beberapa solusi yang dapat membantu menyelesaikan permasalahan saya. Solusi-solusi tersebut adalah saya memberikan hadiah kepada murid tersebut apabila dia dapat menyelesaikan beberapa tugasnya. Selain itu, saya menggunakan beberapa permainan yang dapat membuat anak tersebut menyelesaikan beberapa tugasnya. Dan solusi yang terakhir adalah saya membagi tugas-tugas murid tersebut ke dalam beberapa bagian yang lebih kecil.
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His blessings so that I can
finish my term paper. I would like to thank those who have helped me in
finishing this term paper. I would like to thank:
1. My supervisor Ms. Rusmiati Simbolon S.S., M.A. for her advice and
support to help me finishing this term paper.
2. Dra. Irene Luciana Kendra as Head of D III English Programme.
3. Ms. Rhimelda as the Head Supervisor at Ace Kids English Course
4. Ms. Winne, Ms. Cherry dan Ms. Shanti as my supervisor and teachers at
Ace Kids English Course.
5. My parents and brother for their love and support in the process of
finishing this term paper.
6. The administration staff of D III English Programme at Maranatha
Christian University
7. All my friends who have helped and supported me to finish this term
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...7-9
CHAPTER III. POTENTIAL SOLUTIONS...10-18
CHAPTER IV. CONCLUSION...19-21
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
APPENDIX A
FLOWCHART
Problem:
I had difficulties in handling an 11 year old student who did not
finish some of his exercises in Star class in AKEC when I did my
internship from 1 August to 28 August
2011. Causes:
1. The student often felt bored when doing some of his exercises with more than ten numbers
2. I was not being patient every time he did not want to finish his exercise
3. I did not know how to make the exercises interesting that could motivate the student to finish the exercises
Effects:
1. My motivation to teach was decreased.
2. I lost some of my teaching time 3. It made me too focused on him
and did not pay attention to other students.
Potential Solution 1:
I give this student a reward every time he finishes his exercises Negative Effects:
1. It can make the student only want to finish the exercises if he gets a reward
2. It can make him too focused on the reward, not on the exercises 3. It can make the other students
jealous if I give reward to him
Positive Effects:
1.The student will be motivated to finish the exercises
2. It can create a study habit for the student
3. It can help the student to put more effort to do and finish some of his exercises.
Potential Solution 2:
I use some games that related to the lesson when he is doing the exercises to make him
do and finish them. Negative Effects:
1. Games can lead to wrong behavior
2. It can take a lot of time for the student to play games and do exercises
Positive Effects:
1. He will study and do exercise with fun
2. Games can make him focus on doing some of his exercises.
Potential Solution 3:
I give the exercises to the student in smaller chunks
or segments. Negative Effect:
1. The student might give little effort if sometimes he must do an exercise that is not in smaller chunks
Positive Effects:
1. The student can understand the lesson from doing the exercises more easily. 2. The student will be able to
finish some of his exercises
APPENDIX B
EXAMPLE OF THE EXERCISES
A. Competing Dialogue Exercise
EXERCISE 32. Question practice. Directions: Make Questions
1. A: Does Jean eat lunch at the cafeteria?
B: Yes, she does. (Jean eats luch at the cafeteria every day.)
2. A: Where does jean eat luch every day?
B: At the cafeteria. (Jean eats lunch at cafeteria every day.)
3. A:
B: At the post office. (Peter works at the post office.)
4. A:
B: Yes, he does. (Peter works at the post office.)
5. A:
B: Yes, I do. (I live in an apartment.)
6. A:
B: In an apartment. (I live in an apartment.)
7. A:
B: At the restaurant. (Bill eats dinner at a restaurant every day.)
8. A:
B. Fill-in-the-blank Exercise
EXERCISE 19. Sentence practice.Directions: Complete the sentences. Use have or has. Use my, your, her,
his, our, or their
1. I have a book. book is interesting.
2. Bob a backpack. backpack is green.
3. You a raincoat. raincoat is brown.
4. Kate a raincoat. raincoat is red.
5. Ann and Jim are married. They a baby. baby is
six months old.
6. Ken and Sue a daughter. daughter is ten years old
7. John and I a son. son is seven years old.
8. I a brother. brother is sixteen.
9. We grammar books. grammar books are red.
10. Tom and you backpacks. backpacks are brown.
11. Ann a dictionary. dictionary is red.
12. Mike a car. car is blue.
C. Correcting Error Exercise
EXERCISE 47. Chapter review: error analysis.
Directions: Correct the errors.
lives
1. Yoko live in Japan.
2. Ann comes usually to class on time.
3. Peter use his cell phone often.
4. Amy carry a notebook computer to work every day.
5. She enjoy her job.
6. I no know Joe.
7. Mike don’t like milk. He never drink it.
8. Tina doesn’t speaks Chinese. She speaks Spanish. 9. You a student?
10.Does your roommate sleeps with the window open?
11.A: Do you like strong coffee?
B: Yes, I like.
12.Where your parents live?
13.What time is your English class begins?
APPENDIX C
INTERVIEW TRANSCRIPT
Name of Interviewer : Jeffry
Name of Respondent : Shanti
Day & date of interview : 20 January 2011
Place of interview : Ace Kids English Course
Jeffry : Selamat siang Miss Shanti.
Ms. Shanti : Selamat siang, Jeff. Ada apa Jeff yah?
Jeffry : Saya mau nanya-nanya tentang sejarah dari Ace Kids,
Miss.
Ms. Shanti : Oh tentang sejarah nya yah. Oke Jeff saya ceritakan.
Jeffry : Iya sekalian saya catat Miss sejarahnya.
Ms. Shanti : Ok, Ace Kids itu adalah institusi dalam bidang pendidikan
yang didirikan oleh Dra. Leonny Siswanti Tanama dengan
Siswanti Tanama juga adalah pemilik Ace Kids yang
berdomisili di Jakarta. Dra. Leonny jugalah yang
mengembangkan kurikulum pendidikan di Ace Kids. Beliau
membuka cabang Ace Kids di Bandung pada tanggal 1 April
2002 di Jalan Pajajaran nomer 87. Kemudian Ace Kids
pindah dari Jalan Pajajaran nomer 87 ke Jalan Astina nomer
68D pada Januari 2007. Dan yang menjadi koordinator di
Ace Kids Bandung adalah Miss Rhimelda. Gimana segitu
udah cukup Jeff?
Jeffry : Kayaknya segitu cukup jelas, Miss Lebih dari cukup, Miss.
Thank you very much yah, Miss.
Appendix D
Example of Smaller Chunked Exercises
A. Fill in the blank with the expressions given in the box
(First Chunk)
1. In my opinion your manager is not__ skilled in dealing with problems __
mine is.
2. She spoke __quietly__ we could not hear her at all from the second row.
3. He has __ high marks __ he has applied for a scholarship.
4. There were __ a lot of things to be discussed at the meeting __ we couldn't finish it on time.
(Second Chunk)
5. He was __ worried about his exam __ he couldn't go to sleep because it was his last chance to have his scholarship continued.
6. He has __ an Interesting hair style __ he gets a lot of attention while walking in the street.
7. His handwriting is __ illegible __ I can't figure out what this sentence says.
8. The tornado struck with __ great force __ it lifted automobiles off the ground last night.
B. Fill in the blank with the expressions given in the box
(Third Chunk)
1. I would like to remind you that I do not earn __ much money __ you do.
2. Mark and Jake are __ different in appearance __ you would hardly guess that they are twins.
3. His last book is not __ interesting __ his former one so I don't think the book will sell as it is expected.
4. In order to complete the highway on time, the workers worked __ quickly __ there was even no time for talking.
(Fourth Chunk)
5. Even though I'm very busy, I usually sit at my desk all day. I need more
exercise, so I try to walk to and from work __ often __ I can.
6. He is not like he used to be; he hasn't got __ much enthusiasm __ he once
had.
7. Steven did __ well in his speech today __ he must have rehearsed it many
times last week.
CHAPTER I
INTRODUCTION
A.
Background of the Study
The topic that I choose for this term paper is about my difficulty in handling
an 11-year-old student who did not finish some of his exercises in the Ace
Kids module book. The reason why I choose this topic is because I believe
when the student does not keep focusing on working some of his exercises or
does not finish them, it can impact his learning progress and his grades. As
what Hembree believes that when students keep focusing on working the
exercises, they will learn better and make better grades (par.7). The other
reason is because it is the most difficult problem I faced when I did my
internship. I can say this is the most difficult one, because it was hard for me
to solve it even after I asked other teachers to help me. This problem is
important to be discussed because it can help me and other teachers if they
I experienced the problem during my internship program as a teacher
assistant from 1 August 2011 until 29 August 2011 in Ace Kids English
Course (henceforth, AKEC). During my internship, I taught for about 12
students with different ages and school grades in Star class in AKEC. In each
class that I taught there are three or four students with different subject or
lesson. The subject or lesson is based on the students’ process of every
lesson and exercises, if the student can understand and be able to finish the
exercises faster, than he can move to the next subject or lesson faster. In one
class I always had difficulties when I gave some exercises to one particular
student, Daniel that is in fifth grade at his school. The exercises that he did
not finish are fill-in-the-blank, completing dialogue, and correcting error
exercises that have more than ten numbers to complete in one day. I could
not make this student finish these exercises. Every time I asked him to do
these exercises, he just did some part of them and then he run or chatted
with his friends or he just sat and did nothing, thus he did not finish the
exercises. It happened almost every time I and other teachers asked him to
do these exercises. I felt confused on how to make him be willing to finish his
exercises. Thus in this term paper I would like to find out the best solution to
B.
Identification of the Problem
From the experience that I have got during my internship program in
AKEC, I intend to analyze the problem in handling an 11-year-old student
who did not finish his exercises by trying to find the answers to the following
questions:
1. Why an 11-year-old student in Ace Kids English Course did not finish
some of his exercises?
2. How did the problem affect me as a teacher and other students in the
class?
3. How can I make the student finish the exercises well?
C.
Objectives and Benefits of the Study
This study has some objectives. The objectives are: to find out the causes
and effects of my difficulties in handling an 11-year-old student who did not
finish some his exercises in AKEC module book, and then to find out the
solutions to overcome this problem.
This term paper also has some benefits not only for the institution and for
me, but also for the readers. For the institution, this term paper can give some
tips or ways for teachers there to handle students who do not finish some of
their exercises. Then, for me this term paper will be very useful if I become a
teacher in the future. The solutions offered can handle students who do not
some tips for handling their students or their children who do not finish the
exercises. And also for those who want to become a teacher, this term paper
can help them if they have student who do not want to finish the exercises.
D.
Description of the Institution
Mrs. Shanti, a teacher at Ace Kids English Course (henceforth, AKEC)
says that AKEC is an institution in the education field that was founded by
Dra. Leonny Siswanti Tanama with its slogan “Ace Kids Starts with the End in
Mind”. Dra. Leonny Siswanti Tanama also is the owner of AKEC who is
domiciling in Jakarta. Dra. Leonny is the one who developed the teaching
curriculum in AKEC. She opened the branch of AKEC in Bandung on 1st of
April 2002 on Jl. Pajajaran 87. Then AKEC moved from Jl. Pajajaran 87 to Jl.
Astina 68D in January 2007. At the moment the coordinator of AKEC in
Bandung is Ms. Rhimelda.
E.
Method of the Study
experience as a teacher assistant in AKEC for about 1 month also helps me
for this research. The observation is recorded in an internship journal written
during my internship.
F.
Limitation of the Study
In Star class in AKEC I taught 12 students in a week. However for this
term paper I only focus on Daniel, an 11-year-old student who did not finish
some of his exercises in AKEC. The observation was done from 1 August
2011 until 29 August 2011 during my internship.
G.
Organization of the Term Paper
In this term paper the first part is Abstract, the summary of all discussions
in this term paper in Indonesian. The next part is Declaration of Originality,
which contains the declaration that this term is original and authentic. After
that is Acknowledgements, which lists some people who support me in writing
this term paper. Next is Table of Content, detailing the Chapters and
Sub-chapters.
Chapter I is introduction that discusses about the reason why the topic
term paper, limitation of study, and the description of the institution where I
did internship.
Chapter II is problem analysis about causes and effects of the problem.
Chapter III contains three potential solutions to solve the problem with
positive and negative effects of each potential solution. Chapter IV is about
the best solution with the reasons why those solutions are chosen. And the
last is bibliography that lists about the publication information from all sources
CHAPTER IV
CONCLUSION
In this chapter I would like to present the best solution to solve the
problem. Before that I would like to explain the conclusion from previous
chapter. The problem is I had in handling an 11 year old student who did
not finish the exercises in Star class in AKEC. There are three causes of
the problem, which are the student often felt bored when doing some of
exercises, I was not being patient every time he did not want to finish
some of exercises, and I did not know how to make the exercises
interesting that could motivate the student to finish them. Then, there are
also three effects of the problem, which are my motivation to teach
decreased when he did not finish the exercises, I was too focused on the
student and often forgot to check the other students, and I lost some of my
teaching time. To solve this problem, I have suggested three potential
solutions. The first potential solution is I give this student a reward every
time he finishes the exercises. The second potential solution is I use some
games to help the student to do and finish the exercises. The last potential
After discussing the conclusion from the previous chapters, I would like
to present the best solution to solve the problem. The best way to solve
the problem, I believe is to apply all three potential solutions. First I will
divide the exercises into smaller chunks or segments to make the student
not feel overwhelmed. After dividing the exercise, I will use some games in
working on the exercise to make the student excited and feel fun while he
is doing them. After that I will give some rewards to the student if the
student can finish the exercises on the day he come to course to make the
student motivated to do and finish them. For example if there are four
segments or chunks in one exercise, I will give him a reward when he is
done with each segment. And if in the second segment the student seems
bored, I can use games to motivate him again.
The combination of these three potential solutions will be helpful for
me to make the student finish the exercises. Battaglia believes to help
student finishing the exercise is by breaking task into smaller chunks and
gives rewards for students when they master and finish each chunk
(par.27). It means that if the students want to get the rewards, he needs to
finish the exercise and understand each step or chunk. Besides that, it is
not enough if I just divide the task into smaller chunks, because he can still
be bored after he is done with some chunked exercises. If I only use
games, when the game is over and the student see that there are too
the middle of doing the exercise because there are too many questions for
him to finish. Thus, I choose the combination of all potential solutions that
can support each other.
I believe if I choose and use all the potential solutions, it will be helpful
for me to solve my problem. However, there are some challenges to be
anticipated if these three potential solutions are applied. It is that the
student’s motivation to finish the exercises can be just to get the rewards
not to understand the lessons and the student can be too attracted to play
games than to study. I suggest making an agreement with the student. For
example the time for playing games is set only for ten minutes. Another
example is the student cannot make mistakes more than six numbers out
of ten from the exercise. If the student breaks the agreements, the student
will not get any rewards. By having this kind of agreement, it can help to
minimize the possibility that the student only want to get the reward
without understanding the lessons, and to make sure that the student will
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