Difficulty in Teaching A Nine-Year-Old ADHD Student of Runners Module 3 in Kids2success.

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ABSTRACT

Seperti yang kita ketahui, setiap anak memiliki sifat dan

karakteristiknya masing-masing. Salah satunya adalah anak ADHD (Attention Deficit Hiperactivity Disorder). Anak ADHD adalah anak yang memiliki kekurangan dalam berkonsentrasi pada satu kegiatan dan sangat mudah terganggu konsentrasinya oleh gangguan sekecil apapun. Akan tetapi anak-anak ADHD pun membutuhkan pendidikan seperti anak-anak pada umumnya.

Kesulitan dalam mengajar anak ADHD disebabkan oleh 3 faktor. Pertama, anak ADHD sangat mudah terganggu konsentrasinya. Kedua, anak ADHD sangat aktif bergerak. Ketiga, anak ADHD juga anak yang impulsif. Hal-hal tersebut bisa mengakibatkan efek-efek yang bersifat negatif yang dapat mengganggu kelancaran proses pembelajaran jika seorang pengajar tidak mengetahui cara untuk mengajar anak ADHD. Setelah kita mengetahui permasalahannya, maka kita dapat

menerapkan cara-cara untuk menyelesaikan masalah ini. Ada beberapa cara yang bisa pengajar gunakan untuk mengajar anak ADHD. pertama, memberikan hadiah dengan cara pengumpulan cap atau gambar tempel untuk di tukar dengan hadiah atau memberikan pujian jika anak tersebut berhasil melakukan sesuatu dengan baik. Kedua, melakukan teknik-teknik khusus yang bisa digunakan untuk membantu anak ADHD lebih

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Maranatha Christian University

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CHAPTER I

INTRODUCTION

A. Background of the Study

“There are many students in the classroom who have special needs

and require some sort of intervention” (Linse 192), one type is those with

ADHD (Attention Deficit/Hyperactivity Disorder). ADHD children are

children who “often accused of not paying attention and being easily

distracted.” (“Inattention” par.1). In addition, “it is estimated that between 3

and 5 percent of children have ADHD. It means that in a classroom of 25

to 30 children, it is likely that at least one will have ADHD.” (“Attention

Deficit Hyperactivity Disorder” par. 1). It is also said by Jeanne Segal et al.

that, “the impulsivity and hyperactive behavior of such students can be

distracting to everyone in the classroom.” (1) That is why, it is difficult to

teach an ADHD student.

In my apprenticeship, I became an assistant of a teacher who had four

students. One of them was an ADHD student. My job was to look after this

ADHD student. He is a nine-year-old student. I faced a difficulty in

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concentration span, hyperactivity, and impulsivity. Therefore, in this term

paper I would like to discuss about how to teach an ADHD student of

runners module 3 in Kids2Success.

B. Identification of the Problem

There are some questions that are discussed in this paper:

1. Why is it difficult to teach an ADHD student?

2. What is the best solution to overcome the difficulty in teaching an

ADHD student?

C. Objectives and Benefits of the Study

The objectives of the study are:

1. To find out the reason of difficulty in teaching an ADHD student.

2. To find out the best solution to overcome the difficulty in teaching

an ADHD student.

The research is expected to be beneficial for three sides below:

1. For the institution

This study can be an input to complete the quality of teaching in

order to increase students’ satisfaction so that they will enjoy the

lesson.

2. For reader:

I expect that this study can give more knowledge about how to

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3. For the writer:

I can realize the importance of understanding how to teach

ADHD students.

D. Description of the Institution

The name of this institution is Kids 2 Success. Kids 2 Success was

established in June 2005. It is located in Taman Kopo Indah II, Ruko 2A

no. 55. Kids 2 Success has a branch in Setrasari Plaza A2, Bandung. The

owner of this branch is Mr. Setiabudi Teja. The owner changed the name

of Kids 2 Success to become Creative Learning in 2007. Creative learning

is devided into two divisions, which are Calismath and Kids 2 Success.

Calismath is a division where children can learn to read, to write, and learn

mathematic. Kids 2 success is a division where children can learn English.

Now, it can be said that Kids 2 Success is one of the famous English

education centers in Bandung. It can be proven by the number of its

students which always increases from year to year.

The vision of Kids 2 Success is to become an education center with a

new fun way of learning English. The mission of Kids 2 Success is to

make children like learning English by using some interesting activities.

E. Method of the Study

In order to gain data for my thesis, I collected data from

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my internship from July 19, 2008 until August 31, 2008 in Kids 2 Success

and my class observation in Kids 2 Success. To support and to analyze

my data, some information from internet and books were gathered.

F. Limitation of the Study

I would like to focus my discussion on finding the best solution to

overcome the difficulty in teaching a nine-year-old ADHD student in Kids 2

Success. The discussion was based on my research in this place from

July 19, 2008 until August 31, 2008.

G. Organization of the Term Paper

This term-paper starts with the Abstract, which summarizes all the

discussion in this term paper written in Bahasa Indonesia. This abstract is

followed by three parts; Declaration of Originality that contains declaration

of work authentication, Acknowledgements, and Table of Contents which

is followed by four chapters and Bibliography which contains all

publication‘s information from all sources that are quoted in this

term-paper. The four chapters are: Chapter I Introduction which contains

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

the Problem Analysis, which contains the causes and the effects of the

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that may solve the problem. Chapter IV is the Conclusion, which contains

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CHAPTER IV

CONCLUSION

This chapter discusses the chosen solution to overcome the

difficulty in teaching an ADHD student of Runners Modul 3 in Kids 2

Success. Teaching an ADHD student is not easy, especially if the

teacher does not have the knowledge needed to teach the student. In

the previous chapter, three potential solutions to solve the problem

have been discussed. From these three potential solutions, I chose to

combine the first potential solution, which is to give a reward and the

third potential solution, which is to use methods that can help a student

with ADHD function better in the classroom. This combination solution

is effective for teaching ADHD students because these techniques

make an ADHD student focus on learning process and concentrate

better, so it is easier for the teacher to teach the student.

Before using these chosen solutions, the teachers have to

remember several things. First, when using these chosen solutions, the

teachers should not show different attitude extremely to the other

students because it will bring the negative effects that have been

mentioned in Chapter III. However, the negative effects can be

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is stated in The Discipline Guide For Children’s Ministry that “ these methods

would apply to any other child as well, but they are especially helpful for the child

with ADD.” Second, Jeanne Segal et al. said that, “teacher’s job is to help the

student identified as disabled by ADD/ADHD to gain access to materials and

services and to do anything to assist the student in realizing his or her full

potential”(13). It means that the teacher has to give full support and help

ADD/ADHD students to find his or her ability. In addition, the teacher has to

remember that even he/she has used these chosen solutions, not every meeting

will be successful. Capehart says, “Sometimes when you have tried everything,

children with ADD may still spinning out in orbit” (119).

I would like to give suggestion to Kids2Success. It would be better if the

teachers not only can teach English but also know the suitable techniques in

teaching both normal and ADHD students. Therefore, first, the teachers must

master the techniques. Second, teachers have to apply the techniques in their

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BIBLIOGRAPHY

Printed Source

Capehart, Jody et al. The Discipline Guide For Children’s Ministry U.S.A.:

Church Strengthening Ministry, 1997

Linse, Caroline T. Practical English Language Teaching Young Learners

New York: McGraw Hill, 2005

Mash,Erick J., and Russel A. Barkley. Child Psychopathology. 2rd ed. New

York: The Guilford press, 2003

Electronic Sources

“Attention Deficit Hyperactivity Disorder.” nimh.nih.gov. 2008. National

Institutes of Health. 13 December 2008

<http://www.nimh.nih.gov/health/publications/adhd/complete-

publication.shtml#pub1>

Doyle, Terry. “Intrinsic versus Extrinsic motivation.”

FerrisStateUniversity.com. 2008. Ferris State University. 13 September

2008

< http://seamonkey.ed.asu.edu/~jimbo/RIBARY_Folder/resource.htm>

“Inattention.” ADHD.org.nz. 2000. New Zealand’s ADHD Online Support

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<http://www.adhd.org.nz/Attent1.html>

“Intrinsic vs. Extrinsic Motivation.” p2pfoundation.com. 2007. P2P

Foundation. 13 October 2008

<http://p2pfoundation.net/Intrinsic_vs._Extrinsic_Motivation>

Kohn, Alfie. “The Risk of Rewards.” Alfiekohn.org. 1994. Alfie Kohn

Organization. 13 October 2008

<http://www.alfiekohn.org/teaching/ror.htm>

Segal, Jeanne. Et al. “ADD/ADHD in the Classroom.” helpguide.org. 2007.

Help Guide Organization. 17 October 2008

<http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm>

Wright, Jim. “What Every Teacher Should Know About…Punishment

Techniques and Student Behavior Plans.” Interventioncentral.org.

2008. Intervention Central. 13 September 2008

<http://www.interventioncentral.org/htmdocs/interventions/behavior/pun