Handling the Students in the 4th Grade at Paulus Elementary School Who Had Low Motivation in Learning English.

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ABSTRACT

Dalam Tugas Akhir ini, saya menganalisis masalah yang saya alami ketika melakukan program magang di SDK Paulus Bandung, yaitu sulitnya mengatasi beberapa murid kelas empat di SDK Paulus yang tidak termotivasi dalam belajar Bahasa Inggris. Berdasarkan analisis masalah tersebut, saya menemukan tiga penyebab. Penyebab pertama adalah secara umumnya, murid di kelas empat sedang dalam fase tidak memiliki ketertarikan dalam mengerjakan tugas sekolah. Penyebab kedua adalah para murid tidak mampu mengerjakan tugas Bahasa Inggris. Penyebab ketiga adalah teknik mengajar saya tidak menarik. Masalah yang saya hadapi juga membawa tiga dampak yang sangat berpengaruh. Dampak pertama, nilai para murid yang tidak termotivasi tersebut berada di bawah standar kelulusan. Kedua, para murid tidak mengerjakan tugas sekolah yang saya berikan. Ketiga, saya gagal mengatasi murid yang tidak termotivasi untuk belajar Bahasa Inggris.

Melalui berbagai referensi, saya menemukan tiga solusi yang berpotensi untuk mengatasi masalah di atas. Solusi pertama adalah saya akan menerapkan kerja

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CHAPTER I

INTRODUCTION

A. Background of the Study

I did my internship in Paulus Elementary School Bandung for around one and a

half month. My position was a teacher assistant and also as the teacher. I taught the

students in this school from preschool, kindergarten until elementary school. On

Mondays, I taught the students in the 1st_{, 2}nd_{and 3}rd_{grades. On Tuesdays, I taught the}

students in the 4th_{, 5}th_{, and 6}th_{grades. While on Thursdays, I taught the students of}

kindergarten and preschool. I taught the students with my partner who was the

English teacher in this school. My tasks during the internship were to make questions

for quizzes or to prepare worksheets for the students. I usually browsed

supplementary materials from the Internet or books in relation to the learning topics,

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During my internship, especially when I had to teach the 4th_{grade, I found the}

students had no interest in learning English. The school only had one class for 4th

grade which contained twenty students. There were eleven unmotivated students,

seven boys and four girls. In my observation, when I taught the lessons, those

students did not seem to learn well. When I explained the material in the class, they

did not pay attention and had low concentration. According to Dislen (2013), when

students have low motivation in learning, they “hesitated to get involve in the lesson. When the teacher asked questions, they were not much eager to answer. Especially,

the students were the least motivated ones. It was difficult for them to focus on the

lesson” (para. 2). The same things happened when I taught the 4th_{graders. During my}

internship, when I taught the 4th_{grade, the eleven students were not enthusiastic.}

They were ignorant about the lesson and rarely answered my questions. According to

the other teacher in this school, actually some of the students in this school had no

interest in learning all lessons but especially in learning English. When they did the

assignments and quizzes, they did not do them well; as a result they got bad marks.

As far as I am concerned, the topic is important to discuss, since the students in their

primary school age, should be helped to gain awareness of the importance of learning

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B. Identification of the Problem

The analysis of my problem is based on three questions:

1. Why did some students of 4th_{grade have low motivation in learning English?}

2. How did the problem influence the students and I during the learning process?

3. How can I build students’ motivation in learning English?

C. Objectives and Benefits of the Study

The objectives of the study are to find out the causes and the effects of my

problem and to find the best solution for overcoming the problem. I hope by writing

this Term Paper, I can learn how to make 4th_{grade students motivated in learning}

English and also improve creative teaching skills. Besides, the English teachers in

Paulus Elementary School Bandung will get references when they face the same

problem as mine. I also expect this term paper will be useful for readers as their

reference on the topic.

D. Description of the Institution

Paulus Elementary School Bandung, the school was established in 1950 on Jl. Dr.

Radjiman no. 11 Bandung. Before Indonesian Independence, the school was

governed by the Dutch, so education at the time was given under Dutch rules.

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aims to help the students build Christian characters which are discipline, courage,

competence, emotional intelligence, the spirit of learning, creativity and multiple

intelligences. This school is also completed by a laboratory room, a dining room, a

sport field, a playground, a school bus, a music room and a library. (the school profile

of Paulus Elementary School, 2015)

E. Method of the Study

I did some research to find the sources. Firstly, I took data from my internship

journal. Secondly, I did library research to find theories from reference books in the

library. I also took data from internet websites to support the study and to analyze the

causes, the effects and the solutions of my problem.

F. Limitation of the study

The study is focused on my internship experience as a teacher when teaching

English to students in 4th_{grade in Paulus Elementary School Bandung. The study}

deals with eleven students who had low motivation in learning English. There were

seven boys and four girls, whose age was ten years old. Thus, the study is limited in

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G. Organization of the Term of Paper

The first part of this Term Paper is the Abstract, followed by Declaration of

Originality, and then the next part is Acknowledgements and the Table of Contents.

Next, there is Chapter One containing the 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. It

is followed by chapter two is about Problem Analysis, in which I analyze my problem

in details and describe the causes and the effects of my problem. Chapter Three,

Potential Solutions, describes some ways to solve the problem, together with the

analysis of their positive and the negative effects. Moreover, in the fourth chapter, I

will provide the conclusion and suggestions. The term paper ends with References

containing the list of books and electronic references used in the term paper and

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CHAPTER IV

CONCLUSION

After doing the analysis of the problem, I find that there are three causes of my

difficulties in handling the students in the 4th_{grade at Paulus Elementary school who}

had low motivation in learning English. The first cause is commonly, students in the

4th_{grade were losing interest in learning. The second is the students found the task}

too difficult. The third cause is my teaching techniques were not interesting. In

addition, there are also three effects of the problem. The first effect is the students’

grades were low. The second effect is the students did not do their school work. The

third effect is I failed in getting the unmotivated students to learn English. Moreover,

there are also three potential solutions to the problem. The first is I will use group

work in learning process. The second is I will use realia in teaching English. Third is

I will present the students new material in small steps and give the students practice

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After analyzing the three potential solutions and their positive and negative

effects, I decide to combine all of them as the best solutions to overcome my

problem. As all the solutions deal with teaching techniques, they can be applied in

every lesson. First, on preparing the lesson plan, I will make sure that the lesson is

divided into small steps. Anywhere possible, I will bring realia and have group works

to make my students more motivated in learning English. Hopefully, by applying this

solution, the students can understand the lessons better, and remember more

vocabulary and the learning material. Therefore, their grades can be better than before

resulting in the increase of their motivation in learning English, and also their

enjoyment in every learning process.

As a result, the difficulty in handling unmotivated students in the 4th_{grade at}

Paulus Elementary school who had low motivation in learning English has made me

understand about teaching techniques which can build students’ motivation. By

applying all the potential solutions, I expect that those who have the same problem as

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HANDLING THE STUDENTS IN THE 4

TH

GRADE AT

PAULUS ELEMENTARY SCHOOL WHO HAD LOW

MOTIVATION IN LEARNING ENGLISH

A term paper

submitted to DIII Programme for English at Maranatha Christian University

Jessica Tanzil

1443907

DIII Programme for English

Faculty of Letters

Maranatha Christian University

Bandung

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ACKNOWLEDGEMENTS

Firstly, I would like to thank my Lord, Jesus Christ, who always gives me

strength, wisdom, ability and guidance during the time I wrote this term-paper. It is

only by His grace, I can finish this final term-paper well. All Honor and Glory are for

Him. Secondly, I want to say thank you to my supervisor, Ms. Henni, S.S., M.Hum.,

for her patience, guidance, advice and support to finish this term-paper well. I am

grateful to have her as my supervisor.

In this opportunity, I want to thank Mr. Dani, S.Pd., as my my supervisor

during the internship. I am also thankful to Ms. Hilda Grace, S.Pd., as the English

teacher in Paulus Elementary School who has given me advice, new experiences,

teaching skills, and also support.

My deepest gratitude goes to my dearest parents for their prayers, support and

unconditional love. Because of them, I can achieve the goal of my study.

Furthermore, I also want to say thank you to all the lecturers and my friends in DIII

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REFERENCES

Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork.

New York, NY: Teacher College Press.

Dislen, G. (2013). The reason of lack motivation from students’ and teachers’ voice.

The Journal of Academic Social Science, 35-45.

Kayondo, P. (2015). Role of teacher in handling learners in adolescence.

Retrieved from Linked in,

https://www.linkedin.com/pulse/role-teachers-handling-learners-adolescence-stage-peter-kayondo

Killen, R. (1998). Effective teaching strategies. (2nd Ed.).

New South Wales, NSW: Social Science Press.

Learning problems in teens. (2015).

Retrieved from American Academy of Pediatrics,

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Lengeling, M. (2016). Materials and teaching in the national English program in

basic education: Teachers’ perspectives. The Mextesol Journal, 37.

Pintrich, P. R., & Schunk, D. H, (2002). Motivation in education.

New Jersey, NJ: Pearson Education, Inc.

Realia strategies conneting language acquisition to the real world. (2015)

Retrieved from University of California SANTA CRUZ,

https://people.ucsc.edu/~ktellez/50strats.PDF

Rosenshine, B. (2012). Principles of instruction.

Retrieved from American Educator,

https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Shore, K. (2016). Classroom problem solver lack of motivation.

Retrieved from The Education World,

http://www.educationworld.com/a_curr/shore/shore060.shtml

Soames, C. (n.d). Using realia in the classroom.

Retrieved from ESL Teachers Board,

http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=4488

The teach 100. (2016). Motivating students.

Retrieved from

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Wormeli, R. (2016). Educational leadership: Motivation matters: Motivating young

adolescents.

Retrieved from

http://www.ascd.org/publications/educational-leadership/sept14/vol72/num01/Motivating-Young-Adolescents.aspx

Wright, J. (2011). Six reasons why students are unmotivated (and what teachers can

do).

Retrieved from

http://webcache.googleusercontent.com/search?q=cache:http://www.fehb.org/

CSE/CCSEConference2012/wright_CCSE_Conference_Breakout_Motiv_Stu

Handling the Students in the 4th Grade at Paulus Elementary School Who Had Low Motivation in Learning English.

ABSTRACT

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

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 of Paper

CHAPTER IV

CONCLUSION

HANDLING THE STUDENTS IN THE 4

GRADE AT

PAULUS ELEMENTARY SCHOOL WHO HAD LOW

MOTIVATION IN LEARNING ENGLISH

Jessica Tanzil

1443907

DIII Programme for English

Faculty of Letters

Maranatha Christian University

Bandung

ACKNOWLEDGEMENTS

REFERENCES