Handling Pupils Who Do Not Want To Be Involved in English Learning Activities at TK Tiara Bunda.

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Maranatha Christian University

ABSTRACT

Dalam rangka memenuhi syarat tugas akhir kelulusan saya dari D3 Bahasa Inggris, saya melakukan program magang di Sekolah Tiara Bunda. Selama melakukan program magang tersebut, saya mengalami beberapa masalah dalam kegiatan belajar Bahasa Inggris. Salah satu masalah yang saya gunakan sebagai bahan penelitian dalam tugas akhir ini adalah bagaimana menghadapi beberapa murid yang tidak mau terlibat dalam aktivitas pembelajaran Bahasa Inggris. Selama penelitian, saya menemukan bahwa mereka tidak mau terlibat dalam aktivitas

pembelajaran Bahasa Inggris karena instruksi yang diberikan guru tidak jelas, merasa tidak senang berada di sekolah, dan kurangnya motivasi untuk belajar. Karena adanya masalah ini, perkembangan kemampuan berbahasa Inggris mereka berjalan lambat, guru menjadi stres, dan konsentrasi belajar murid yang lain terganggu oleh kebisingan yang mereka sebabkan.

Untuk menyelesaikan masalah ini, saya menemukan beberapa solusi yang dapat dilakukan guru untuk membuat murid-muridnya terlibat dalam kegiatan belajar Bahasa Inggris. Solusi potensial pertama adalah

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APPENDIX

FLOWCHART

Causes

1. The teacher does not give clear instructions

2. The pupils are not happy to be at school because they want to be near their family

3. The pupils lack of motivation to learn

Potential Positive Effects

1. The teacher knows better of how to make the pupils involve in English class activities

2. The relationship with the pupils becomes better and better

Potential Negative Effects

1. The pupils always want to be close with the teacher in the class without being involved in the activity

2. The teacher may like some pupils more than the others

Effects

1. The English skills of the pupils improve slowly

2. The teacher becomes stressed

3. The other pupils’ concentration

is distracted

Problem

Difficulty in handling pupils who do not want to be involved

during English learning activities at

TK Tiara Bunda

Potential Negative Effects

1. The teaching strategies that the teacher uses are not always suitable for every pupil

2. The teacher has to spend more time to prepare many teaching strategies to make all the pupils understand the lesson well

Potential Solution I involved in interesting activities which they like

2. The teacher has to spend more time to prepare teaching aids to support the activities

teacher’s teaching style suits their learning styles

2. The pupils can be more excited to learn at school because they can understand the lesson easily

Chosen Solution

Potential Solution II & III

Potential Positive Effects

1. Class improvement can go faster than before because the pupils are interested in the activities

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CHAPTER I

INTRODUCTION

A. Background of the Study

Nowadays, English is one of international languages, which is very

useful for our daily life. As I read in “English- the International Language”,

“The domination of the English language globally is undeniable. English is

the language of diplomacy and international communications, business,

tourism, education, science, computer technology, media and Internet”

(par. 3). That is why, it is important for us to learn English as early as

possible. For this reason, for the internship I choose to teach English at a

kindergarten. Tiara Bunda is one of the schools, where teachers use

English as a means of communication when teaching English. Hence, I

choose to have my internship there. I wanted to be a teacher assistant to

learn more about practical English in teaching, especially for kindergarten

pupils.

Actually, as a teacher assistant I had to help the teacher in giving

English lessons and I had been given some chances to teach with my own

methods, but I had to adapt my teaching techniques with the lesson topics.

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Maranatha Christian University to the class because of having another work to do. Working as teacher

assistant was not easy because I often experienced that there were some

pupils who did not want to be involved in English learning activities. As

Jessica Rangel says, it is a fact that most students do not want to learn

(par. 1). That is why, the unwillingness of the pupils to be involved in

learning activities, especially English learning activities, is important to be

analyzed.

Therefore, I will focus my study on how to handle pupils who do not

want to be involved in English learning. I choose this topic because this is

the problem that I often experienced when I did my internship. I also want

to get the best solution for this problem which can help me to improve my

teaching techniques and can be very useful for my future job as a teacher.

B. Identification of the Problem

There are some problems that I want to identify:

1. Why do not some pupils in Tiara Bunda want to be involved in English

learning activities?

2. How does their unwillingness to be involved in English learning

activities affect their learning process?

3. How can the teacher make them involved in English learning activities?

C. Objectives and Benefits of the Study

The objective of my study is to discover the reasons of pupils’

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the best solution to make the pupils involve in every English learning

activity.

The benefit that I can get from this study is I can get the best solution

which I can use for my future job if I face the same problem, and also it

can add to my knowledge about how to handle pupils who do not want to

be involved in English learning activities. For Tiara Bunda School, this

study will give useful information which can be used by the teachers there.

For the readers, especially English teachers, they can get some useful

information in handling the pupils who do not want to be involved in

learning activities, especially in English learning activities.

D. Description of the Institution

Tiara Bunda playgroup was established in Batununggal housing

complex in 2003. The playgroup provided a lot of activities to develop

children’s socialization, independence, gross motor skills, and fine motor

skills. In 2005, Tiara Bunda built a kindergarten for 4-5 years old children

with the motto “Bermain Seraya Belajar” by developing pre-academic skills

and IQ, EQ, and SQ to make the pupils become tough, smart, and faithful

persons.

In 2007, Tiara Bunda built an elementary school for children of at least

6 years old. The students will be taught about how to face challenges by

the teachers who are qualified in each sector of education. Therefore, they

can accept and develop their academic skills, creativity, and strength with

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Maranatha Christian University with supporting facilities, like computer laboratory, language laboratory,

and science, art, and craft class. Up till now, Tiara Bunda has four grades

of elementary school and intends to develop their school more and more.

The vision of Tiara Bunda is supporting regional education by

developing unique aspects which pupils have and always praises The

Lord in works and wills. The mission of Tiara Bunda is developing the

nation which is smart, independent, and tough with a faith in God. Tiara

Bunda is divided into three different school divisions, which are elementary

school, kindergarten, and playgroup. Mrs. Johana R. is the headmistress

of the elementary school, Mrs. Hanny Purba is the headmistress of the

kindergarten, and Mrs. Susy Daniel Salim is the coordinator of the

playgroup.

E. Method of the Study

In gathering the data for this study, I did an observation and I wrote an

internship journal about 5-6 years old kindergarten pupils at Tiara Bunda

during my internship. I did the internship from July 26th 2010 until

September 9th 2010. I did library research and browsed the Internet to find

the theories to support my study.

F. Limitation of the Study

For this study, I limit the subject to 5-6 English class pupils of TK B at

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Bunda School which is used for English lessons only. I did the study from

July 26th 2010 until September 9th 2010.

G. Organization of the Term Paper

I divide my term-paper into four chapters. The first chapter is

Introduction. In this chapter, I will explain about the background of the

study, the benefit of the study, the method of the study, identification of the

problem, and organization of the term paper. The second chapter is

Problem Analysis. In this chapter, I will explain about the problem which

includes the causes and effects of the problem. Next, the third chapter is

Potential Solutions. This chapter will explain about potential solutions

which can be applied to solve the problem. The last chapter is Conclusion.

This chapter will be about the conclusion drawn from the third chapter, the

best solution chosen with its logical reasons. The last part is Bibliography.

This part consists of a list of references which are used in the whole term

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Maranatha Christian University

CHAPTER IV

CONCLUSION

I did my internship at Tiara Bunda School. During my internship, when I

taught in English class, the pupils did not want to be involved in English

learning activities. I found that this problem is caused by teacher's unclear

instructions that make the pupils do not understand what they have to do,

unhappy feeling of the pupils to be at school, and the pupils’ lack of

motivation to learn. This problem has some effects, which are the English

skills of the pupils improve slowly, the teacher becomes stressed, and the

other pupils’ concentrations are distracted because of the pupils’ noisy

sounds. In order to solve this problem, I tried some potential solutions. The

first solution is approaching the pupils during break time. The second

solution is using incorporated various activities based on the pupils'

interests. The last solution is using various teaching strategies based on

pupils' learning styles.

After doing some analysis that have been stated on the third chapter, I

decide to choose the combination of the second and the third solution,

which are using incorporated various activities based on pupils' interests

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the best solution. By combining the second and the third solution, the

efforts to make the pupils involved in English learning activities will be

more effective than using the second or the third solution only. The pupils

become interested in the activities and they can understand the lesson

more easily. As Dwi Pujiastuti says, it takes a lot of work to make the

pupils involved in learning activities, but if we are prepared in various

activities and various teaching strategies, they will be interested in the

learning activities and they can understand the lesson more easily (par. 9).

In order to minimize the negative effects that might happen in using this

combined solution, the teacher has to spend more time to prepare

interesting activities, teaching aids that support the activities, and teaching

strategies based on the pupils’ learning styles.

I do not choose the first solution which is approaching the pupils during

break time because this solution is not effective to make the pupils willing

to be involved in English learning activities. Rather than giving useful

effect, this solution makes the pupils always want to be close with the

teacher in the class without being involved in the activity and also makes

the teacher have the possibility to like some pupils more than the others. It

is more difficult for the teacher to overcome the negative effects of this

solution because of the connection to the pupils’ feelings. The teacher will

find it hard to avoid being too close with the pupils without hurting their

feelings.

Finally, I can conclude that by applying the best solution that I have

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Maranatha Christian University learning activity. The teacher can use the two solutions together to reach

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