Maintaining The Attention of Some of The 3-Year-Old Pupils in Class A, B, C, and D Of The Pre-K Level in TKK BPK Penabur.

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ABSTRACT

Pada saat saya menjalankan proses magang di TKK BPK PENABUR 638 yang berlangsung selama satu bulan sejak tanggal 16 Juli – 16 Agustus 2012, saya menemukan kesulitan yaitu saya tidak dapat mempertahankan perhatian murid-murid di kelas pre-kindergarten yang berusia tiga tahun terhadap pelajaran yang diajarkan. Dalam proses belajar mengajar saya mendapati beberapa murid mengalami kesulitan untuk tetap berkonsentrasi terhadap pelajaran yang saya ajarkan selama lebih dari lima menit.

Masalah yang saya alami ini memiliki beberapa sebab akibat. Ada empat penyebab, yaitu murid-murid berusia tiga tahun memiliki rentang waktu berkonsentrasi yang pendek, kemampuan murid-murid untuk memperhatikan pelajaran terganggu oleh karena perasaan yang timbul dari diri mereka sendiri, dan juga terdapat banyak benda-benda visual yang mengganggu konsentrasi murid-murid, serta pada saat proses belajar mengajar posisi duduk murid-murid yang tidak beraturan menghadap kepada saya sebagai gurunya yang berada di depan kelas. Akibatnya, saya sebagai guru merasa frustasi, murid-murid yang tidak memperhatikan pelajaran akan menggangu rencana ajar yang telah dipersiapkan, dan mereka juga akan menggangu murid-murid lainnya di kelas. Saya telah menemukan beberapa kemungkinan solusi untuk memecahkan masalah ini yaitu saya menggunakan teknik

mengajar yang bersifat non-verbal, menggunakan alat bantu visual, dan mengatur posisi duduk murid-murid di kelas.

Solusi yang terbaik dalam mengatasi masalah yang saya alami yaitu dengan menggabungkan ketiga solusi, yaitu, menggunakan teknik mengajar yang bersifat non-verbal, menggunakan alat bantu visual, dan mengatur posisi duduk murid-murid di kelas. Hal ini akan membuat perubahan besar bagi murid-murid sehingga mereka dapat lebih berkonsentrasi dan

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i Maranatha Christian University

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ii Maranatha Christian University

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APPENDIX A: FLOWCHART

Causes of the problem: 1. Pupils’ attention span is short. 2. The pupils’ attention was distracted by their own feeling. 3. There were visual distractions in class that made the pupils hard to concentrate during the lessons. 4. During the lessons, the pupils were seating in disordered rows, facing me as the teacherat the front.

Problem:

I have difficulty in maintaining the attention of some of the 3 years old pupils in class A, B, C, and D of the PRE-K level in TKK BPK PENABUR

between 16 July 2012 and 16 August 2012

Effects of the problem: 1. I was frustrated when I could not keep some of the pupils’ attention during the lessons.

2. Some pupils who did not pay attention interrupted the lesson plans.

3. Some of pupils who lost their focus interfered other pupils when they were studying in classroom.

Potential Solution 1: I use non-verbal teaching

techniques. Potential POSITIVE effects:

1. My gesture can hold pupils’ attention longer.

2. Eye contact can increase the pupils’ understanding of the concepts taught.

Potential POSITIVE effects: 1. The use of teaching aids will give motivation to pupils to pay attention to the lessons in class.

2. Use of teaching aids will help the teacher to clarify the lessons to the pupils more easily.

Potential NEGATIVE effects: 1. My posture can be perceived as threatening to pupils.

2. Extended stares can cause pupils lack of attentiveness in class.

Potential NEGATIVE effects: 1. Some pupils will feel curious to touch the teaching aids I use during the lessons, and it interrupts the lesson.

2. If the teaching aids are not colorful, some pupils will not really be interested in the lesson that I explain.

Potential Solution 2: I use teaching aids to keep pupils’

attention longer.

Potential POSITIVE effects: 1. Pupils enjoy an orderly classroom.

2. Pupils will be well-organized and can concentrate well in class.

Potential NEGATIVE effects: 1. If the talkative pupils sit together with the other talkative pupils, they will make noises. 2. Pupils can be bored to sit with the same pupils every day and they will not make a good relationship with the other pupils Potential Solution 3:

I adjust pupils’ seating arrangement that can help them concentrate

better.

Chosen Solution:

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APPENDIX B: INTERVIEW QUESTIONS I

1. What do you think about classroom seating arrangement?

2. Does seating arrangement give benefits to both the teacher and pupils during the teaching process in class?

3. Are there any negative effects caused by seating arrangement?

4. Do the negative effects of seating arrangement affect the lessons?

5. As a teacher, what can you d to solve those negative effects?

Name of interviewer : Amelia Christiani Tanu

Name of respondent : Miss Christine

Day & date of interview : Wednesday, September 18, 2012

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APPENDIX C: INTERVIEW QUESTIONS II

1. Cara seperti apa yang akan di gunakan oleh Miss Ika untuk menjaga konsentrasi murid-murid saat belajar di kelas?

2. Apakah dengan menggunakan alat bantu visual dapat membantu murid-murid sehingga mereka lebih mudah untuk memperhatikan guru ketika sedang mengajarkan sesuatu?

3. Alat bantu visual apa sajakah yang dapat digunakan pada saat mengajar?

4. Alat bantu visual apakah yang paling dapat membantu murid-murid untuk dapat lebih berkonsentrasi lagi di kelas?

5. Apakah ada efek negatif yang disebabkan oleh penggunaan alat bantu visual tersebut?

6. Apa sajakah penyebab dari kesulitan murid-murid untuk dapat berkonsentrasi pada saat belajar di kelas?

Name of respondent : Miss Ika Djatnika

Day & date of interview : Wednesday, October 16, 2012

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APPENDIX D: INTERVIEW QUESTIONS III

1. Bagaimana pendapat Miss Vivi mengenai penggunaan eye contact dalam proses belajar mengajar?

2. Apakah penggunaan eye contact pada saat mengajar memberikan efek yang baik bagi murid-murid?

3. Apakah ada efek negative bagi murid-murid dari penggunaan eye contact pada saat mengajar?

4. Apa sajakah manfaat dari penggunaan alat bantu visual ketika mengajar?

5. Akankah alat bantu visual membantu murid-murid untuk dapat lebih memperhatikan pelajaran yang diajarkan?

6. Apakah ada kerugian yang ditimbulkan dari penggunaan alat bantu visual?

Name of respondent : Miss Vivi Liana

Day & date of interview : Wednesday, November 7, 2012

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APPENDIX E: TRANSCRIPTION OF THE INTERVIEW I

Amelia : Good morning Miss Christine. I would like to interview you for a

moment. Is it ok?

Miss C : Yeah. Sure. What is it about?

Amelia : It’s about classroom management, sitting arrangement of students

in the class. What do you think about it?

Miss C : Sitting arrangement?

Amelia : Yeah. I mean.. Do you think that by controlling sitting arrangement

can make students able to pay attention more to the lessons?

Miss.C : Ohh I see.. Yeah sure.. Controlling students’ sitting arrangement will

help students to be more focus on the lessons.

Amelia : Ok. And next question is.. By controlling seating arrangement, is it

good for both students and teacher?

Miss. C : It depends. There are good things and bad things about sitting

arrangement. The good things about it are the students will be

well-organized and they can concentrate well. But if we put talkative

students together, they will make noise and disturb others.

Name of respondent : Miss Christine

Day & date of interview : Wednesday, September 18, 2012

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Amelia : What’s the effect when the talkative students make noise in the

class? Will it affect the lessons? Like maybe they will not pay

attention to the lessons.

Miss C : Yes of course. It will affect some of the children in the class,

especially the students who are making noise. They will not learn

well and will not concentrate to teacher’s explanation. The teachers

also cannot explain well, because they need to take action to the

talkative students.

Amelia : Oh I see. What else are the negative effects of sitting arrangement?

Miss C : I think the other effect of sitting arrangement is the students can be

bored to sit with the same students everyday or they won’t play with

other children as they play only with the ones who sit beside them.

Amelia : What can we do to solve the problem?

Miss C : We can change the sitting arrangement every week or every two

weeks to avoid the boredness situation. But, remember not to put

talkative students together.

Amelia : Okay. Thank you for your time Miss Christine. It is a great

opportunities to interview you.

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APPENDIX F: TRANSCRIPTION OF THE INTERVIEW II

Amelia : Selamat siang Miss Ika. Saya ingin meminta waktunya sebentar

untuk interview mengenai tugas akhir yang sedang saya

kerjakan.

Miss Ika : Oh iya boleh Mel. Ini mengenai apa ya?

Amelia : Ini tentang psikologi murid-murid di kelas Miss, khususnya

mengenai bagaimana cara untuk membuat anak-anak TK dapat

tetap konsenterasi selama pelajaran berlangsung?

Miss Ika : Ok. Saya jawab sekarang ya Mel. Kalau menurut saya sebagai

orang yang sudah cukup lama berprofesi sebagai guru, ada

beberapa cara yang dapat di gunakan di kelas sehingga

murid-murid dapat fokus terhadap apa yang sedang dipelajarinya.

Pertama, bisa menggunakan alat bantu visual. Misalnya berupa

gambar, atau video. Akan tetapi penggunaan video jauh lebih

menarik bagi anak-anak. Gambar yang disaksikan di dalam video

itu dapat bergerak dan mengeluarkan suara, dan itulah yang dapat

membuat anak dapat lebih berkonsentrasi lagi.

Name of respondent : Miss Ika Djatnika

Day & date of interview : Wednesday, October 16, 2012

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Amelia : Saya setuju dengan Miss.Ika bahwa penggunaan alat bantu visual

dapat membantu anak-anak jadi lebih konsenterasi lagi. Namun,

adakah sisi negative dari penggunaan video atau gambar

tersebut?

Miss Ika: Iya tentu saja ada. Kalau misalnya kita menggunakan gambar yang

tidak berwarna pada saat menerangkan di kelas, maka anak-anak

tidak akan merasa tertarik untuk mendengarkan. Selain itu gambar

tidak dapat bergerak, dan hal ini pun membuat anak-anak tidak

mengerti dengan jelas gambar apakah itu. Karena gambar tidak

dapat mengeluarkan suara ataupun gerakan.

Amelia : Oh begitu ya Miss. Ok. Saya mengerti. Sekarang, saya ingin

bertanya mengenai apa penyebab dari murid-murid yang

kesulitaan untuk berkonsenterasi saat di kelas.

Miss Ika : Mmm… Salah satu penyebabnya ya Mel karena di kelas itu

temboknya dipenuh dengan berbagai warna dan juga banyak

gambar-gambar lucu dan menarik. Sehingga ketika proses

belajar mengajar, jika pelajaran yang di ajarkan kurang menarik

bagi mereka, mereka akan melihat-lihat sekitarnya dan

memperhatikan gambar-gambar yang ada di sekeliling mereka.

Karena menurut mereka, gambar-gambar di tembok lebih

menarik dari pada yang sedang di ajarkan gurunya di kelas.

Amelia : Ooohh begitu. Ok miss, segitu dulu aja interviewnya. Makasih

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APPENDIX G: TRANSCRIPTION OF THE INTERVIEW III

Amelia : Selamat siang Miss Vivi, boleh minta waktunya sebentar untuk

wawancara sedikit tentang penggunaan eye contact?

Miss Vivi : Oh iya boleh Mel. Mau tanya apa?

Amelia : Mmm.. Menurut miss apakah ada manfaat dari penggunaan eye

contact terhadap murid-murid di kelas waktu proses belajar

mengajar berlangsung?

Miss Vivi : Iya jelas ada Mel. Kalau kita menggunakan eye contact pada saat

mengajar, otomatis ini akan membuat daya tangkap anak lebih

baik sehingga akan memudahkan kita sebagai pengajar untuk

menyampaikan bahan yang diajarkan.

Amelia : Oh gitu ya miss. Sekarang Amel mau tanya bagaimana dengan

manfaat dari penggunaan alat bantu visual di kelas?

Miss Vivi : Manfaat alat bantu visual….. ??

Amelia : Iya miss. Bener ga kalau kita menggunakan alat bantu visual akan

membantu murid-murid untuk jadi lebih memperhatikan apa yang

kita ajarkan?

Name of respondent : Miss Vivi Liana

Day & date of interview : Wednesday, November 7, 2012

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Miss Vivi : Oh.. Iya Mel. Betul itu. Karena murid-murid akan merasa tertarik

dengan alat bantu visual yang kita bawa, entah itu berupa

gambar, video ataupun benda yang real. Hal ini akan membuat

mereka jadi lebih memperhatikan bahan yang kita ajarkan Mel.

Amelia : Oh ok ok Miss Vivi. Yaudah segitu dulu aja ya.. Makasih miss

buat waktu nya.

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APPENDIX H: CLASSROOM SEATING ARRANGEMENT

This is the picture of seating arrangement while I was doing my internship.

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APPENDIX I: LESSON PLAN

Name of the class : PREK-A, PREK-B, PREK-C, PREK-D

Level : PRE-Kindergarten

Goal of the lesson : 6 pupils come in front of the class to say out loud all the vocabularies I had taught on that day.

Time : 20 – 30 minutes

No. Activity Time Teaching Aid

1 Teacher greets pupils. (Good

morning children! How are you?) 2 minutes -

2 Introduction to the topic of the lesson (Today, we are going to study about new thing. It is about parts of body. Does anyone know what that is? Ok, let’s begin children.)

3 minutes -

3 Start the lesson. (Now everybody look at me. I have some pictures over here. Who knows what this is? This is “Head”. Touch your head children. How many head do you have? One! Good job! Now follow me, “Head” “Head” “Head”. Let’s continue to the next picture. What is this? This is called

“Shoulder”. Please touch your shoulder children. So, this is shoulder. The third picture that I have is “knee”. This is knee. Knee. Knee. I want you all to touch your knee now. The last picture is “Toes”. Everybody say, “Toes” “Head, Shoulder, knees, and toes song.)

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5 Sing “Head, shoulder, knees, and

toes” together with pupils. 3 minutes -

6 Let 6 pupils to come in front to say

all the vocabularies out loud. 7 minutes Sticker

7 Closing (Ok children. We are going to continue next week. I will ask about these vocabularies again. See you all!)

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1 Maranatha Christian University

CHAPTER I

INTRODUCTION

A. Background of the Study

In this term paper, I would like to discuss about the problem I experienced during my internship at TKK BPK PENABUR 638. One of the reasons why I chose to do my internship in BPK PENABUR is because this institution was established in 1950; thus, the school has a long history that makes it as successful as today. Besides, I decide to choose kindergarten level so I could learn how to be a good teacher for 3-year-old pupils from the teachers by doing internship in this institution.

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I experienced the difficulty every time I taught in the classes. In each class, I taught for three times; each teaching time took twenty to thirty minutes. Every time I taught, the main teachers were sitting behind their desks and watching me. During the teaching process, all pupils sat on the parquet in disordered rows. The first time I taught, the topic was boy and girl. In the second and third time, the topic was parts of body; such as head, shoulder, knees, and toes. When I started to teach, almost all pupils were ready to listen to my explanation; while the 16 of problematic pupils had difficulties to sit still and stay focused for long time. Some of the problematic pupils talked with other pupils, looked around the class, and also daydreamed while I was explaining the lessons. This situation made me hard to deliver the lessons to the pupils.

This problem is important to discuss because it is a common problem nowadays, as the article “Paying Attention: What Does it Mean for Infants and Toddlers?” says that problems with paying attention are increasing lately (par.1). Based on the observation I did in the school and the supporting theories I gathered, I analyze the causes, the effects, and the potential solutions to solve this problem.

B. Identification of the Problem

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1. Why was it difficult for me to maintain the attention of some of the 3-year-old pupils in the class?

2. How did my difficulty in maintaining the attention of some of the 3-year-old pupils affect the other pupils, lesson plan, and myself as the teacher? 3. How can I as the teacher maintain the pupils’ attention in the class?

C. Objectives and Benefits of the Study

The objective of this research is to find out the causes and the effects of my difficulty in maintaining the attention of some of the 3-year-old pupils in class A, B, C, and D of the PRE-K level in TKK BPK PENABUR. Besides, I would like to find the best solution for this problem.

I hope that the readers of this term paper as well as all the teachers in TKK BPK PENABUR and myself as the writer can learn about the good ways to maintain the pupil’s attention from the solutions and will practice all the potential solutions in the future when facing this kind of problem.

D. Description of the Institution

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were some abandoned schools which were formerly owned by the Dutch. Then, the Dutch organizations gave all the assets to Indonesia. THKTKHKH (Tiong Hoa Kie Tok Kauw Hwee Khu Hwee) Djawa Barat or was also known as GKI SW (Gereja Kristen Indonesia Sinode Wilayah) was one of the receivers of the assets. In May 1984, THKTKHKH Djawa Barat with the committee planned to rebuild all the schools. In 1948-1950, four elementary Kristen Petang Schools were established in Jakarta.

On 1 July 1989, BPK PENABUR was officially approved by Majelis Sinode ke-46 GKI Jawa Barat. In 1984, the motto, the vision, and the mission of this institution were stated. The vision is to be a Christian institution of excellence in faith, knowledge, and service. The mission is to develop students’ potential optimally through quality education and teaching based on Christian values.

E. Method of the Study

In writing this term paper, I apply two methods of research to support my analysis of the causes, effects, and solutions. First, I did a library research to get supporting data from printed and Internet sources. Also, I did field

research to get data from my observation which was recorded in my

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F. Limitation of the Study

This term paper will discuss about my difficulty in maintaining attention of 3-year-old pupils in Pre-K level in TKK BPK PENABUR 638 Bandung. There were 53 pupils (21 boys and 32 girls) in Pre-K level in this institution when I did my internship there. However, for this research I focus on 16 of these students whose attention was difficult to be maintained. This research is based on my internship that I experienced between July 16, 2012 and August 16, 2012.

G. Organization of the Term Paper

First of all, the term paper starts with the abstract which provides the sumary of the content of this term paper in Indonesian. Then, there is the acknowledgements part to say my gratitude to those people who have helped in writing this term paper. Next, there is a table of contents which shows the content of this term paper. These parts are followed by the chapters.

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CHAPTER IV

CONCLUSION

In this chapter, I would like to discuss about my chosen solution for my

problem which is difficulty in maintaining the attention of some of the

3-year-old pupils in class A, B, C, and D of the PRE-K level in TKK BPK PENABUR

638. There are three causes of my problem. First, the pupils’ attention span is

short. Second, the pupils’ attention span was distracted by their own feeling.

The third is there were visual distractions in class which made them hard to

concentrate while studying in class. The last cause is during the lessons, the

pupils were seating in disordered rows, facing me as the teacher at the front.

These causes made me, as the teacher frustrated. Besides, some pupils who

did not pay attention interrupted the lesson plans. Furthermore, the pupils

who did not pay attention interfered other pupils when they were studying in

the classroom. There are three potential solutions for my problem. The first

potential solution is I use non-verbal teaching techniques. The second

potential solution is I use teaching aids. Then the last potential solution is I

adjust pupils’ seating arrangement that can help them concentrate better.

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Combining all of the three potential solutions will be the best solution. This is my conclusion after I analyze all the potential solutions, and the positive

and negative effects of each of them.

The reason why combining the three potential solutions is the best way to

solve this problem is that it will show a great improvement in the pupils’

attention. They will be able to concentrate for longer time during the teaching

process. The result will be much better than if I only do either one or two of

the potential solutions at the same time. Doing only one or two potential

solutions will not make the pupils able to focus on the lessons for longer time.

For example, if I only create a proper seating arrangement without keeping

eye contact with the pupils, they will not pay attention to my explanation and

they might disturb the other pupils. Likewise, if I only do non-verbal teaching

techniques without using teaching aids while I teach, the pupils will not be

interested in the lesson and this will make them feel bored. Thus, teaching

aids are also needed, as Roberson explains in her article, “The many benefits

of teaching aids include helping young learners relieving anxiety or boredom

by presenting information in a new and exciting way” (par.1).Without the use

of teaching aids, the pupils may still get bored. Therefore, to be able to

maintain pupils’ attention, I, as their teacher will do all these three potential

solutions at the same time. I will use teaching aids, such as pictures and then

I maintain non-verbal teaching techniques. I also should arrange the seats for

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As a conclusion, combining all the potential solutions will make a great

impact on the pupils’ attention. As explained in the previous paragraph that all

the potential solutions are better done at the same time. Unfortunately there

is a possibility that the pupils will not show a great improvement on paying

attention to the lessons if I do not do all the potential solutions carefully. For

example, if I use black and white pictures even though I do seating

arrangement and maintain eye contact with the pupils, it can make the pupils

still not interested in the lessons because of the black and white pictures. I

should use colorful pictures instead. Thus, I have to be really careful in doing

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Maranatha Christian University

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INTERVIEW SOURCES

Djatnika, Ika. Personal interview. 16 October 2012.

Lesmana, Christine Y. Personal interview. 18 September 2012.