Building A Good Relationship With Eight Students At Aces.

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ABSTRACT

Tugas Akhir ini berisi analisa masalah tentang membangun hubungan yang baik antara murid dan guru berdasarkan pengalaman magang di ACES (Active Communicative English Study) sebagai asisten guru. Selama dua minggu pertama saya mengalami kesulitan dalam menjalin hubungan dengan delapan anak yang mengikuti kursus di ACES. Oleh karena itu tujuan dari Tugas Akhir ini adalah untuk menganalisa dan mencari solusi untuk mengatasi masalah ini.

Setelah melakukan beberapa analisa saya menemukan tiga penyebab masalah yaitu saya merasa tidak nyaman ketika bertemu dengan murid – murid yang ada di dalam kelompok belajar, saya juga merasa tidak

percaya diri ketika mengajar murid – murid, dan yang terakhir adalah para murid merasa malu dan takut saat berhadapan dengan saya di kelas. Akibatnya adalah tidak adanya komunikasi antara saya dengan murid – murid di dalam kelompok belajar, saya merasa kesulitan untuk menangani situasi dalam kelompok belajar ketika mengajar, dan yang terakhir saya tidak dapat mengajar dengan baik. Tiga pilihan solusi untuk

menyelesaikan masalah yaitu saya akan memberikan perhatian dan dorongan kepada murid – murid, saya akan berkomunikasi dengan para murid ketika ada waktu luang pada jam – jam mengajar, dan saya akan menggunakan permainan untuk menciptakan suasana yang nyaman di dalam kelompok.

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APPENDIX

A. FLOW CHART

Causes of the Problem: 1. I felt uncomfortable when

I met the students in the As a teacher assistant, I

had difficulties in

2. The students can achieve a higher academic level.

Potential Solution I: I will give more attention

and encouragements to

2. The group atmosphere will be more comfortable.

Potential Solution II: I will communicate with the students while there is a spare time during the

tutoring.

Potential NEGATIVE Effect: 1. The students will not listen

to my instructions. I will use games to create

a relaxed atmosphere in

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B. THE TRANSCRIPTION OF THE INTERVIEW

Name of interviewer : Lina Wijaya

Name of respondent : Ms. Rhimelda Marcella Yulita

Day and date of interview : Tuesday, February 14, 2012 Place of interview : Ms. Rhimelda office

Lina : Kapan Ace Kids pertama kali didirikan?

Miss Rhimelda : Ace Kids pertama kali didirikan di Jakarta tahun 1998 oleh Dra. Leonny Siswanti Tanama. Sekarang sudah berubah nama menjadi ACES (Active

Communicative English Study) pada tahun 2010.

Lina : Kenapa namanya berubah dari Ace Kids ke ACES?

Miss Rhimelda : Karena lebih banyak peminatnya, selain anak-anak, orang dewasa dan anak kuliahan yang tertarik untuk kursus di sini, jadi ACES lebih

terbuka untuk umum.

Lina : Apa ACES ada motto,visi/misi?

Miss Rhimelda : Slogan ACES adalah: ”ACES start with the end in mind”. Visinya membuat perkembangan pendidikan di Indonesia menjadi lebih baik, terutama

dengan masuknya era globalisasi yang memusatkan Bahasa Inggris menjadi bahasa dunia. Semoga kursus ini dapat menjadi sekolah yang bilingual yang

dibangun mulai dari TK (Taman Kkanak). Misinya membuat anak-anak/orang tua/orang dewasa yang ingin belajar Bahasa Inggris bisa

mempelajari Bahasa Inggris dan dapat berkembang lebih baik dalam bidang Bahasa Inggris.

Lina : Selain disini di jalan Astina apakah ada cabang lain?

Miss Rhimelda : Dulu pernah dibuka cabang Bandung tanggal 1 April 2002 di jalan Padjajaran kemudian tutup pada tahun 2006. Tanggal 1 mei 2006 dibuka

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Lina : Kira-kira ada berapa murid yang aktif di ACES sekarang ini?

Miss Rhimelda : Murid yang aktif sekarang kurang lebih 90 murid dengan tim pengajar 3 orang, satu resepsionis, dan satu OB (Office Boy).

Lina : Syarat apa saja yang dibutuhkan untuk menjadi guru disini?

Miss Rhimelda : Pertama calon pelamar harus mengikuti test TOEFL yang

diberikan oleh saya. Syarat nilai TOEFL adalah 550.

Lina : Bagaimana kalau tidak mencapai target nilai?

Miss Rhimelda : Itu dapat dinegosiasikan oleh saya, yaitu dengan memberikan

training. Semua pelamar wajib untuk mengikuti training sampai dianggap mampu untuk memegang kelas sendiri. Masa percobaanya 3 bulan, setelah lewat tiga

bulan baru nantinya calon pelamar dapat dijadikan guru tetap.

Lina : Apa ada yang lainya?

Miss Rhimelda : Selain itu pelamar harus sangat mencintai anak-anak, mampu menggunakan bahasa inggris dengan fasih (lisan & tulisan), ramah, mampu

bekerja dalam tim, mempunyai integritas kerja yang baik.

Lina : Bagaimana hubungan dalam dan antar departemen di ACES?

Miss Rhimelda : Miss Leonny pendiri dari ACES yang membawahi ACES cabang Jakarta & Bandung. Miss Leonny juga sekarnag yang memegang cabang di Jakarta, sedangkan di Bandung saya yang memegang. Saya dan Miss Leonny

masih saudara.

Lina : Bagaimana dengan sturuktur organisasinya ?

Miss Rhimelda : Selain saya yang mengajar, saya mempunyai dua tenaga pengajar lainya yaitu miss Lani dan miss Cherry. Administrasi oleh Miss Desti dan office boy oleh mas Indra. Miss Desti juga orang yang mengurus penerimaan

murid baru, yang menjelaskan sistem penerimaan murid dan juga bertugas untuk

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CHAPTER I

INTRODUCTION

A. Background of the Study

Relationship between a teacher and students is important. The

relationship or “rapport” (Crookers 162) between the teacher and the

student can help the teacher to communicate with the students effectively.

It is stated that, “The more the teacher connects or communicates with his

or her students, the more likely they will be able to help students learn at a

high level and accomplish quickly” (“The Positive Teacher – Student

Relationship” par. 4). Therefore, it can be seen that rapport is significant in

the process of teaching.

The relationship between the teacher and the students can bring a lot

of positive effects for both sides. Sara Rimm-Kaufman (par.1) believes that

if the teacher and the students can establish a good relationship, the class

will become more comfortable. Moreover, it can create “better classroom

behavior” (Sara Rimm-Kaufman par. 1), and make both sides respect

each other. Furthermore, the teacher can make the students “achieve at

higher level academically” (Sara Rimm-Kaufman par. 1). Jonas also

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by the quality of the teacher and student relationship” (qtd. in “The Positive

Teacher – Student Relationship” par. 4). It is shown that the teacher has

an important role in helping the students performances in the classroom.

Referring to the students and the teacher relationship, I found a similar

problem when doing my internship at Active Communicative English Study

(henceforth, ACES) English Course in January to February 2012. I

became a teacher assistant at ACES for one month. I assisted the

kindergarten and the primary school level students. The age levels are five

to eleven years old, and the total number of students that I assisted at

ACES is twenty-nine students. I worked six days a week, from Monday to

Saturday. In ACES, I assisted two to three groups of learners each day.

Each group of learners consisted of five to six children. Each session

lasted for about one and a half hours. Miss Lani was the teacher who was

responsible for the groups that I assisted. She was also my supervisor

during my internship. As a teacher assistant, I assisted the students in

learning Grammar, Vocabulary, Reading, and Speaking (Conversation)

lesson. My job was helping the supervisor in monitoring, assisting, and

teaching the students. If the students needed help, they could ask me or

the supervisor. For example, when they had a difficulty in answering the

questions in Grammar lesson, I would help them and assist them in

answering the questions. I might also explain again the Grammar Pattern

that had already been explained by Miss Lani to the students, so that they

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During the first two weeks of my internship, I found that I had a difficulty

in building relationship with eight out of twenty nine students. Those

students were from to different groups of learners. When I first came to

teach them, I had a difficulty in approaching those eight students, I also

felt unconfident with myself, and they felt unfamiliar with my presence.

Furthermore, the teaching and learning process became uncomfortable for

the students and me. This situation shows that I have a problem related to

establishing a good rapport with the students. That is why it is important to

solve the problem.

The purpose of my term paper is to analyze the problem of building a

good relationship with eight pupils of primary school level during the first

two weeks of teaching at ACES. In addition, this research aims at

discovering the best solutions to handle such problem.

B. Identification of the Problem

There are several research questions that will be discussed in this term

paper:

1. Why did I have difficulties in building a good relationship with the

eight students of primary level in five groups of learners at ACES

during the first two weeks of my internship?

2. How did the problem influence me as the teacher assistant and the

students?

3. How could I overcome the problem of building a good relationship

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C. Objectives and Benefits of the Study

The objectives of this term paper are to analyze the causes of having a

difficulty in building a good relationship with the students. It is also to

analyze the effects of the problem and to present the best solutions to

overcome the problem.

The benefit of this study for the teachers at ACES is to inform them

about building a good relationship between the teacher and the students.

The benefit for the readers is they can gain some useful insights on how to

build relationship with their students. I also expect that the readers will

know how to have a good communication with the students. As for me, I

expect that I could improve and develop my social skills especially in

building relationship with the students.

D. Description of the Institution

Based on my interview with Mrs. Rhimelda, as the owner of ACE KIDS

at Bandung, it is stated that ACES was named ACE KIDS when it was first

established by Dra. Leonny Siswanti Tanama in Jakarta in 1998. The

name ACE KIDS was turned into Active Communicative English Study

(ACES) in 2010. This name was chosen because there were also some

parents and college students who were interested in studying English at

ACES. Thus, the new name implies that this English course is not only for

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Indonesia, especially in the new era of globalization where English has

become a world language. It is expected that this course will become a

bilingual school, starting from kindergarten level. ACES’ mission is to

make children, parents and adults improve their English. ACES’ first

branch in Bandung was located at Padjajaran Street, started on 1 April

2002, but it was closed in 2006. Another branch was opened in Kopo on 1

May 2006, yet it was also dismissed in 2007 or 2008. The other branch is

located at Astina Street, which was established on 1 January 2006, and it

still runs until now. ACES is the centre for studying English that includes

Grammar, Vocabulary, Reading, Speaking (Conversation), Listening and

Writing. ACES has two teachers namely Ms. Cherry and Ms. Lani. It also

has one receptionist, Mrs. Desti, and one office boy, Mr. Indra.

E. Method of the Study

Data collection for writing this term paper is from my teaching

experience at ACES English Course. The period of my internship is one

month from 4 January 2012 to 7 February 2012, and the supporting data is

collected from field and library research. The field research includes

observation while teaching and helping the teacher in the class, which is

recorded in my internship journal, and the last is interview with the owner

of ACES. The library research is from printed sources and online sources.

The data is used to analyze the causes, the effects and the potential

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F. Limitation of the Study

The focus of this study is on building relationship with the students. The

subjects of the research are eight students aged six to eleven years of

primary school level, who belong to five different groups of learners at

ACES English Course. They are Robert (11), Anchel (10), Daniel (10),

Felix (10), Bryan (9), Devina (7), Gio (7), and Fiona (6). My internship was

done for one month at ACES English Course, which started from 4

January 2012 to 7 February. My work time at ACES was from Monday to

Saturday; Monday to Friday from 2 PM until 6 PM, and on Saturday was

from 10 AM to 4 PM.

G. Organization of the Term Paper

The term paper consists of several parts. It starts with the Abstract,

Declaration of Originality, Acknowledgements, and Table of Contents.

There are four chapters. Chapter One is Introduction, it contains 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. Chapter Two

describes the Problem Analysis, including the causes and the effects of

the problem. Chapter Three consists of the analysis of Potential Solutions,

along with the positive and negative effects of each potential solution.

Chapter Four is the Conclusion, followed by the Bibliography. The last part

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CHAPTER IV

CONCLUSION

This chapter is about the conclusion of the analysis to overcome the

problem that I had in building a good relationship with eight students of

primary school level during the first two weeks of teaching at ACES as a

teacher assistant. There are three causes of the problem. The first is I felt

uncomfortable when I met the students in the groups, the second is I did

not feel confident in teaching the students, and the last is the students

were shy and afraid of me. There are also three effects of the problem.

First, there was a communication gap between the students and I.

Second, it was difficult for me to manage the situation in the group while

tutoring. The last is I could not teach the students well. The potential

solutions of the problem are I will give more attention and encouragements

to the students, I will communicate with the students while there is a spare

time during the tutoring, and I will use games to create a relaxed

atmosphere in the group.

Based on the analysis in the previous chapters, I would like to present

the best solutions to overcome the problem. Those solutions are the

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students while there is a spare time during the tutoring, and I will use

games to create a relaxed atmosphere in the group.

I have chosen all of the potential solutions because applying the three

potential solutions will help me not only to build a good relationship with

the students but also to make a better situation while tutoring. Building a

good relationship with the students is important. In “Establishing Rapport

in the Classroom”, it is stated that knowing and caring about the students,

encouraging them, and playing games can be helpful to establish a good

rapport with the students (par.1). I choose all of the potential solutions

because I think they can support each other. The good rapport will not be

accomplished if I do not try to communicate and get to know them.

Besides I also have to give attention and encouragements so that I can

gain their trust. Moreover, I also believe that games are suitable for the

children aged six to eleven years old at ACES to build a good relationship

with me.

Building a good relationship with the students will be possible to

establish if all the potential solutions are applied in the learning process. I

suggest that all of the teachers at ACES should have a good relationship

with the students because it will be useful. I also expect this term paper

can help the teacher at ACES so that they can build a good relationship

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