Strategies in Handling Hyperactive Children Aged 6-8 Years At ACE KIDS.

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ABSTRACT

Tugas akhir ini disusun sebagai prasyarat untuk menyelesaikan masa

perkuliahan saya di Fakultas Sastra, jurusan DIII Inggris, Universitas Kristen Maranatha.

Pembuatan tugas akhir ini bertujuan untuk menemukan strategi dalam mengatasi anak-anak hiperaktif berusia 6-8 tahun di ACE KIDS. Anak-anak hiperaktif tersebut adalah anak-anak yang cenderung tidak dapat tenang di kelas, sulit berkonsentrasi dalam belajar dan mendengarkan guru, serta melakukan sesuatu tanpa memikirkannya terlebih dahulu. Keberadaan anak-anak hiperaktif di kelas sangat mengganggu jalannya proses belajar

mengajar jikalau guru tidak tahu cara penanganan yang tepat dalam mengatasi tingkah laku anak-anak tersebut. Oleh karena itu, saya akan mempelajari cara-cara untuk menghadapi anak-anak hiperaktif di kelas sehingga saya dapat menangani mereka dan membantu menyumbangkan ide cara mengatasi anak-anak tersebut kepada para guru yang

memerlukannya.

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CHAPTER I

INTRODUCTION

A. Background of the study

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such as Attention Deficit Hyperactive Disorder (ADHD) (par.1). ADHD is a symptom that appears before the age of 7 years old. The core symptoms of ADHD include inattention, hyperactivity, and impulsivity. As Grand L. Flick states, “others distinguish between ADD, which is the basic inattentive pattern, and ADHD which is generally more complex and serious attention disorder that involves the hyperactivity component” (1). Based on my

experience, the students in my class who are hyperactive have these ADHD characteristics as they disturb the teacher and other students, such as talking with other students, yelling in class, not being able to sit calmly, not being able to concentrate while doing their tasks, etc. Because my students seem to have some of these characteristics, I assume that their behavior supports the idea that they are hyperactive students. Therefore, teachers, particularly me, should know how to handle hyperactive students in class in order that the class can go on as planned.

The problems about how to deal with hyperactive students in class will be analyzed by using the cause and effect approach in the next chapter. Then I will present the potential solutions to deal with the problems. Afterwards, there will be two chosen solutions to solve the problems of teaching hyperactive students at ACE KIDS aged 6-8 years old.

B. Identification of the problem

Based on the background of the study, there are two questions that will be

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1. What kind of teaching problems that faced by the teachers at ACE KIDS in handling hyperactive students?

2. What are some strategies to deal with the hyperactive students at ACE KIDS?

C. Objectives and benefits of the study

The objectives of the study are to talk about the teaching problems that

are caused by hyperactive students and the second is to find out the strategies to deal with hyperactive students in class. I also hope this term paper can be useful for the institution, for myself, and also for the readers. a. For the institution

The benefits for ACE KIDS is that the teachers can have additional strategies to handle any hyperactive students in class and make them interested in learning English, besides helping them to understand English language.

b. For myself

This research will improve my knowledge in the education field, particularly about how to deal with hyperactive students in class.

Furthermore, this knowledge will be valuable for me if one day I become a teacher.

c. For the readers

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D. Description of the Institution

In 1998, Ace Kids was first established in Jakarta by Dra. Leony Siswati Tanama. The slogan is “ACE KIDS starts with the end in mind”. On April 1st 2002, she opened the first branch in Bandung, which was located in Jl. Pajajaran no.87. Four years later, in January 2007, it was moved to Jl. Astina 68D because there were many students who were enthusiastic to learn English at ACE KIDS but the capacity in Jl. Pajajaran did not have sufficient facilities anymore. Until now, there are 112 students who have ever joined ACE KIDS, with six teachers and one person in the administration

department. On 1st May 2006, ACE KIDS opened the second branch in Bandung, at Jl. Kopo Permai III 47A/ no.11, with four teachers and one

person in administrative duties. Here are the levels of English classes at ACE KIDS, starting from the beginner to the higher levels: Teddy, Joey, Kiddy, Pre Basic, Basic-1, Basic-2, Basic-3, Intermediate-1, Intermediate-2, and

Intermediate-3.

E. Limitations of the Study

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F. Organization of the Term Paper

This term paper stars with the Abstract, a concise summary of the entire paper in Indonesian language. This Abstract is followed by the Declaration of Originality, and Acknowledgments. After that is the Table of Contents,

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CHAPTER IV

CONCLUSION

After analyzing the potential positive effects and the potential negative effects from each solution, now I will present the best solution to deal with hyperactive students aged 6-8 years old at ACE KIDS. Although hyperactive students can be difficult to teach, as well as disruptive in the class, teachers can try some strategies to handle such students in class.

Based on the three solutions that have been discussed, there are two solutions that I will choose. The two solutions are teachers should have positive thinking and give breaks during the process of teaching and learning. In order to deal with hyperactive students we should have positive thinking first because positive thoughts can influence the students to be positive (“Ways to Calm Hyperactive Children”). Besides thinking positively, teachers should also give break intervals so as not to make the hyperactive students too stressful because of too much study. Dr. Ken Shore says that a

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solutions are teachers can be more patient in handling those children and the situation in class can be under control. I do not choose the solution that states teachers should give personal attention because in my opinion it can be one of the effects of having positive thoughts. If teachers have positive thoughts it is most likely that they will give their personal attention to these students naturally in order to make the students avoid bad behavior.

Moreover, if the teachers at ACE KIDS can apply the solutions in class, the hyperactive children who tend to overreact, be impulsive and have short attention span can focus more on studying in class and can be easier to handle. Giving break intervals for hyperactive children is expected to be able to release their excessive energy during the breaks, whereas, by having positive thoughts, teachers can consider the students’ weaknesses to be their strengths that can be useful to help the teachers themselves and to help the other students. For example, they can ask the students to help them to collect or distribute papers, clean the board, or deliver a message to other teachers.

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BIBLIOGRAPHY

Printed sources

Flick, Grand L, Ph.D. ADD/ ADHD Behavior-Change Resource Kit. New York: West Nyack, 1998.

Snowman, Jack. Psychology Applied to Teaching. Boston: Houghton Mifflin Company, 2003.

Electronic sources

Kurtus, Ron.”Teaching Hyperactive Students.” School for Champions. 17 Nov. 2001. 07 April 2008

<http://www.school_for_champions.com/education/hyperactive.htm>. Shore, Ken, Dr..”Hyperactive Students” Education World. 12 Feb. 2005. 15 May 2008 <http://www.education-world.com/a_curr/shore068.shtml>. “Ways to Calm Hyperactive Children.” Teaching Expertise.com Sept. 2005. 21 April 2008.

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“Positive Thinking to Improve Your Luck.” Psychics.co.uk 18 May 2008.