Handling the Difficulty in Making Three Korean Pupils at Mp2 Equalbright School Understand What I Taught in English.

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ABSTRACT

Dalam Tugas Akhir ini, saya akan menganalisis masalah yang saya hadapi saat saya melakukan magang di Sekolah EqualBright. Masalahnya adalah saya mengalami kesulitan dalam membuat tiga murid Korea di kelas MP2 sekolah

EqualBright mengerti apa yang saya ajarkan dalam Bahasa Inggris.

Berdasarkan analisis masalah, saya menemukan tiga penyebab. Penyebab pertama adalah saya tidak memiliki kemampuan berkomunikasi yang baik saat saya mengajar. Penyebab kedua adalah murid-murid Korea tersebut kurang dalam kemampuan Bahasa Inggris. Penyebab ketiga adalah saya berbicara terlalu cepat ketika mengajar Bahasa Inggris. Masalah yang saya hadapi juga memiliki tiga dampak yang sangat berpengaruh. Dampak pertama, murid-murid tersebut tidak dapat mengerjakan latihan dengan baik. Kedua, murid-murid tidak dapat mengikuti instruksi saya di kelas. Ketiga, murid-murid tidak memiliki ketertarikan untuk belajar Bahasa Inggris.

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CHAPTER I

INTRODUCTION

A.

Background of the Study

When I did my internship as a teacher assistant in EqualBright School for

almost two months, I taught and helped my supervisor, Ms. Jennifer

Dominguez at MP2 (class for the third and fourth graders). In the class, there

were three Korean pupils, who are eight and ten years old, I taught them every

day in regular class for teaching them basic English like spelling exercise,

reading, and writing in English to help the English teacher. Besides in regular

class, I also taught two of the Korean pupils in tutorial class after school by

giving them basic English material too. When I taught them, I found a

problem. They did not understand what I taught in English. According to Pai

(2005), the teacher's task in educating children will be more difficult, if the

teachers have to face pupils who have multilingual and multicultural

background.

In order to overcome my problem, I choose the topic Handling the

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Understand What I Taught in English to be analyzed. By doing this analysis I

would like to find the causes, the effects and the solutions to my problem.

B.

Identification of the Problem

I would like to identify my problem by analyzing them in three questions:

1. Why did the three Korean pupils at equalBright not understand what I

taught in English?

2. How did the problem of not understanding what I taught in English

influence the pupils and I?

3. How can I make them understand what I teach in English better?

C.

Objectives and Benefits of the Study

The objective of writing this final term paper is to find the causes, the

effects and the solutions to solve my problem when I did my internship at

MP2 EqualBright School. Besides the objective, the study also has some

benefits. First is the benefit for the readers. This final term paper will be useful

as a good reference for the readers who are interested in becoming a teacher in

international or national plus schools and face the same problem as I

experienced in my internship. Second, there is a benefit for the teachers in

EqualBright who may have the same problem as I had. Third, there is a benefit

for me as the analysis will be useful when I teach foreign pupils, especially

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D. Description of the Institution

Based on the school profile of EqualBright School (2015), EqualBright

School is an institution which executes education by the system which is

based on the national curriculum and International Primary Curriculum (IPC),

EqualBright is also an educational institution which offers a new method

which combines pupils’ multiple intelligences with the common curriculum.

Moreover, EqualBright combines them in a creative way to make pupils active

when they are learning in class.

The vision and the mission are quoted from EqualBright School’s official

website (2010-2013). The vision of EqualBright School is “to provide an

exceptional learning environment where pupils are able to recognize and

achieve their fullest potential so that they can contribute in building a better

society” (para. 1). The mission of the EqualBright School is “A place of

excellence that provides a balance of academic rigor (knowledge) and the

teaching of life skills (values). EqualBright strives to partner with parents in

empowering and inspiring the pupils to achieve their fullest potential in a fun

and nurturing environment” (para. 2).

According to the interview with the principal of EqualBright school

(Merry Ellen, personal communication, March 23 2016) , EqualBright was

established in August 2010 by opening the first batch of grade one until grade

four. The first principal was Mr. Effendy, who was also one of the chairmen

of the foundation for the school board, then he resigned and later in 2010 the

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Additionally, at the beginning the school buidling was a car show room and it

underwent a lot of rennovations before it became EqualBright School.

At that time EqualBright had only five pupils; they were distributed into

two classes. The first class was grade one and two, and the second class was

grade three and four.The school was developed now: EqualBright has opened

its junior high school. EqualBright has forty students in total with eight

different grades. Moreover, the number of the staff at the beginning was five.

They were Ms. Ellen, one administration lady, two teachers and one librarian.

However, now there are twenty staff member including part time and full time

teachers.

E.

Method of the Study

The sources of data that I used are from the library, the Internet, an

interview and observation. The data is from the books that I borrowed from

the library, the articles browsed on the Internet, an interview with the principal

of EqualBright School and the internship journal for observation. The data is

used for analyzing and solve my problem, its causes, its effects and its

solutions for the final term paper.

F.

Limitation of the Study

The study focused on three Korean pupils of MP2 class in EqualBright

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Their ages were eight to ten years old. The length of the study is from 11th

January until 12th February 2016.

G.

Organization of the Term Paper

The term paper starts with chapter 1 including Abstract, 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. Next, in the second chapter, I will

describe the problem, together with the causes and the effects, which that will

be discussed in detail. Then, in the third chapter, I will explain and describe

how to overcome the problem by using the potential solutions. Besides the

solutions, I also discuss some potential positive and negative effects of the

solutions. Furthermore, in the fourth chapter, I will give the conclusion and

suggestions that can be useful for the overall chapter. I also added references

and appendices which included Flowchart, Internship Journal, Transcript of

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CHAPTER IV

CONCLUSION

After I have made an analysis of the problem of handling the difficulty in

making three Korean pupils in MP2 EqualBright school understand what I taught

in English, I found the causes and the effects and the solutions to the problem.

The problem has three causes. The first cause is I did not have good

communication skill when I taught the pupils. The second cause is the pupils had

low English ability. The third cause is I spoke too fast when I taught English.

Besides the causes, the problem has three effects. The first is the pupils could not

do their exercises well, the second is the pupils failed to follow my instructions in

the class, the third is the pupils did not have interest to learn English. Furthermore,

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

nonverbal communication to make the pupils understand what I taught more

easily, the second is I should speak more slowly in teaching English, the third is

theteacher should provide additional afterschool programs for the pupils.

To find the best solutions, I will combine the three potential solutions. I

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for solving my problem. The reasons why I choose to combine those three

potential solutions is because they support one another. If I used the first potential

solution, it will bring some positive effects that can be beneficial for my teaching.

The teaching will be more interesting and impressive for the pupils to help their

learning. Additionally, I will use the second potential solution, which is I should

speak more slowly in teaching. By using this solution the pupils will have more

time to process the lesson, and I also can make my articulation more precise.

Moreover, the third potential solution ,the teacher should provide additional

afterschool programs for the pupils, will support the first two potential solutions.

By doing the afterschool programs, the pupils will have more time to practise

English and feel comfortable.

Finally I suggest that in teaching Korean pupils, besides using the combination

of the three solutions I have proposed, the teacher should also be patient. Because

in order to be successful, the three solutions should be applied together with the

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Handling the Difficulty in Making Three Korean Pupils at Mp2 Equalbright School Understand What I Taught in English.

ABSTRACT

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

A.

Background of the Study

Identification of the Problem

Objectives and Benefits of the Study

D.

Description of the Institution

Method of the Study

Limitation of the Study

Organization of the Term Paper

CHAPTER IV

CONCLUSION

REFERENCES