ABSTRAK
Tugas akhir ini disusun sebagai prasyarat untuk menyelesaikan masa perkuliahan saya di Fakultas Sastra, jurusan D3 Bahasa Inggris, Universitas Kristen Maranatha.Tujuan dari penelitian dalam tugas akhir ini adalah untuk mengetahui metode pengajaran yang tepat untuk mengajarkan Bahasa Inggris kepada anak usia pra-sekolah dengan karakter yang berbeda-beda. Untuk mengumpulkan data, saya memilih Kids 2 Success, salah satu institusi pendidikan yang menyelenggarakan kursus Bahasa Inggris untuk anak usia pra-sekolah. Kids 2 Success adalah tempat saya magang.
Selama masa magang saya diperkenankan untuk menjadi asisten guru Bahasa Inggris di Kids 2 Success. Selama menjadi asisten guru di Kids 2 Success saya dapat menyaksikan dan mengalami secara langsung bagaimana mengajarkan Bahasa Inggris kepada anak usia pra-sekolah. Saya juga dapat melihat langsung bagaimana seorang guru berinteraksi dan menangani anak usia pra-sekolah yang berbeda-beda karakteristiknya di kelas. Dengan demikian, saya dapat mempelajari bagaimana caranya menghadapi anak-anak usia pra-sekolah yang berbeda karakter, sifat dan kemampuan. Pengalaman ini sangat berguna dalam masa penyusunan tugas akhir saya. Dalam mengumpulkan data, saya menggunakan metode observasi di kelas dan mewawancarai beberapa pengajar Kids 2 Success.
Sebagai hasil dari observasi dan wawancara yang telah dilakukan, saya menyimpulkan bahwa untuk mengajarkan Bahasa Inggris kepada anak usia pra-sekolah diperlukan metode pengajaran yang tepat, agar proses belajar-mengajar akan menjadi lebih mudah.
Dengan mengetahui karakteristik anak atau murid yang akan diajar, orang tua atau guru dapat menerapkan metode pembelajaran yang tepat sesuai dengan karakteristik anak atau murid yang akan diajar. Oleh karena itu, saya menyarankan bagi para orang tua dan para guru untuk mengetahui karakteristik anak atau murid yang akan diajar.
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TABLE OF CONTENTS
ABSTRACT i
DECLARATION OF ORIGINALITY ii
PREFACE iii
TABLE OF CONTENTS iv
CHAPTER 1 : INTRODUCTION 1 – 4
I. 1. Background of the Study I. 2. Identification of the Problem
I. 3. Objectives of the Study I. 4. Benefits of the Study I. 5. Limitation of the Study I. 6. Layout of the Term Paper
CHAPTER II : THEORETICAL REVIEW 5 – 9
CHAPTER III: PERFORMANCE OF THE RESEARCH 10 – 17 III. 1. Method of Study
III.1.1 Choice of Instrument III.1.2. Data-gathering Process III.1.3 Presentation of Data
CHAPTER IV: RESULT AND DISCUSSION OF THE RESULT 18 – 20 CHAPTER V : CONCLUSION AND SUGGESTIONS 21 APPENDICES: I. Interview
CHAPTER I INTRODUCTION
I.1. Background of Study
Pre-school age children can imitate all kinds of behaviors around them. That is why it is easy for us to teach them something and it is interesting for them to learn something new. Based on this consideration, nowadays there are so many parents who want their children to learn English as early as possible.
Based on my own observation while doing my apprenticeship as a teacher’s assistant at Kids 2 Success, I found that pre-school age children had different characteristics. Most of them were active children, some were hyperactive, and the rest of them were passive. During my apprenticeship period, I found that sometimes the active and hyperactive children ran around the classroom during the class meeting or sometimes they could not stop talking with their friends during class. On the other hand, the passive children were very quiet and sitting nicely during the class meetings. Therefore it was interesting for me to teach pre-school age children. Because I knew that to teach English in such a class situation was challenging, I had to think of how to handle the class and to teach them at the same time. However, it was not just teaching them, but it was
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also making them understand English that was challenging.
From my apprenticeship experience, I know that in teaching pre-school age children we need to have extra energy and many ideas. We also need extra time to think about suitable methods to handle and teach them with all their different characteristics. In Kids 2 Success, I have seen how the teachers taught English children and made their children interested in learning English.
I.2. Identification of the Problem
The problems that will be analyzed are described in these questions. 1. What are the characteristics of pre-school age children in a class? 2. What are the ways to teach pre-school age children with different
categories in a class?
I.3. Objectives of the Study
Related to the problems, the objectives of the study are:
1. To find out the characteristics of pre-school age children in a class. 2. To find out the ways to teach a class of pre-school age children with
I.4. Benefits of the Study
1. Benefits for the institution (Kids 2 Success): Benefits for Kids 2 Success is that the teachers can have more suitable ways to handle a class that has pre-school age children with different characteristics then the methods that the teachers use nowadays.
2. Benefits for me: This research will improve my knowledge on how to handle pre-school age children. This knowledge will be valuable when one day I become a real teacher. It will also be useful for me when I become a parent someday.
3. Benefits for the readers: It will add to the reader’s knowledge, especially for teachers. It also brings benefits for those who already have children, because it will help them in teaching English to their children.
I.5. Limitation of the Study
My term paper only deals with the ways to teach a class of pre-school age children with different characteristics. I would also like to find out the suitable English teaching methods to teach pre-school age children with different characteristics.
I.6. Layout of the Term Paper
This term paper starts with an Abstract, a concise summary of the entire paper in Indonesian. This Abstract is followed by the Preface, in which I
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acknowledge the work and contribution of other parties. After that is the Table of Contents, followed by its five chapters:
Chapter I is the introduction to the analysis Chapter II contains the library research
Chapter III deals with the performance of the research Chapter IV contains the result and discussion of the result
CHAPTER V
CONCLUSION AND SUGGESTION
After the data-gathering process and studying the results, I conclude that the variety of pre-school age children’s characteristics will not be a problem for the teacher, as long as the teacher could find the suitable teaching methods which are mentioned in the previous chapter, such as using big objects, providing plenty of space, also applying STAD method, the theory of classroom characteristics, and the theory of teachers’ attitudes in teaching pre-school age children with different characteristics. The teachers of Kids 2 Success had generally used these teaching methods so far.
I would also like to give some suggestions to Kids 2 Success teachers. The teachers need to understand different characteristics of the pre-school age children. It is better for all teachers to be trained not only about the curriculum, but also about the different characteristics of pre-school age children. The teachers then will have preparation if they have to face children with different characteristics in the class. The teachers also need to learn about teacher’s attitudes in teaching so that they could give the right responses to the children who have different characteristics.
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BIBLIOGRAPHY
Allyn and Bacon. 1993 in Kamyab, Shahrzad. “Cooperative Learning : One Effective Method to Turn Passive Students Into Active Learners in Russian Classrooms.” <http://www.prof.msu.ru/publ/omsk1/4 10html>
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<www.mail-archive.com/ milis-nakita@news.gramedia-majalah.com>
Kurtus, Ron. “Teacher Strategies.” School for Champions. 17 November 2001 <http// www.school-for-champions.com/education/
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Morrison, George S. Early Chilhood Education. Fourth edition. Ohio: Merrill Publishing Company, 1988.
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