English Department Student-
Teachers’ Problems in Managing
The Classroom in Elementary School
THESIS
Submitted in Partial Fulfillment
of the Requirements for Degree of
Sarjana Pendidikan
Helen Yovita Setiawan
112009019
ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
English Department Student-
Teachers’
Problems in Managing
The Classroom in Elementary School
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
HELEN YOVITA SETIAWAN
112009019
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ART
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
English Department Student-
Teachers’ Problems in Managing
The Classroom in Elementary School
THESIS
Submitted in Partial Fulfillment
of the Requirements for Degree of
Sarjana Pendidika
Helen Yovita Setiawan
112009019
Approved by:
Martha Nandari, M. A.
Frances Sinanu, S. Pd. M. A
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Kind of Work :Undergraduate Thesis
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English Department Student-Teachers’ Problems in Managing The Classroom in Elementary School
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Table of Content
Tittle i
Approval Page ii
Publication Agreement iii
Copyright Statement iv
Abstrac 1
Introduction 1
Previous Study 3
Aim of The Study 4
Significant of The Study 4
Research Question 4
Research Objective 5
Definition of Term 5
Literature Review 6
I. The Importance of Classroom Management 6
A. Classroom Management 6
II. Problem of Student-Teachers in Managing
Classroom 7
A. Student-Teachers’ Intrinsic Problems 8
1. Student-Teachers’ Motivation 8
2. Student-Teachers’s Relationship with
Students 9
B. Student-Teachers’ Extrinsic Problems 10 1. Students’ Disruptive Behavior Toward
Student-Teachers 10
and Facilities 12 III. The Strategies and Solutions to Solve
Student-Teachers’ Problems 13
A. Creating a Good Classroom Atmosphere
to Maximalize Students’ Motivation 13
B. Teacher Attention 14
C. Using Teaching Methods to Perform
Teaching Learning Process Effectively 15
The Study 16
Finding and Discussion 19
Conclusion 27
Acknowledgment 31
References 32
Introduction
Do you love teaching English to children? Well, many people would say teaching English to children especially elementary school students seem easy, while actually it is difficult. If you think it is easy, then you have to rethink your words because teaching children needs a lot of attention and preparation. You also need a lot of creativity and energy to teach children.
Teaching children also needs emotional control. While teaching, you must not show your power, anger, and authority because a good teacher has to make their students feel comfortable, safe and happy in the classroom. Showing a friendly face is a starting point to make your students feel comfortable to learn a lesson from the teacher. Teacher also has to build a good relationship with children by giving an assignment that allow students to share their experiences and interest, or encourage classroom discussions that let students be the center of attention. As children, they really love to play. Teacher can use game activities to make them comfortable to learn in our class.
their teaching practicum. One of the problems that always happened was managing the classroom. Here, managing classroom means: how student-teachers deal with the situation in class so that his/ her lesson plan can go smoothly.
The English Language Education Program of Universitas Kristen Satya Wacana guides the students to have teaching skills. The writer believes that student-teachers are actually smart, but unfortunately some of them cannot handle the classroom like the real teachers do. Student-teachers that cannot manage their classroom will make the teaching and learning process not flow smoothly.
The writer interested to explore more about student-teachers problems in managing the classroom. Is there any management problem that student-teachers face while conducting their teaching practicum other than those mentioned above? The writer also wants to share what kind of solutions there are to solve those problems.
The writer hopes that this paper will be very useful for student-teachers in the future when they face some problems related to teaching English for elementary school students. The writer also hopes this study can be used as a reference for other student-teachers and teachers.
Previous Study
School Students (a Case of Study in SDK 2 Laboratorium Satya Wacana Salatiga)”, found that there were three main problems that teacher of SDK 2 Laboratorium Satya Wacana had: motivating students, managing constraints, and the teacher’s role. And a study entitled “The Problem Faced by Teacher Teaching English to Elementary School Students” which was conducted by Catur (2004),
found that there were two main problems; problems coming from the teacher and external problems. Prasetyo (2008) in his study “Teacher Strategies to Control Students’ Disruptive Behavior: A Descriptive survey Study of The Strategies Used by Students Teacher in Teaching Practicum Program at SMP Kristen Satya Wacana Academic Year 2007” showed that most of student-teachers used 3 strategies: “signal interference”, “explicit redirection”, and “proximity control”.
Aim of the Study
Students-teachers have difficulty to deal with children. They are not able to solve classroom management problems well. They have difficulty to get children’s attention and as a result the lesson is not conveyed well to the children. So although it seems easy to teach children, the fact is that they still have problems in managing the classroom. If student-teachers can be good managers, the learning process can be interesting and students will be enthusiastic to learn English. Therefore, to find out what kind of problems student-teachers face while conducting their teaching practicum and the solution to solve that problem is very important to study.
The writer hopes that this paper will be very useful for student-teachers in the future when they face some problems related to teaching English for elementary school students. The writer also hopes the findings of this study can be used as references for other student-teachers and teachers.
Research Questions
This research was proposed to answer the following questions:
a. What kinds of problems did the student-teachers face in managing the classroom?
b. What were the solutions they proposed or used to solve those particular problems?
Research Objective
This research aims to:
a. Find out the problems of the English Department student-teachers in managing the class.
b. Find out how they solved the problems.
Definition of Terms
Student-Teacher
had conducted their teaching practicum at Satya Wacana Christian Laboratory Elementary School. As student-teachers, they have to teach in real classrooms like a real teacher.
Teaching Practicum Program (TP)
Literature Review
I. The Importance of Classroom Management
Teaching English for elementary level is not easy because we do not know exactly what they want. One of the problems in teaching children is managing the classroom. Students-teachers should have a good management; it means they have to have various and interesting teaching methods to be used in the teaching learning process. Some problems may appear if the teaching methods used by student-teachers are different from students’ learning process.
Classroom management is important, it is supported by Lewis and Sugai (1999); “Classroom management is important in several ways, for
example focusing on preventive rather than reactive procedures establishes a positive classroom environment in which the teacher focuses on students who appropriately behave”. Prasetyo (2008) added that classroom
management as one of the components plays a big role in the teaching process.
A. Classroom Management
According to Oliver as cited in Evertson and Weinstein (2006), “Classroom management is any action a teacher takes to create an
this aspect of a lesson is not well handled by a teacher, much of the time for teaching can be wasted doing non-productive activities.
Richard and Renandya (1994) as cited in Lilin (2004, p. 6) also said that, “Classroom management is the way in which teacher manages a class in order to make it maximally productive for language learning.
Vern Jones and Lois Jones (2012, p. 20) in their book “Manejemen Kelas Komprehensif”, wrote that there are several assumptions about classroom management. The first and the most important from classroom management is making the students feel comfortable to make students learn the lesson maximally. Classroom management means an effective instruction. It needs to change the way students think about teaching and learning process. As a teachers they have to have a good method to help students to learn. Classroom management also has to make teachers and students work together as a team. The last assumption is it includes a good planning and attention to students’ need.
So in other words, classroom management is the way teachers manage the classroom and how they make their students follow the lesson well, so the teachers can transfer their knowledge to their students.
II. Problems of Student-Teachers in Managing Classroom
conduct their teaching practicum at Satya Wacana Christian Laboratory Elementary School.
A student-teacher and a teacher may not be much different. Student-teachers are not the teacher but they are guided to have teaching skills. There will be many problems occuring during the teaching learning process. Moreover, because student-teachers are not the real teacher, the problem occurred will be more difficult than the real teachers have.
A. Student-Teachers’ Intrinsic Problems
According to Catur (2004, p.9) an intrinsic problem is a problem that comes from the inside of an individual itself. Intrinsic problem may come differently among the student-teachers. In his journal, Catur stated that an intrinsic problem will highly influence a teacher’s
performance in giving the English lesson. This intrinsic problem can be divided into two parts. They are:
1. Students-Teacher Motivation
The first student-teacher’s intrinsic problem is motivation. One of the important parts to success management classroom is teacher motivation. Without motivation, student-teachers cannot make the learning process go smoothly. Child (1973) as cited in Catur (2004, p. 14) said, “Teacher motivation means how teachers
motivate themselve, what things that makes the teacher want to teach their students and knowing their students’ interest”.
new. They are hungry to know new knowledge. Elementary school students are not self-motivated either so that they tend to be active only if the teacher conducts the lesson creatively (Lilin, 2004). Therefore as a student-teacher that pretends as a real teacher also has to have motivation. One effective way is learning through activities and games.
2. Student-Teacher Relationship with Students
Even though student-teachers are not the real teacher and only teach the students for some months it does not mean that they do not need to care about the relationship with students. Having a good relationship with students is also one point to successfully manage the classroom. It can influence the teaching learning process. Catur (2004) in his journal stated that 66% teachers feel that it is important to build relationship with students and the relationship does have an influence on the teaching learning process. On the contary, teachers who do not consider the relationship with students as an important point will have problems in the teaching learning process.
B. Student-Teachers’ Extrinsic Problem
An extrinsic problem is a problem that comes from the outside of individual itself or the teacher’s surrounding (Catur, 2004, p.15).
There are several extrinsic problems faced by student-teacher while they conduct the teaching. They are:
1. Students’ Disruptive Behavior Toward Students-Teachers
The first extrinsic problem a student-teacher has is students’ behavior. It is the most difficult problem to be handled.
Not all the students are easy to be handled. Some are obedient and some are disruptive. This disruptive behavior makes the students-teacher stressed and annoyed so that the teaching learning process can’t go smoothly.
According to Jones (1998) as cited in Prasetyo (2008, p. 3), a disruptive behavior is students’ unproductiveness in a classroom
setting. O’Leary (1985, p.265) gave examples of a kind of
disruptive behavior. The first example is “gross motor” which
includes walking or running around without any purpose or permission, and throwing object. The second example is “verbalization”; it includes talking out loud to self or other,
calling out to teacher or other pupils, ringing, whistling, or humming. The last example is “noise” that children often do in
The disruptive behavior may come from the students themself. They may feel difficult to understand the lesson or lack of motivation to learn the lesson. Some students may also feel bored because they have already understand the materials. Sometimes students get strong negative effect from their friend to make teacher feels annoyed (op.cit).
2. Students’ Motivation
Motivation is very important because it involves everything we do. According to Encyclopedia Britannica (2004) as cited in Wolford (2004, p.3), motivation is forces acting either on or within a person to initiate behavior. Lack of motivation in elementary school children is a pressing educational problem because students without motivation cannot get the lesson maximally. They will have lack participation, lack preparation to come to the class, they will ask to leave the class, or put the head down in the class.
So, to increase motivation on students, teacher has to build students’ motivation. There are two types to get students’
behavior or their hard working. Intrinsic motivation is simulation or drive stemming from within one self (Jennifer Worford, 2004). One example is students study English because they enjoy learning English and it makes them feel good knowing they have mastered a skill or subject area.
3. Problems Related to Teaching Materials and Facilities
Teaching materials and school facilities are very important to teachers to be able to teach. The lack of material and facility will not make the teaching learning process go well.
a. Teaching Materials
Teachers need teaching materials to teach the students. The teaching materials can be books, visual aids, or everything that can be used to support the teaching learning process. Teacher needs to examine the material that will be given before the teaching learning process.
Not only the real teacher but also student-teacher must consider what material will be given for students. A good teacher must think what the students think, students need, and students want.
b. School Facility
One of the factors that causes lack facility is the school management cannot afford to give or provide facilities to support the teaching learning process (Catur, 2004).
III. The Strategies and Solutions to Solve Student-Teachers’ Problems
To have successful classroom management, students-teachers need to find strategies and solutions to solve their problems. There are opinions from various experts related to problem solving in teaching English to elementary school students.
A. Creating a Good Classroom Atmosphere to Maximalize Students’
Motivation
The classroom atmosphere is also one of the factors which determine the success of the teaching learning process, for example teachers create a nice situation which makes the lesson plan comes possibly and lead to a good result. According to Helena (2009), teachers should be able to make interesting classroom condition and pay attention to the surronding, for example teaching using songs or using good visual aids (pictures, photographs, blackboard, drawing objects, and transparencies), so the students will be happy and willing to learn in the classroom. It can help the teaching learning process go well too.Teachers also have to respect the students and make students feel secured to make students comprehend the lesson maximally (op.cit).
The fact that the teachers attend or care about their students determines what the students will do. The example of teacher’s attention is rules, praises, punishment, etc. According to O’Leary (1985), “a teacher’s smiles, words of encouragement, praises,
evaluations, and silence are an effectif way in affecting how the students will behave”.
1. Teacher’s Rules
Teachers can control the class by using teacher rules. It can dicipline the students’ behaviour.. However teachers need to select
what is the rule that will be applied in the classroom. Teacher also needs to make them clear or makes the students understand what is and what is not acceptable. Further, teachers should make sure that the consequences for breaking the rules are also clear and known beforehand.
2. Praising and Punishment
Students will get praise if they do something good, and will be punished if they do something wrong.
giving a certificate, giving a special task or sticker, and making a telephone call to their home for special students (p. 108-110). Besides using praising to get teacher’s attention, Sue added that using punishment can make students pay more attention to the teacher. Teacher can use verbal communication, written warning, short punishment, and severe reprimand like making the students out of the class or talking to students’ parents or suspending the students as a punishment (pp. 114-115). Smith and laslett (2002, p. 107) also said that punishment is an effective way of changing students’ behavior because it can make students follow the rules
that have been defined and teach good manners.
C. Using Teaching Methods to Perform Teaching Learning Process
Effectively
Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. According to Richards & Rodgers (2001) as cited in Lea (2007), the quality of English teaching will improve if teacher uses the best available methods and approaches. As students-teachers, they must have good methods to make it easier to present their materials. We can use the method to avoid students’ boredom. Moreover, children at this age like
methods and also build confidence to your students, so they can participate in your class maximally. Furthermore, according to Roseshine and Furst (1973) as cited in Catur (2004), a teacher must be able to determine the materials, well organized in his instructional behavior, enthusiastic, and be able to encourage the students to be actively involved in class.
According to Krisnandhika (2011), the method that always used by elementary school teacher is TPR (Total Physical Respon). It is a teaching method where the class activity is on the physical movement. Brown (1994) as cited in Krisnandhika (2001) described that Total Physical Response is based on the theory that memory can improve through association with physical movement. By using TPR in classroom activities can be both motivating and fun so students will be interested to learn English.
The Study
Content of the Study
student-teacherst who had taught in Satya Wacana Christian Laboratory Elementary School. They said that the students in that school were actually smart but unfortunately they were difficult to be managed.
Participants
The participants used in the study were eight female English Department student-teachers (teaching practicum students) of Universitas Kristen Satya Wacana. There were five students of 2010ers and three students of 2011ers that had taught at Satya Wacana Christian Laboratory Elementary School. Most of the student-teachers had taught 1st to 6th grade of elementary students. The writer chose student-teachers because they were rarely discussed. Moreover, some of the students did not respect the student-teachers, so the writer wondered how they managed the students. The writer chose 2010 and 2011 students because they would have just finished their Teaching Practicum Program, when this study was conducted.
Instrument of Data Collection
This research used interview to collect the data. By using interview, The writer can get richer data. Sliger and Shohamy (1989) as cited in Johnson (2014) argued that “Interviewing is more personal and therefore provides a level of in-depth information gathering, free response and flexibility that cannot be obtained by other procedures”. The
semi-structured interview because it could provide an opportunity for follow up questions and the participants could freely express their feelings, ideas or belief. The writer used Indonesian for the interview to help me and the participants get clearer information about their management problem and how to solve the problem.
Data Collection Procedure
First of all, the writer developed the questions for the interview. The questions were open-ended questions. The writer used open-ended quesions to get richer data about their problem in managing their classroom. Then, the writer made an appointment with some of my friends who taught at Satya Wacana Christian Laboratory Elementary School. The writer asked question related to the topic and did piloting. After the writer done with the piloting, the writer made an appoinment again with the participants and interviwed them. The interviews were recorded. After the writer done with the interview, the writer began to transcribe it.
Data Analysis Procedure
Finding and Discussion
In this section I would like to describe the problems of English Language Education student-teachers in managing the classroom. There were six problems in managing the classroom: students’ disruptive behavior, students’ low motivation, student-teachers’ relationship with the students, teaching materials, teaching facility, and student-teacher’s inconfidence in class. The description of each was presented below.
1. Students’ Disruptive Behavior
The biggest problems that student-teachers had was the students’ disruptive behavior. All eight student-teacher that I interviewed stated that the most common problem in managing the classroom that occurs during teaching learning process was students’ behavior. Moreover they found that
the small grader (first to third graders) was often made student-teachers difficult to handle them. This was the answer from one of the participants who answered that students’ behavior was the most common problem in
managing the classroom.
“The most common problem when we conducted our teaching practicum in this school was the children, especially first, second, and third graders”. (C, my translation).
From the interview, I got that there were two problems that belong to students’ behavior. They said that there were many noisy students and
stress, not only for novice teachers, but also for those who have already experienced in. The first problem was there were a lot of noisy students. Being noisy belongs to “verbalization” which is a disruptive behavior that includes talking out loud to self or other, calling out to teacher or other pupils, ringing, whistling, or humming ( O’Leary, 1985). There were six participants
who answered that noisy students was the first problem to be handled. This also happened most in the first to third graders. This was the answer from one of the participants.
“The first to third graders always made noise. There were noisy students in big class but
not so many like in the first to third graders. Sometimes they chatted with their friends and
eventually become noisy”. (Ma, my translation).
From the interview, all the participants use teacher rules to reduce the noise. By using teacher rules it can reduce some disruptive behavior students (O’ Leary, 1985). This was the answer from one of the participants.
“I used teacher rules like raise your hand before asking or answer the question. Sometimes I also use it when I gave games. Actually before I started the class, I have told the students about my rules and remind them when they forgot the rules. I think using teacher rules was useful enough fo disciplining the students”. (Ma, my translation).
The other three participants said that by giving advice, it could reduce the noise. This was the answer from one of the participants.
“I advised the students so that the children listened to me”. (F, my translation).
teachers should be firm to make the teaching learning process run smoothly. This is the answer from one of the participants.
“Sometimes I had to be firm to the students. I had to be firm in order to make them quiet
so I could continue my lesson well”. (F, my translation).
From the interview, there was one participant that gave strategy like using the students as a class president or to be the teacher. Sue (2010, p. 109) wrote that students will be happy is the teacher gives them a special job like being the teacher. This was the answer from the participant.
“Sometimes when the students were noisy or did something that inhibit the learning process, I asked the students to be the teacher or the class president like asked them to distribute the worksheet, wrote on the board, helped me doing something in the class, or collected his friends’ worksheet. I think this strategy was very effective because those noisy students did their job well, so it reduces the problem in my class”. (M, my translation).
The second problem was there were students who like to walk around the classroom. O’Leary (1985, p.265) as cited in Lilin (2004) gave example kind
of disruptive behavior which was called “gross motor”. According to O’Leary
gross motor was a disruptive behavior like out of seat, walking or running around without purpose or permission. Three of the participants said that children still like to walk around in the classroom during the lesson. This was the answer from one of the participants.
“There were students who liked to walk around in the classroom, especially the small
graders.”. (F, my translation).
To solve the problem all of the participants said that the first thing they need to do was giving them advise to go back to their seat. This was the answer from the participants.
The second strategy was ignoring the students like leaving the students alone. According to O’ Leary (p. 58-59), if the student is primary interested in some personal attention from teacher, ignoring may be very effective. There were only two participants did this strategy. This was the answer from one of the participants.
“.Actually I had given them advise but they did continuously so I ignored them”. (C, my translation).
2. Students’ Low Motivation
The second problem was related to the students’ low motivation. From the interview, I found there were five participants that had a problem with students’ motivation. There were two problems in students’ motivation:
passive students and students got bored easily. The first was some passive students that usually happen in class of fourth to sixth. This is the answer from one of the participants.
"There were some passive students in grade four to six. Sometimes it was difficult to make them participate in my class.”. (F, my translation).
The participants gave me the same strategy how to make the passive students want to try to participate in the lesson; that was by giving them applause or praising. According to Sue (2010), praising is a strategy that is very useful to be applied during the teaching learning process. This is the answer from one of the participants.
There was also a different strategy to handle those passive students. Two participants added that by using games and giving rewards can make them active during the lesson. This was the answer from one of the participants.
“Grade four to six were not so active like first to third graders. So I tried to build their motivation first through games. I also gave them reward points”. (M, my translation).
The second problem was students getting bored easily. There were two participants that had this problem. This was the answer from one of the participants.
“When I taught students for the first time, I found that some students got bored easily. It also happened when I taught in fifth and sixth graders. I often found some students bored not only in my class but also in my friends’ class”. (F, my translation).
From the interview, the strategy to make students not get bored was by attracting them with interesting materials and games. Teachers have to find ways that can make students actively in learning English. One way that can be used is using game. By using games teachers can create an atmosphere that will encourage the desire of students to learn the language. Students learn better when they have the feeling that they are making progress and the game provides opportunities for students to practice and dispel fears. It is also supported by Ersoz (2000) as cited in Johnson (2014) who believed that the games can motivate the teaching of foreign languages become a fun and exciting. This was the answer from one of the participants.
“I attracted them by giving them some interesting materials and games”. ( F, my translation).
The next problem that the student-teachers have in classroom management was due to the poor relationship between the student-teachers and the students.
From eight participants that I have interviewed, there were only three people that did not have any problem with their relationship to students. On the other hand, there were five participants that had difficulty to build relationship between student-teachers and the students. The most common problem was that the student-teachers could not get closer with the students. This was the answer from one of the participants when I asked about problem in relationship.
“It was difficult to get closer with the students. Even though I had taught first to six graders, I still could not get closer to them. Moreover because we did the Teaching Practicum only for few months so it wa s difficult to get closer with the students.” (D, my translation).
“It was not easy to get closer with the students. From my first teaching and my observation, I tried to chat with the students during office hour or when I have done my teaching.”. (F, my translation).
They also gave another strategy to build relationship with children. Three of the participants said that being friendly to students could make their relationship getting closer. This was the answer from one of the participants.
“We could get closer to the students if we motivated our self to be friendly to them but we have to know our boundary between teachers and students. For example I helped some students when they had difficulty with our teaching. Or, always smile to the students so they would not be afraid with the teachers”.(M, my translation).
One of participants also added that by making an activity that encourages students to learn English, they could get closer with the student-teachers. This was the answer from the participant.
“I always gavethem some materials or activities that encourage them to learn”. (F, my
translation).
4. Teaching Materials
The next problem was related to the teaching materials. Students-teachers also need good teaching materials to teach the students. They also need to examine the materials so the students can follow the lesson. If the materials are too difficult or too easy, they may avoid it because it can make them dizzy or just bored (Pintrick & Schunk, 2002, p.12 as cited in David A.Jocobsen, 2009). Therefore the material shall be in accordance with their capabilities. Some student-teachers had difficulty to make interesting or attractive materials. There were three participants who had the same problem. This was the answer from one of the participants.
“We taught elementary students so we had to give them interesting materials so the class
To overcome this problem, three of them agreed that using an attractive AVA, game, TPR could attract the students’ interest in learning. This is the
answer from one of the participants.
“I tried to make the materials as attractive as possible, it had to be fun and interesting so the students wanted to follow our lesson. I always looked for some interesting AVA like poster, PPT, and colorful worksheet. I always used TPR like singing a song, claping hands, or using games to make our body moved”. (F, my translation).
5. Teaching Facility
School facility is one factor to support the teaching learning process. If school facilities are inadequate, it will cause the teaching learning process not maximum so that students tend to get bored and do their own activity so the class cannot be managed well.
There was one problem coming from the facility such as the LCD projector sometimes did not work well during the teaching. There were two participants that had a problem with the LCD projector during the teaching learning process. This was the answer from one of the participants.
“When I wanted to use the LCD projector, suddenly it did not work”. (A, my translation).
From the participants, they suggested that they should always check the LCD projector and spontaneously change the teaching plan without using the LCD projector.
“When I wanted to use LCD, the day before I conducted the teaching, I never forgot to check the LCD so the same mistake would not happen again. I also spontaneously changing the teaching plan if the LCD projector did not work”. (A, my translation).
“Because I already experienced it twice, so I brought my back up plan like copied the
PPT Microsoft Word then printed it”. (M, my translation).
6. Student-Teacher’s Inconfidence
The last problem was related to student-teacher’s inconfidence. From the interviewers, there was only one participant who had the problem with confidence.
“I had taught several times but the teacher said to me that perhaps I had less charisma to be a teacher”. (A, my translation).
After some teaching she did, she found some strategies to overcome her problem such as: having to master the materials and to be confident. This was the answer from the participant.
“I tried not to be nervous in front of my students. I tried to convince myself and before I conducted the teaching, I need to master my material so that I could answer the students’ question even though the question is not related to the lesson”. (A, my translation).
Being a new teacher, you may experience nervousness and uncertainty but as long as we prepare everthing well and build our teaching experiences, our confidence will grow.
Conclusion
low motivation, student-teachers’ relationship with the students, teaching material, teaching facility, and student-teacher’s inconfidence in class.
The biggest problems was due to the students’ disruptive behavior. All the
participants had this problem. There were two problems that came from students’ disruptive behavior. There were many noisy students and some of them like to walk in the classroom. The solution they used were to dicipline them with school regulation, to give them advise, and ask them to be the teacher or class president. The participants also suggested to ignore the students who walk in the classroom. The second problem was related to the students’ low motivation. Some students
got bored easily during the lesson and some of them, especially in grade four to six were passive. To overcome this problem, the student-teacher encouraged them by giving praises, using game, and attracting them with interesting materials.
The next problem was the poor relationship between the student-teachers and the students. All the participants said that it was difficult to get closer with the students because they just had their teaching practicum for several month. The student-teachers tried to solve the problem by inviting the students to have a chat with them during office hours and being friendly to them.
using any interesting AVA, game, or using TPR during the teaching learning process.
The next problem was related to the teaching facility. The LCD projector (Liquid Crystal Display) did not work when the participants used it. They suggested that they change the teaching plan spontaniously and prepare some back up plan for the next teaching.
The last problem was related to student-teacher’s inconfidence. The participant was getting tense and nervous that made her lose her confidence. She tried to convince herself to be more confident and master the materials well.
As a conclusion, teaching elementary students is not easy. Without good classroom management, student-teachers cannot convey the lesson well, cannot handle the students well, and the teaching learning process cannot go smoothly as student-teachers’ plan.
ACKNOWLEDGMENTS
References
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Appendix A
INTERVIEW QUESTIONS-BAHASA INDONESIA
1. Sudah berapa kali Anda mengajar di SD Lab? 2. Kelas berapa saja yang sudah Anda ajar? 3. Menurut Anda kelas manajemen itu apa?
4. Menurut Anda, apakah kelas menejemen itu penting? Mengapa? 5. Ceritakan kesulitan Anda ketika mengajar murid-murid SD?
6. Bagaimana cara Anda mengatasi anak yang memiliki perilaku tidak menyenangkan?
7. Bagaimana cara Anda memotivasi murid supaya mau berpartisipasi di kelas?
8. Menurut Anda penting tidak untuk membangun hubungan antara Anda dan murid-murid? Mengapa?
9. Kelas mana saja yang paling banyak menimbulkan masalah dalam memenejemen kelas?
10.Apa yang memotivasi Anda untuk mengajar di SD Lab?
11.Menurut Anda, apakah penting mengajar secara profesional? Mengapa? 12.Masalah apa saja yang berkaitan dengan persiapan sebelum mengajar? 13.Masalah apa saja yang berkaitan dengan materi-materi yang akan Anda
ajarkan?
14.Masalah apa saja yang berkaitan dengan fasilitas sekolah seperti LCD, atau peralatan listrik lainya yang Anda hadapi ketika mengajar di kelas? 15.Selain masalah yang sudah Anda sebutkan, apakah ada masalah lainnya? 16.Saran apa yang bisa Anda berikan untuk calon teman-teman kita yang
Appendix B
Interview II
H : Selamat siang, saya mau menginterview kamu sebagai bahan subjek skripsi saya, tentang apa saja problem management di sekolah dasar selama PPL. Pertanyaan pertama, sudah berapa kali Anda mengajar di SD Lab?
F : Delapan kali.
H : Delapan kali. Itu kelas berapa saja yang sudah?
F : Semua Kelas. Kelas 1sampai 6. Sebenernya kita dapet gantian dari kelas 1 sampai kelas 6, Cuma karena waktu itu gurunya salah memberi materi untuk kelas 6, harusnya kelas 5, jadinya kita, ada yang ngajar kelas 5nya dua kali.
H : Tapi dari temen-temen ada yang ngajar sampai semua kelas ga? F : Ada kayanya.
H : Itu juga double-double? F : Double?
H : Maksudnya lebih dari 6 kali.
F : Iya, soalnya kan yang untuk kelas 2 ada tiga kelas, jadi sebenernya kalau enam kali itu kan, biasanya lesson plan itu untuk satu orang itu untuk dua orang untuk dua kelas. Tapi karena kelas 2nya ada tiga jadi kita ngajarnya lebih dari enam kali.
H : Paling banyak itu berapa ya ngajarnya? F : Delapan keknya.
F : Kelas menejemen itu.. Menurut namanya gimana cara memanage kelas saat kita ngajar sih.
H : Oke, menurut Anda juga, kelas menejemen itu penting? F : Penting banget.
H : Alasannya kenapa?
F : Saoalnya.. Apa ya.. terutama kalau ngajar anak kecil itu susah banget. Jadi kaya gimana kita harus bisa ngatur anak-anaknya kalau.. Mungkin waktu mereka sedang ngerjain sesuatu rame ga masalah. Cuma pada saat kita menerangakan jadi problem kalau merekanya rame. Jadi kelas menejemen itu penting terutama pas kita explain something. Ga mungkin kan gurunya duduk, anak-anaknya rame dibiarin aja.
H : Terus waktu Anda ngajar anak-anak SD nih, kesulitan-kesulitan apa yang Anda hadapi ketika mengajar anak SD?
F : Ya pertama emang susah dipraktekin. Intinya sebelum kita ngajar kita harus punya materi yang menarik. Ya, jangan males aja bikin sesuatu yang attract mereka gitu lo.
H : Terus dari semua anak-anak, ada ga yang ga mau mendegarkan pelajaran gitu?
F : Ya, kalau itu sih biasaya, namanya juga anak-anak pada ribut sendiri-sendiri. Terutama untuk jam terakhir. Kaya harus bener-bener.. Dan untuk .. Yang pertama untuk yang jam terakhir sama anak-anak yang di kelas bawah. Kalau udah kelas 4 sampai kelas 6 itu mereka udah tertata, udah rapi. Kalau ramepun itu di kelas terakhir dan mungkin karena mereka pinginnya cepet selesai. Maksudnya, mereka itu pingin yang gimana yang gurunya biar attractif ke mereka gitu lo. Karena kan mereka udah cape juga sudah siang juga. Namanya anak akan susah banget. Nah paling ya yang gitu-gitu sih, cuma ya kalau mereka yang kelas 4,5, 6 kan dikasih tau kan langsung tau. Kelas 1, 2, 3 itu butuh extra apa ya.. Ya extra sabar, ya extra kaya..Kita kaya yang diajari di micro teaching, untuk yang untuk anak-anaka kita emang harus pake bahasa kasih. Jadi tegas cuma ga galak gitu ya. Firm, kita firm tapi masudnya ga sampai yang marah-marah. Jadi, tegas aja. Soalnya mereka anak-anak kalau ga digituin mereka kaya nggampangkan gitu. Jadi ada waktunya untuk tegas, ada waktunya untuk bercAnda, gitu sih. H : Kalau misalnya yang anak-anak brisik itu banyak ga?
mendengarkan kalian. Akhirnya mereka diem. Atau kadang apa ya.. kita kan gurunya, meskipun bukan guru asli ya kita istilahnya kadang aku harus tegas juga sama mereka. Kalau ga gitu kan akunya juga ga bisa bikin anak-anak diem. Malahan mereka berisik, aku yang ga bisa nyampein lessonku. Kan ada ya apa itu..anak yang mau dengerin gitu, kan kasihan kalau mereka keganggu sama yang laen. Jadi ya gimana ya, aku juga harus tegas juga biar mereka diem gitu lo. Jadi kan aku bisa lanjutin lessonku gitu.
H : Oke. Kalau yang jalan-jalan sendiri di kelas, muter-muter di kelas ada ga? F : Sering banget itu.
H : Itu kelas berapa itu?
F : Hampir semua kelas ada sih soalnya mereka kadang namanya anak SD ya kAndang mereka suka caper, maju kedepan biar dapet attention dari gurunya. Miss..Miss sama maju kedapan, padahal sebenernya itu saya sudah terangkan sebelumnya, jadi kalau misalnya kalau mungkin sekali satu anak, masih aku biarin maksudnya waktu mereka maju ya aku terangin. Cuma ya kalau udah banyak maju semua, aku suruh duduk semua aku ulangin instruksiku. Apa itu namanya, giving advice aja buat mereka biar merekanya itu ga jalan-jalan sendiri di kelas gitu.misalnya ya kaya can you please pay attention to me? ayo balik dulu ke bangku masing-masing biar selesai tepat waktu juga, kalau ga nanti selesainya lama lo, gitu si. Ya kadang ada yang ndengerin trus balik ke kursi mereka. Jadi kalau mereka masih jalan-jalan di kelas ya aku nasehatin aja sampe merekanya balik sendiri gitu. Kebanyakan sih pas dikelas yang kecil.
H : Oke. Kalau yang makan jajan di kelas, makan permen di kelas, gitu ada? F : Ga. Ga ada sih. Cuma biasanya mereka ijin minum dan biasanya aku suruh
F : Ijin. Ga pernah langsung minum.
H : Kalau misalnya kamu mendapati anak memiliki perilaku tidak menyenangkan, atau bad behavior gitu, bagaimana cara kamu supaya mendisiplinkan anak itu?
F : Biasanya si diomongin pelan-pelan dulu. Misalnya, dia lari-lari atau apa. Ayo di kerjakan dulu ini waktunya tinggal dikit. Dikasih tau gitu. Kalau udah bener-bener ga bisa, kadang di diemin aja dulu, maksudya biarin gitu lo. Kalau yang sudah ga, dia bener-bener emang harus nyelesein ya akhirnya didampingi sampai dia bener-bener selesai. Tergantung sih. Kalau yang caper itu ya lama-lama aku diemin aja sih. Cuma kalau emang dia maksdunya mungkin ga terlalu pinter, Cuma mungkin dia mau mencoba, aku masih respect. Tapi kalau yang males-malesan, kadang sudah di approach beeberapa kali dia ga mau ya udah.
H : Oke. Kalau membuat teacher rules gitu pernah ga?
F : Teacher rules biasanya untuk instruksi game-game gitu aja sih. H : Oh gitu, jadi tidak untuk anak-anak yang nakal-nakal begitu ya?
F : Biasanya.. Untungnya sih paling cuma beberapa ga.. maksudnya nakalnya masih dalam batas wajar ya cuma paling maju ke depan. Jadi ga sampai yang kaya gitu.
H : Pernah ga kamu membuat peraturan sendiri seperti angkat tangan dulu sebelum menjawab?
F : Ya, seringlah. Terutama, mungkin setiap kali mungkin menurut saya mungkin begitu ya. If you wanna ask please raise your hand begitu. Dengerin temen-temennya gitu-gitu sih.
F : Oh kalau itu sih mereka sudah terbiasa sih.
H : Sudah terbiasa?
F : Jadi setiap kali mereka mau apa minta ijin apa dia akan maju terus ngomong.
H : Kalau ada anak yang nakal pernah ga pake semacam kaya hukuman gitu? F : Ga pernah ada yang nakal kaya gitu sih.
H : Ga terlalu over gitu ya? F : Ya.
H : Oke. Terus untuk memotivasi anak, pernah ada masalah ga? Kalau ada, bagaimana cara kamu memotivasi mereka?
F : Biasanya sih namanya anak-anak itu cepet bosen. Kalau sudah bosen mereka bakalan susah disuruh ngerjain ini itu. Waktu pertama kali aku ngajar, ya ada yang beberapa itu cepet bosen gitu. Apalagi yang di kelas 5 sama 6 ya, gampang banget bosennya. Pas aku observasi temen ya juga ada yang kaya gitu. Jadi motivasi mereka belajar itu langsung drop. Kalau kelas 2,3 sih ga ada ya, mereka cenderung lebih suka maen. Dari observasi yang aku perhatiin ya mereka suka di kasih game. Jadi pas aku ngajar di kelas mereka aku cenderung banyakin gamenya. Kaya belajar sambil bermain gitu, jadi mereka secara ga sadar mereka itu termotivasi dengan sendirinya gitu. Kalau yang emang susah di motivasi, aku biasanya kasih semangat. H : Semangat yang seperti apa maksudnya?
kelas 6 tentang tenses. Jadi ya gimana caranya, aku harus bikin materi ini semenarik mungkin biar bisa menarik perhatiannya mereka jadi apa ya, biar merekanya juga ga bosen sampai pelajaranku selesai. Pernah aku juga kasih game yang permainanya nyambung-nyambungin kalimat akhir itu lo, jadi abis maen game mereka jadi fresh lagi buat lanjutin pelajaran.
H : Kalau yang passive di kelas ada ga? pendiem ya juga mau jawab, jadi misalnya mereka itu sudah maju, mungkin aku kalau mereka berhasil jawab bener ya aku kasih applause gitu.
H : Applause seperti apa misalnya?
ga mau coba atau masih malu gitu kan lama-lama mau ikut-ikutan juga. Miss miss boleh coba jawab lagi ga, gitu.
H : Pernah kasih hadiah supaya mereka termotivasi?
F : Ga. Aku ga pernah kasih hadiah solanya takutnya mereka nanti mainsetnya akan selalu kalau aku ngerjakan nanti aku dapet hadiah. Aku ga mau mainset yang kaya gitu, jadi kaya praise ke mereka, good done ke meraka sudah seneng gitu lo. Kalau hadiah nanti kasian gurunya juga kalau PPL dah biasa kasih hadiah, gurunya ga kan nanti mereka Cuma akan mau mengerjakan kalau dapet hadiah, la itu kan bahaya nanti.
H : Pernah pake sistem point gitu ga, kaya yang paling banyak menjawab atau yang bisa menjawab benar kaya semacam gambar bintang,
F : Ya.
H : Pake itu saja? Itu untuk kelas berapa ya biasanya?
F : Kelas 2 kayanya. Sama anak kelas 4, 5. Paling cuma aku pake buat gamenya aja.
H : Jadi kelas kecil-kecil juga termasuk begitu ya? Oke. Terus penah ga kamu membuat suasana kelas jadi menyenangkan dengan cara seperti membawa poster, membawa gambar, atau menyanyi di kelas?
F : Iya sih, sering banget itu. Banyakan pake video ya.. Video, lagu, kaya gambar-gambar kaya aku pas ngajar jam kemaren, aku pake bentuk kue.. Kue tart, gitu jadi mereka udah attract dulu, terus lagu-lagu kaya yang di lihat di TV-Tv jadi mereka seneng. Terakhir itu mereka excited banget waktu aku pake lagunya Frozen kan, di situ kan ada kata kerjanya yang diajari hari itu. Dan mereka excited banget dah seneng banget.
F : Iya sih. Cuma sekali ngajar jadi ya itu ya senengnya walaupun bentar tapi berkesan gitu lo sama anak-anaknya. Kadang sampai kadang pas kelasnya seru banget, miss kok kelasnya cepet banget sih miss? Kaya bilang gitu. Mungkin kalau udah diluar, miss ayo ngajar di kelasku lagi atau apa. Aku pernah dapet surat juga dari anak, ada yang bikin surat gitu untuk miss apa miss Fafa gitu. Gitu sih anak sekarang.
H : Terus dengan adanya hubungan seperti itu, kira-kira bisa meningkatkan proses belajar tidak?
F : Iya, soalnya.. Terutama kalau dah kenal gitu ya, misalnya ngajar kelas terakhir dah hapal itu anak kan, kaya misalnya kalau mau menyuruh anak itu untuk aktif, itu kan gampang kalau hafal anaknya. Kalau ga kadang susah juga kan kalau mau ndektinya. Tapi kalau yang udah tau pasti kan oh anak itu aktif, maksudnya kalau kita yang lain ga mau, kita tunjuk dia sudah ada respond gitu lo. Soalnya kan kalau ga ada respon kita kan susah juga.
H : Ada masalah ga soal relationship kamu?
F : Ya mungkin gini ya, kita kan PPL itu ga sering-sering banget. Jadi sebenernya itu ga gampang juga sih buat kita itu deket sama mereka. Tapi anak-anak deket sama kita kalau kitanya juga mau deket sama mereka. H : Oh oke, caranya biar deket itu gimana?
lebih friendly gitu ya kalau kita juga invite mereka ngobrol abis kelasnya itu selesai gitu.
H : Gitu ya, oke. Terus menurut kamu hubungan seperti apa yang bisa meningkatkan proses belajar mengajar? Apakah menjadi guru yang tegas, apakah menjadi guru yang easy going?
F : Ga. Ga..Ya maksdunya, fifty-fifty lah. Maksudnya pada saat tegas harus tegas, terutama waktu explain kan ga boleh.. kalau aku ngomong mereka juga kan jadi satu kan.. pada waktu kita harus tegas kita tegas. Cuma waktu mereka mengerjakan atau pa itu ya santai gitu lo kasih job juga soalnya kan masih anak-anak juga kan mereka.
H : Oke, kalau dari kamu sendiri bagaimana cara kamu membangun hubungan tersebut?
F : Gimana ya.. ya mulai dari aktivity sama materi ngajarnya sih yang encourage mereka, jadi ya aku serinya kasih mereka itu pelajarannya yang bisa mengencoranging mereka. Jadi kan mereka mungkin inget sama gurunya. Miss yang tadi ngajar sapa ya? Oh Miss Fafa. Jadi kan merekanya juga secara ga sadar bakalan nyariin aku. Kaya waktu itu, miss miss kok ga ngajar di kelas kita lagi sih? Jadi menurutku, kalau kita kasih materi sama aktifitasnya bisa menencorage mereka, kita kan juga bisa deket juga sama anak-anaknya gitu lo.
H : Oke, masih soal hubungan lagi, apakah kamu menyampaikan hubungan itu karena untuk menyampikan pelajaran, atau karena murid-murid itu susah untuk didekati?
H : Oke, terus dari semua kelas yang sudah kamu ajari, kelas mana aja yang paling memiliki potensi untuk menimbulkan masalah dalam kemenejemean? F : Kelas 2, kelas 1, 2, 3 sih yang kecil-kecil, tapi mungkin lebih ke kelas 2. H : Alasannya kenapa?
F : Mereka rame banget, banyak tanya sih. Sudah dijelaskan kadang masih.. mungkin masih trasnsisi juga kan. Jadi ya itu menurutku .. wah itu cape banget lah. Mungkin karena apa ya.. belum terbiasa juga sama anak-anak, terus sebelumnya ngajar kelas atas yang sudah rapi, terus habis itu ngajar kelas bawah yang rame banget jadi ya agak kerepotan.
H : Terus bagaimana kamu memenejemen kelas tersebut supaya mereka tidak sesukanya sendiri?
F : Caranya.. ya kalau misalnya memang harus di tegasin ya kita tegas, misalnya memang mereka harus ngerjain ini ya ayo kerjain, tapi pas mungkin mereka sudah ngerjain atau apa, yang udah selesai kadang kan.. mungkin lebish susahnya itu kaya gini sih. Di kelas itu tidak semua pinter, jadi ada yang cepet, fast learner, ada yang slow learner. Lah, kalau yang untuk cepet-cepet itu kan mereka udah selesai ya mereka rame-rame gitu, biasa mereka ngrasa udah selesai. Cuma kalau yang belum, pada rame, ya aku harus tegas, ayao kamu belum selesai. Dikerjakan gitu sih. Tapi sesulit apapun,tetep.. aku tetep mengcorage mereka buat nyelesain aktivitynya yang harus kita selesaikan pas hari itu gitu lo.
H : Kalau dari segi pAndang pribadi, lAndasan apa saja yang memotivasi Anda untuk mengajar di SD Lab?
mereka suka sama cara ngajarku, itu apa ya. Ya kaya jadi callange juga buat akunya jadi aku juga suka. Apalagi kalau merekanya ngerti pelajaranku, dapet nilai bagus gitu ya kan sebagai gurunya aku juga seneng gitu berarti kan oh cara ngajarku berhasil gitu. Jadi itu sih yang bikin aq motivate buat ngajar. Gitu sih. Jadi kita kan gurunya ya, jadi ya kita butuh memperhatikan gimana biar murid itu bisa ngerti pelajaran yang kita kasih. Ya itu paling motivasiku.
H : Terus ini, ini kan kamu hanya sekedar PPL atau bukan sebagai the real teachernya ya. Untuk menjadi seorang PPL yang dihargai oleh anak-anak, penting tidak bertinggkah laku selayaknya guru yang profesional?
F : Iya, soalnya kaya setelah di PPL itu kan mereka kan juga deket di kampus kan. Tapi itu kaya.. di jam-jam anak sekolah gitu, itu di luar kampus pun itu kaya, ga ada muridku kan..ga ada muridku kan..kaya harus kasih contoh juga, office hour juga, baju yang rapi. Gurunya suka ngingetin anak-anak..kalau anak-anaknya suka guru yang rapi, kasih contoh yang bagus buat mereka. Di luarpun mereka nyapa ya gitu..kita jug harus bisa oh ya.. gimana..padahal ga tau itu apa namanya, siapa namanya.. kaya menjalin hubungan yang baik lah sama mereka. Sama ibu-ibunya juga pas ketemu. H : Itu kan dari penampilan ya, kalau misalnya dari segi wawasan atau
pengetahuan penting tidak untuk mendevelope wawasan kita sebagai seorang guru?
mudeng grammar ini kalau aku anak SD. Jadi kaya harus belajar lagi, gimana ya anak biar lebih gampang belajar.
H : Oh oke. Selain itu ada lagi ga cara kamu supaya cara kamu mengajar itu bisa seperti guru profesional?
F : Secara pribadi emang ga da masalah dari segi profesional ya. Sebenernya sih emang kitanya yang harus inget apa yang udah diajari pas di kelas Micro Teaching. Apa ya, gini, kita kan pas Micro Teaching itu kan sudah diajari gimana caranya biar kita itu seperti guru beneran. Pertama pakaian kita harus rapi kaya guru sekolah kan karena yang namanya anak itu kan suka perhatiin sekitar mereka apalagi gurunya. Terus kan kita, gedung kuliah kita sama SD Lab itu kan masih satu area kan. Jadi kadang aq juga pernah ketemu sama anak bimbinganku gitu. Kan ga nyaman juga kalau mereka liat kitanya pake baju ga rapi. Jadi yapenting baju itu. Di Micro Teaching pas itu dosennya juga bilang ya buat master materi kita, kaya yang aku bilang tadi. Karena kita kan ga boleh ngajar setengah-setengah karena kita kan juga bawa nama kampus kita. Terus ya menurutku charismanya kita sebagai guru ya harus kita keluarin juga. Apa ya,kita, kita harus bisa bikin anak-anak itu suka sama cara ngajar kita dari charisma kita juga. Jadi kitanya itu sebagai guru bukan sebagai teman gitu. Jadi aku sama temen-temen ya harus selalu inget. Sebelum ngajar itu inget Micro Teaching dulu. Temen-temen ya kadang juga kasih advice ke aku pas aku lupa.
kita ngajar anak sd ya, jadi kita juga harus bisa kasih mereka interesting material gitu jadi kelasnya itu bisa fun gitu. Pernah aku ngalami bikin materinya susah karena kan aku harus cocokin sama apa yang murid itu suka. Kalau materinya ga menarik kan otomatis anak itu cepet bosen, terus ya apa yang sebenernya aku mau ajarin jadi ga berjalan seperti yang sudah direncanain gitu. Jadi waktu itu aku ngajar kelas 5. Pas itu temenku bilang kalau mereka itu cepet bosen. Jadi aku coba bikin materinya itu attractive gitu. Eh tapi ternyata pas itu muridku ada yang bilang kalau materi yang aku kasih ga terlalu menarik gitu.
H : Oke, terus ada strategi buat menyelesaikan masalah itu ga?
H : Terus kalau dengan masalah denga fasilitas sekolah kaya LCD atau yang berkaitan sama peralatan listrik pernah mengalami?
F : Pernah kelas 5. Jadi tu ternyata LCDnya itu tau-tau ga bisa dipake padahal pas sebelum ngajar itu udah diperiksa.
H : Tapi bagaimana biar kamu bisa mengatasi?
F : Tapi kaya gitu aja sih soalnya kan waktunya sudah berjalan. Pada akhirnya ga pake LCD, kasih example di depan kelas, aku kasih exampel yang related sama kehidupan mereka. Jadi pemakainnya tentang perfect tense, jadi aku ambil yang deket sama mereka, aku tanya how long have you learn English. Terus bilang gimana kalau kamu ditanyain gitu.. cara jawabnya gimana.. I have learn english since 2010 misalnya.. terus aku bahas bareng-bareng, terus ini cara bikin kalimatnya gimana ya.. Terus aku tulis di bawahnya. I, itu apa.. Subject, terus bilangnya. Terus kamu tau ga subject selain ini apa..kaya gitu.. Jadi pelan-pelan kaya gitu.
H : Oh berarti kamu terangin sambil ditulis di papan tulis gitu ya? F : Iya kaya gitu sih.
H : Oke.. Terus selain masalah yang sudah disebutkan tadi, ada ga masalah lainnya?
F : Ga pernah sih, suma sekali itu aja. H : Cuma itu aja ya?
F : Di kiranya bisa, tapi untugnnya bisa sih di papan tulis. H : Itu berarti semua kelas ada LCDnya?
F : Ada.
F : Kalau menurutku sih.. kalau.. Gimana caranya biar bisa enjoy teaching itu harus.. ya walaupun ga suka, cobalah untuk enjoy gitu loh. Jadi pas bikin lesson plan itu harus di image-in dulu. Kira-kira susah ga ya..gitu. kira-kira anak suka ga ya. Terus kalau jelasin gini mereka mudeng ga ya. Jadi, kalau ngajarnya di SD ya tempati diri kamu kaya anak SD jadi mereka mudengnya cepet. Sama di SMP di SMA mereka suknya mikirnya apa ya.. Terus biar attract mereka gimana ya.. Intinya kaya gitu. Lama-lama walaupun mungkin terpaksa kalau mereka enjoy di kelas jangan terlalu panik dan kalau yang ini gimana ya..gimana ya.. Soalnya anak-anak itu bisa mencium kalau misalnya kita panik atau apa gitu lo. Jadi santai aja di jalani aja.. maksudnya kita kan juga anak kuliahan.. kita kan udah elajar ini.. Kita pastinya lebih pinter dari pada mereka. Gitu aja sih. Kaya gitu aja motivasinya.
H : Oh jadi jangan takut dulu gitu yaa..
F : Jangan takut gitu lo.. enjoy aja, kalau kamu enjoy anak-anaknya juga enjoy. Tapi kalau kamu udah keringetan apa udah panik gitu kan anaknya pasti liat kenapa ini missnya gitu lo. Jadi kita kalau jadi guru kita harus confidence. Walaupun kita emang bukan masih.. Practicum sih.. Cuma tetep harus pada saat di depan kelas itu kan kita gurunya.. jadi kita harus punya confidence oke. Jadi aku itu hari ini yang ngajar aku, aku gurunya, dan mereka muridnya. Jadi kita harus menempatkan diri kaya gitu biar begitu.
H : Oke. Oke Fafa sekian untuk sesi interviewnya, terima kasih untuk waktunya.
