ABSTRACT
Tugas akhir ini bertujuan untuk menemukan solusi dari masalah yang saya hadapi selama saya magang di sekolah Equal Bright Bandung. Masalah yang saya dapatkan adalah saya mengalami kesulitan pada saat saya mengajar Matematika untuk kelas 1 dan 2 SD. Saya menemukan tiga penyebab dari masalah saya. Penyebab pertama adalah saya tidak dapat menyiapkan materi pelajaran dengan baik. Penyebab kedua adalah saya tidak tahu metode yang tepat dalam mengajar. Penyebab ketiga adalah saya tidak mempunyai pengalaman dalam mengajar Matematika. Selain itu, masalah yang saya hadapi juga menimbulkan tiga dampak. Dampak pertama adalah murid yang saya ajar merasa bosan. Dampak kedua adalah pengajaran saya menjadi tidak efektif. Dan dampak ketiga adalah murid yang saya ajar menolak untuk mengerjakan latihan-latihan yang saya berikan. Untuk mengatasi masalah tersebut, saya mencari beberapa solusi yang dapat saya gunakan. Solusi pertama adalah saya akan menggunakan permainan dalam mengajar Matematika sehingga murid yang saya ajar dapat lebih mengerti pelajaran yang saya ajarkan. Solusi kedua adalah saya akan mencari ketertarikan setiap murid agar mereka dapat lebih mudah dalam menyerap pelajaran yang saya berikan. Solusi ketiga adalah saya akan mengajarkan Matematika dengan
menggunakan cerita. Hal ini dimaksutkan agar murid dapat lebih berimajinasi tentang kaitan materi pelajaran dengan kehidupan sehari-hari. Dari ketiga solusi tersebut, dapat disimpulkan bahwa semua solusi yang saya berikan dapat
ii Maranatha Christian University
CHAPTER I. INTRODUCTION... 1
A. Background of the Study B. Identification of the Problem C. Objectives and Benefits of the Study D. Description of the Institution E. Method of the Study F. Limitation of the Study G. Organization of the Term Paper CHAPTER II. PROBLEM ANALYSIS... 6
CHAPTER III. POTENTIAL SOLUTIONS ...9
CHAPTER IV. CONCLUSION ... 13
REFERENCES
APPENDICES
CHAPTER I
INTRODUCTION
A.
Background of the Study
Mathematics is one of the most important subjects to be studied by pupils.
According to Bradley ( 2008),” Mathematics, along with reading writing, is one of
the three main content areas that elementary school students are expected to master
during the elementary grades (para. 3, p. 60).” However, making pupils interested in
learning Mathematics is not easy as I thought before. The teacher has to be able to
arouse the pupils’ interest in learning it. A teacher’s role in teaching will greatly
influence the pupils’ performance. As Mansor, et al. (2011) said,” Teachings also
affect the performance of students”. Therefore, if a teacher cannot teach effectively,
the pupils will not want to learn and understand the lesson.
I did my internship at Equal Bright as a Mathematics teacher. I had to prepare
the teaching materials, exercises and tests for the pupils. When I did the internship, I
found difficulty in teaching Mathematics in English for Grade One and Grade Two
pupils. At that time, I did not know how to make the firstand second grade pupils
2 Maranatha Christian University Because I did not know how to teach new material to the pupils, some of them did not
pay attention to the lesson and some of them could not concentrate well. When they
were told to do the exercises, they refused and played around with their friends. I could
not teach well and some pupils did not pay attention to the lesson. Because of that, I
would like to analyze the problem to find the causes, effects and solutions.
B.
Identification of the Problem
In this study, I would like to analyse some questions which are related to my
problem.
1. Why did I find difficulty in teaching Mathematics to Grade 1 and 2 pupils at
Equal Bright School?
2. How did the problem influence my students and me?
3. How can I make the pupils understand the subject that I taught?
C.
Objectives and Benefits of the Study
The purpose of the study is to find out the causes, the effects and the
solutions to my problem. I am sure that the study will be beneficial for me, the
readers and the institution. The benefit for me is I can take the right solutions if I
face the same problem. For the readers, they can use the solutions to fix the same
problem. And for the institution, the teachers can know what to do if they find a
D.
Description of the Institution
Based on the Equal Bright’s brochure, Equal Bright was established in June
2009. The first principal was Mr. Effendy. Now, the principal is Ms. Ellen. Equal
Bright has 4 classrooms, which are MP1, MP2, MP3 and MP4. There are 17
teachers at Equal Bright. The school subjects are Mathematics, Science, English,
Indonesian Studies, Social Studies, Religion, Music, IPC, Care, Physical Education,
ICT, Fun Math, Mandarin and Library. Equal Bright focuses not only on the IQ and
EQ but also on the multiple intelligence that the pupils’ have. The school curriculum
is focused on the skills and abilities of the students. This makes the school become
a comfortable zone to study for the pupils.
The vision of this school is to provide an exceptional learning environment
where pupils are able to recognize and achieve their fullest potential, so that they
can contribute to building a better society. The mission is to become a place that
provides a balance of academic rigor (knowledge) and the teaching of life skills
(values). To realized the vision and mission, this school strives to be a partner with
parents in empowering and inspiring the pupils to achieve their fullest potential in a
fun and nurturing environment.
E.
Method of the Study
The methods applied for doing the study are library research and field research.
4 Maranatha Christian University study. The field research is based on my observation when I did my internship at
Equal Bright from 18th of July 2016 until 12th of August 2016.
F.
Limitation of the Study
The study is based on my experience when I did my internship from 18th of July
2016 until 12th of August 2016 at Equal Bright School. During my internship, I
taught Mathematics to Grade One and Grade Two pupils. The number of pupils was
three pupils for grade 1 and five pupils for grade 2.
G.
Organization of the Term Paper
This term-paper consists of Abstract, Declaration of Originality,
Acknowledgements, Table of Contents, Chapter I, Chapter II, Chapter III, Chapter
IV, References and Appendices. Abstract is the summary of this term paper in
Indonesian. Chapter I is Introduction that includes 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 II is Problem Analysis that discusses the factors that are
related to the problem. Chapter III tells about Potential Solutions with their positive
and negative effects. The last chapter, Chapter IV is concerned with the conclusion,
there are references which list the sources of references and appendices containing
13 Maranatha Christian University
CHAPTER IV
CONCLUSION
The problem that I faced is my difficulty in teaching Mathematics to Grade
One and Grade Two at Equal Bright School. In this term paper, I have analysed
the causes and effects of my problem. The causes of my problem are I could not
prepare the material well, I did not know about the right teaching methods and I
did not have teaching experience in teaching Mathematics. The effects of my
problem are the pupils became bored, the pupils did not understand the lesson and
the pupils refused to do the exercises that I gave them. Besides the causes and
effects of my problem, I have found some potential solutions that can be used to
solve the problem. There are three potential solutions to solve the problem. The
first potential solution of the problem is I will use games to make the pupils
understand what I teach more easily. The second potential solution of the problem
is I will find pupils’ interest in teaching Mathematics. The third potential solution
is I will use some stories to teach Mathematics to the pupils.
The best potential solution to solve my problem is I will use the combination
First I will use the first potential solution which is I will use games. After that, I
will use the second potential solution which is I will find the pupils’ interests in
teaching Mathematics. To make the pupils become more interested in my lesson, I
will tell some stories which suit the pupils’ interest.
Before the teacher applies the three potential solutions that I have already
discussed, it is better for them to know about the pupils characteristics. If we
already know about the their characteristics, the three potential solutions can be
HANDLING MY DIFFICULTY IN TEACHING
MATHEMATICS IN ENGLISH FOR PUPILS GRADE 1 AND 2
AT EQUAL BRIGHT SCHOOL
A term paper
submitted to DIII Programme for English
at Maranatha Christian University
Carolina Wiranata
1443003
DIII Programme for English
Faculty of Letters
Maranatha Christian Universiry
Bandung
ACKNOWLEDGEMENTS
I thank God, who has guided and given His mercy to me during the writing of this
term paper. I realize that the supports from everyone are very important in
motivating me to finish this term paper. In this opportunity I would like to thank
those who have given me their support and help.
I sincerely thank :
1. My parents, my brother, my sisters and my aunts, who always support,
care and pray for me.
2. Dra. Irene L Kendra, M.M. and Lewinna C Aguskin, S.S., M.A as my
favorite lecturers for their support, time, advice and help in writing.
3. Raymond Evan, for always motivated and helped me in the process of
writing this term paper.
4. All the lecturers and staff of DIII English Programe at Maranatha
Christian University for their help during my studies.
5. Ms. Merry Ellen, as the principal of Equal Bright School, who has given
me the opportunity to do my internship as a Mathematics teacher.
6. All my friends who have given their support and prayer during the process
Maranatha Christian University
REFERENCES
Bradley, J. R. (2008). Teaching Mathematics to Elementary School Students
Using a Variety of Tools, 4. Retrieved from
http://dx.doi.org/10.5539/ass.v4n4p60
Brookes Publishing. (2012). 5 tips for getting all your students enganged in
learning. Retrieved from
http://archive.brookespublishing.com/articles/ed-article-0212.htm
Burns, M. (2003). Using Games in Your Math Teaching, 1. Retrieved from
http://www.cimm.ucr.ac.cr/formaciondeeducadores/Teaching_training/Bur
ns,%20Marilyn.%20Using%20games%20in%20your%20math%20teachin
g.%20nov%20-%20dec%202003.pdf
Cooper, J. M., & Alvarado, A. (2006). Preparation, recruitment, and retention of
teachers. Retrieved from
https://www.stcloudstate.edu/tpi/initiative/documents/preparation/preparati
on,%20recruitment,%20and%20retention.pdf
Felder, R. M., & Brent, R. (2005). Understanding Student differences. Retrieved
fromhttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Unde
rstanding_Differences.pdf
Fredericks, A. D. (2005). Success as a Teacher. Indianapolis: Marie
Rice, J. K. (2010). The impact of Teacher Experience. Retrieved from
http://www.urban.org/sites/default/files/alfresco/publication-pdfs/1001455-The-Impact-of-Teacher-Experience.PDF
Walls, R. T., Nardi, A. H., Minden, A. M. von, & Hoffman, N. (2002). The
Characteristics of Effective and Ineffective Teachers. Retrieved from
http://www.teqjournal.org/backvols/2002/29_1/w02_walls_nardi.pdf
Wherli, G., & Nyquist, J. G. (2003). Teaching Strategies/Methodologies:
Advantages, Disadvantages/Cautions, Keys to Success. Retrieved from
http://www2.tulane.edu/som/ome/upload/ComparisonOfTeachingMethodo
logies.pdf
Zazkis, R., & Liljedahl, P. (2009). Teaching Mathematics as Storytelling.
Retrieved from
