Handling Four Disruptive Pupils in Pre-Nursery class at TK. Bintang Mulia.

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ABSTRACT

Tugas Akhir ini dibuat berdasarkan pengalaman magang saya sebagai staff pengajar di TK. Bintang Mulia. Saya memutuskan untuk membahas mengenai kesulitan saya dalam menangani murid-murid yang mengganggu (disruptive students) pelajaran dan aktivitas di kelas pre-nursery. Oleh karena itu saya akan membahas yang menjadi latar belakang masalah yang saya alami dan juga dampak-dampak dari masalah tersebut.

Saya menganalisis masalah yang saya alami pada saat kegiatan magang saya dalam proses mengajar berlangsung. Saya menemukan beberapa penyebab dan akibat dari kesulitan saya menangani disruptive students. Penyebabnya adalah saya tidak memiliki pengalaman dalam mengajar, saya tidak mengenal murid- murid saya dengan baik, saya tidak dapat berkomunikasi kepada murid- murid saya dengan baik. Akibatnya adalah waktu mengajar yang saya miliki menjadi terbuang, saya merasa stress, murid-murid menjadi kurang termotivasi dalam belajar. Maka, saya menganalisis beberapa pilihan solusi yang memiliki potensi untuk megatasi permasalahan ini. Solusi pertama adalah saya akan bersikap tenang dengan tidak menanggapi murid-murid yang mengganggu. Solusi kedua adalah saya akan menghukum murid-murid yang mengganggu. Solusi ketiga adalah saya akan memberi hadiah apabila murid-murid berkelakuan baik.

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CHAPTER I

INTRODUCTION

A. Background of the Study

Young pupils have different types of behavior in learning. They may

become disciplined or disruptive pupils. When they become disruptive pupils,

they will disrupt the educational process in class and the environment around

them. Senate states,” Disruptive student behavior is student behavior in a

classroom or other learning environment which disrupts the educational

process” (par. 1). It can be concluded that being disruptive showing bad

behavior which must be handled. A pupil who likes running around the class

is an example of disruptive student.

In early childhood, disruptive pupil may yell and hit, may annoy others,

does not follow directions, runs away, and fights over toys. According to

Dr.Campbell,” The period between ages 2 and 5 is one of extreme, rapid

developmental change, and young children make these transitions with

varying degrees of speed and ease” (par. 1). When they are being disruptive,

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disruptive child can effectively derail an entire lesson. Surveys show that

coping with disruptive students is teachers' number one problem” (par. 4). It

was also my problem as a teacher in TK. Bintang Mulia during my internship.

In my teaching internship in pre-nursery class, there were four

two-year-old pupils who disrupted other pupils in the class while was teaching. The first

pupil was Noel, who hit his friends with his head or hand. The second pupil

was Kenrick, who bit his friends. The third pupil was Arcel, she yelled loudly

in class. The last pupil was Hayden, who had sneaky hands. He dropped a

glass of milk and he also poked the other pupils around him.

The disruptive pupils will be defiant from time to time, so I as their teacher

must handle them since I have not had any experience being a teacher

before. I felt so afraid if I lost my patience and treated these disruptive pupils

emotionally. Teachers must be good role models for their pupils.

It is important for me to analyze my difficulty in handling disruptive pupils

in pre-nursery class to make me able to handle them in my class. Therefore, I

choose this problem as the topic of my term paper.

B. Identification of the Problem

There are three main points which are going to be analyzed in this term

paper, namely :

1. Why did I have the problem to handle disruptive pupils in pre-nursery

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2. How can I handle these disruptive pupils in pre-nursery class?

3. How effective is my chosen solution in handling some disruptive pupils

in pre nursery class? Why do I choose my three potential solutions?

C. Objectives and Benefits of the Study

I will discuss about the objectives and the benefits of the study. The

objectives of the study are to find out the causes of difficulty in handling some

disruptive pupils and learning the effects of the difficulty in handling some

disruptive pupils in pre nursery class. The other objective is to find out the

potential solutions of handling the problem.

There are also some benefits of this study, which are having the

knowledge about handling disruptive pupils in pre-nursery class and being

able to apply it in class in order to control the pupils and know the

characteristics of the pupils. Moreover, the benefit for the readers is getting

the knowledge about disruptive pupils and how to deal with them.

D. Description of the Institution

TK. Bintang Mulia has a different concept from the other school. This

school started in 1997. At first its name was TK. Bintang Kecil. This school is

located on Kopo Permai I blok A no. 0, on a wide ground, 2431 m2_{. TK.}

Bintang Mulia provides playing program for the two-year-old children, which

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was called the Play Group (2 classes). The method which is used in

TK.Bintang Mulia is "Creative and Active Learning" and it is supported by

other activities such as field trip programs, music, computers, indoor and

outdoor activities. This school was built by Yayasan Bina Insan Mulia, with

members appointed by a church foundation: Mr. Agus Tjandra, Mr. Joseph

Koshan, Mr. Edi Soekamto, Mr. Yoseph Soenaryo, and Mr. Husein Hilman.

In addition, it also formed a core team of the school :Mr. Joseph Koshan, Ev.

Tjioe Jung Jung, Mr. Benny Soenarjo, Mr. Arief Subagio, and Mr. Iratius

Radiman. They are given a task to develop TK.Bintang Mulia by the church.

The aim of TK.Bintang Mulia is to educate children to become healthy,

intelligent, independent, and to have a character and faith, with enjoy feeling

in learning which is related to learn in study. TK. Bintang Mulia believes that

children would become Christian leaders who give glory to God and be a

blessing to many people.

The vision of TK.Bintang Mulia is to become a Christian education institute

which educates in faith, integrity, and knowledge. The mission of TK.Bintang

Mulia is to provide the education based on Christian points of view which

have the characteristics of holistic, integrative, transformative.

(Bintang Mulia Magazine)

E. Method of the Study

In my term paper, I use my teaching internship experience to analyze my

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remember my daily activities during my teaching internship. Besides to add

some more information, I have also interviewed the headmaster of TK.

Bintang Mulia. Her name is Mrs.Lois. Another method that I use is searching

and taking some data from online resources and printed resources related to

my observation. Those are for the theories of my causes and effects, also my

potential solutions.

F. Limitation of the Study

The focus of my study is how to handle some disruptive pupils in

pre-nursery class, which is based on my observation in doing my teaching

internship from 15 July 2013 to 23 August 2013 in TK.Bintang Mulia. In my

class, I found four two-year-old disruptive pupils; namely, Kenrick, Noel,

Arcel, and Hayden. They disturbed the learning progress in class and the

other pupils too.

G. Organization of the Term Paper

This term paper starts with an Abstract as an outline of my term paper.

Abstract is the only paper which is written in Indonesian. The next page is

Declaration of Originality, which explains about the original statement of my

term paper. After Declaration of Originality is followed by Acknowledgement.

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paper. Afterwards, there is Table of Contents. It contains all the contents in

my term paper.

This term paper also has four chapters. The first chapter (Chapter I) is

introduction. Introduction consists of 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, Organization of the

Term Paper. The second chapter (Chapter II) is problem analysis. This

chapter explains all the causes and effects of the problem. The third chapter

(Chapter III) is potential solutions which contains some solutions that

potentially to handling the disruptive students. The last chapter (Chapter IV)

describes the conclusion of my analysis and chosen solution of my problem.

In this term paper, I also provide a Bibliography and Appendices.

Bibliography contains the sources of all my theories. Appendices contain the

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CHAPTER IV

CONCLUSIONS

In the previous chapters, I have analyzed the problem that occurred

during my internship in TK. Bintang Mulia. My problem is I had a difficulty

in handling some disruptive pupils in pre-nursery class. This problem has

three possible causes. The three possible causes are I did not have any

experience in teaching, I did not understand the pupils very well and I

could not communicate well with the pupils. Moreover, I also have three

effects. The effects of my problem are my teaching time was wasted, I felt

stressed and the pupils were less motivated to learn. Thus, I decided to

solve my problem with these three potential solutions. My first potential

solution is I will stay calm by ignoring the disruptive pupils. My second

potential solution is I will punish the disruptive pupils. My third potential

solution is I will offer rewards if the pupils behave well.

After analyzing my problem and my potential solutions, I decide to

combine all three my potential solutions as the best solution. The reason is

every child has different personalities. As a teacher, I must identify my

disruptive pupils personalities. According to Speaks, pupils have three

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group of personality has aggressive emotion. Usually, the pupil shows the

emotion by crying with screaming.If the disruptive pupils are aggressive,

punishment is suitable for them. The second pupil personality is the

sociability. This group of personality has care feeling with the others.

Some disruptive pupils love to stroke their friend hair, but it can disrupt

their friend activity or make them not comfortable. For this personality, I

will stay calm by ignoring them. The last pupil personality is the activity

level, usually called hyperactive. This group of personality has tendency

on movement. If the other pupils like to stay calm, the activity level pupils

will choose to jump or walk around the class. For this personality, I choose

to give them rewards, if they will stay calm in class

These three main potential solutions can help the teacher in handling

disruptive pupils. The difficulty in handling some disruptive pupils in

pre-nursery class cannot be handled, it will make some chaoses in class. It will

make the pupils less motivated to learn, and the teachers get fail in

teaching. To conclude, most of the disruptive pupils in pre-nursery class

still need special attention so they can change and be good pupils and all

the other teachers must help them to be good pupils. All of them are still

toddlers. That is the reason why a teacher has an important role in leading

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