Difficulty in Handling A 5-Years-Old Pupil Who Showed Symptoms of Temper Tantrums in Adiwidya Kindergarten Level A.

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Maranatha Christian University

ABSTRACT

Tujuan dari penulisan Tugas Akhir ini adalah untuk membahas

permasalahan yang dihadapi saat saya magang di Taman Kanak-kanak Adiwidya, Garut. Permasalahan yang saya alami adalah kesulitan saya dalam menangani seseorang anak berumur lima tahun yang menunjukkan perilaku tantrum.

Selain membahas masalah yang saya sebutkan di atas, Tugas Akhir ini membahas mengenai penyebab dan dampak yang ditimbulkan dari

permasalahan yang saya alami. Penyebab pertama adalah tidak adanya informasi mengenai kepribadian anak-anak yang akan saya ajar,

penyebab kedua adalah saya tidak tegas kepada anak yang menunjukkan perilaku tantrum, dan penyebab terakhir adalah saya tidak memiliki

pengalaman dalam mengatur anak di kelas. Permasalahan ini juga menimbulkan beberapa dampak, yaitu saya kesulitan dalam menangani kelas, karena saya terfokus pada anak yang menunjukkan perilaku

tantrum, lalu yang kedua adalah beberapa murid yang lain meniru perilaku anak dengan perilaku tantrum untuk mendapatkan perhatian saya, dan yang terakhir adalah saya sering kehilangan kesabaran kepada anak yang menunjukkan perilaku tantrum. Untuk mengatasi permasalahan di atas saya melakukan penelitian. Berdasarkan penelitian saya mendapatkan tiga pilihan solusi untuk mengatasi permasalahan ini. Solusi pertama

adalah saya menggunakan metode time-out, lalu yang kedua adalah saya

akan menggunakan behavior chart di dalam kelas, dan yang terakhir

adalah saya akan membuat batasan- batasan di dalam kelas. Solusi-solusi tersebut juga memiliki dampak positif dan negatif.

Sebagai kesimpulan, saya memilih ketiga solusi dalam mengatasi

permasalahan yang saya hadapi. Time-out, behavior chart, dan

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APPENDIX A

FLOWCHART

CAUSES PROBLEM EFFECTS

POTENTIAL POSITIVE EFFECTS POTENTIAL SOLUTION I POTENTIAL NEGATIVE EFFECTS

POTENTIAL POSITIVE EFFECTS POTENTIAL SOLUTION II POTENTIAL NEGATIVE EFFECTS

POTENTIAL POSITIVE EFFECTS POTENTIAL SOLUTION III POTENTIAL NEGATIVE EFFECTS

1. I did not get any information about the personality of the pupils from the home teacher and supervisor before teaching the class

2. I was not assertive enough to the pupil with temper tantrums

3. I did not have any experience in managing children in the classroom

I had difficulty in handling a 5- years- old pupil who showed symptoms of temper tantrums in

TK A class at Adiwidya Kindergarten.

1. I found it hard to control my class because I had to focus on to that temper tantrum pupil.

2. Some other pupils imitated the behavior of pupil with temper tantrums to catch my attention.

3. I often lost patience in dealing with pupil with temper tantrums.

1. The pupil will calm down from his anger

2. Time out method can improve the bad behavior of the pupil

3. The pupil will learn from his mistakes.

I will use the time-out method. 1. He would feel scared because he feels like he gets a punishment.

2. He will feel embarrassed and humiliated.

3. He will become angrier.

1. The pupil will encourage positive behavior.

2. The pupil will be taught about responsibility.

3. The behavior chart will teach the pupil to set the goals.

I will use the behavior chart in class. 1. The pupil might only focus on the reward.

1. He will stop doing inappropriate attempts

2. He will become a responsible pupil.

3. He will know the acceptable and unacceptable behaviors.

I will set the boundaries. 1. The pupil will feel distressed and despair.

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APPENDIX B

TRANSCRIPTION OF THE INTERVIEW

Name of interviewer: Yohanes Subrata

Name of respondent: Siti Hanipah

Day & date of interview: Thursday, March 14, 2013

Place of Interview: Adiwidya Kidergarten, Garut

Yohanes: Saya itu membahas Glenn mam, kata saya Glenn itu begini- begini, dan kata dosen saya dia itu temper tantrum. Jadi dia itu nangis, marah- marah samapi yang dia pingin itu kesampeian. Nah, sejak kapan Glenn seperti itu?

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dan Tanti terlalu lembek, Glenn begitu dibujuk dengan reward, jadi hal iitu membuat dia tidak mengerti kalau itu salah.

Yohanes: Kalau Glenn seperti itu penyebabnya apa sih Mam?

Siti Hanipah: Setau saya dulu mamanya pernah cerita sama saya, dia pernah dites IQ nya diatas rata- rata, Yapi EQ nya sangat rendah, jadi tidak

imbang.

Yohanes: Kalau dirumahnya sering dimarah- marahin ga mam?

Siti Hanipah: Kalau saya liat sih ga, Jadi orangtuanya itu yang bertipikal democrat. Yohanes: Pernah ada kerja sama ga mam antara guru dengan orang tua? Siti hanipah: Pernah waktu PG, Mam Ari dan Tanti dan mamanya karena waktu itu

parah sekali. AJdi yang sering komunikasi mereka.

Yohanes: Tapi kadang- kadang Glenn sampai sekarang kalau pulang masih suka marah- marah?

Siti Hanipah: Nah ini Karena jemputan kan. Dia ga mau langsung pulang karena pengen main dulu. Jadi sekarang mamnya yang jemput.

Yohanes: Nah kalau begitu jadi harus bagaimana yah mam?

Siti Hanipah: Menurut saya kalau begitu sudah menjadi tanggung jawab orang tua, kalau sudah ada orang tuanya saya tidak bertanggung jawab.

Yohanes: Kalau efeknya ke Ibu waktu dia tantrum ada ga?

Siti Hanipah: Saya orang yang tipikal tidak ambil pusing dengan satu siswa, Glenn mau nangis, mau lari- lari saya tinggalin saja. Jadi menurut saya seperti itu.

Yohanes: Oh begitu yah mam, terima kasih yah mam atas waktnya. Nanti kalau ada kekurangan lagi saya wawancara lagi. Hehe..

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APPENDIX C

PICTURE OF BEHAVIOR CHART

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CHAPTER I

INTRODUCTION

A. Background of the Study

The topic of this term paper is based on my internship at Adiwidya

Kindergarten. I did the internship for one month, starting from January 4 until

February 8, 2013. I was a teacher at Adiwidya Kindergarten level A. I was

teaching English especially vocabulary, writing lesson in Bahasa Indonesia

and crafts. The number of students in the class was eight pupils. I always

taught 2.5 hours every day.

When I did the internship, I had a problem. My problem is difficulty in

handling a 5-year-old boy. This child would be angry, and he screamed, cried,

andthrew away anything around him when his wishes were not fulfilled. He

had problems with his temper.His emotional problem is called Temper

Tantrums. Schmitt states that, “A temper tantrum is an immature way of

expressing anger” (par. 1). There are some behaviors that indicate Temper

Tantrums. In his book, Lovaas says that, “Your child’s tantrums may be minor,

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or biting adults or other children, throwing himself on the floor, overturning

furniture, breaking glass, or injury [injuring] himself by hitting himself, banging

his head against the wall, etc” (29). I also noticed that the boy with temper

tantrums showed minor and major types of tantrum. This problem is important

to discuss because if it is not solved, it would harm the child’s emotions in the

future.

Based on the above explanation, I would like to analyze my difficulty in

handling a 5-year-old pupil who showed symptoms of temper tantrums in TK

A class at AdiwidyaKindergarten. The causes, the effects, and the best

solutions are presented in the next chapters.

B. Identification of the Problem

The problem which I would like to analyze is formulated in the following

research questions:

1. Why did I have difficulty in handling a 5-year-old pupil who showed

symptoms of temper tantrums in TK A class at Adiwidya Kindergarten?

2. How did the problem influence that pupil, the other pupils, and me as

the teacher?

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C. Objectives and Benefits of the Study

The objectives of this study are to analyze the causes of my problem in

handling a 5-year-old pupil who showed temper tantrums symptoms, and

to discuss the effects of this problem. Besides, I would like to present the best

solution to solve the problem.

This study has three benefits. First, the readers will learn about temper

tantrums, and also find out the solutions to overcome the problem. Second,

this term-paper also has advantages for teachers in Adiwidya Kindergarten.

They can figure out how to deal with children who have emotional problems

related to temper tantrums in the future. The third benefit is for me, so that I

can discover the causes, effects, and the solutions of the problem that I

experienced.

D. Description of the Institution

Based on this school’s website, Adiwidya Pre-School, it is stated that at

first Adiwidya Kindergarten and Bestari Utami Elementary school is an

English course called Adiwidya. This course has been there since 28 years

ago. The course was founded by Ms. Sari Utami Gunawan (Mrs. Nelli) & Mr.

Tommy Theodjumara (late) in 1985. This course is located at Jalan Pasundan

45, Garut. After that, the course changed in management by Mrs. Christanti

Gomulia. Learning English in this course is based on Active & Real Life

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Adiwidya was built. The location of Adiwidya Kindergarten is the same as to

the Adiwidya Course’s location. Now, this school has 25 students, and each

class has 10 students. Adiwidya Kindergarten has five staff members. This

school prepares the students to face the 21st century. Adiwidya Kindergarten

also applies entrepreneurial learning based on Entrepreneurship Education

Ciputra Way. Adwidya Kindergarten has a vision. The vision of PGTK

Adiwidya and SD Bestari Utami is 3H - Head, Hands, Heart go together in

balance.

E. Method of the Study

I collect the data from personal interviews with the teacher of level A at

Adiwidya Kindergarten. I also conduct library research to find relevant

theories from books and articles in the Internet. I use the data to analyze the

causes, effects, and solutions of the problem that I faced during the internship.

F. Limitation of the Study

The focus of this study is my own problem in dealing with a 5-year-old boy

who showed symptoms of temper tantrums. The subjects of research are

myself, as the teacher, and the boy in a Kindergarten class named Glenn.

This problem I experienced during my internship from January 4 to February

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G. Organization of the Term Paper

The term-paper starts with the Abstract, a brief overview of what is

discussed in this term paper. Next, there is a Declaration of Originality

followed by Acknowledgments. This is followed by Table of Contents.

This term paper has four chapters. The first is the Introduction which is

divided into seven sections. These are 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 Two is Problem Analysis. This chapter discusses

the causes and effects of the problem. Then, Chapter Three presents the

potential solutions of the problem along with the potential positive and

negative effects. After that, Chapter Four explains the conclusion of the

term-paper. Then, there is a Bibliography, which is the list of the sources I use in

this term-paper. Lastly is Appendices, which consist of the flowchart, and

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CHAPTER IV

CONCLUSION

In this chapter I will discuss the best solution of my problem in handling a

5-year-old pupil who showed symptoms of temper tantrums. The problems

are due to several causes. The first cause I did not get information about the

personality of the children I will teach, and the second cause is I was not

assertive enough to the pupil with temper tantrum, and the third is I did not

have any experience in managing children in the classroom. Besides the

causes, there are some effects. First, I found it hard to control my class

because I have to focus on the pupil with temper tantrums. Then some pupils

imitated the behavior of the pupil with temper tantrums. Lastly, I often lost my

patience with the pupil. I have looked for a solution to solve this problem. The

solutions are I will use time-out method, use behavior chart method, and set

the boundaries for behavior. Each solution has positive and negative effects.

In overcoming the difficulty in dealing I faced with the pupil who showed

temper tantrums, the best solution is to use all the solutions that I have

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Maranatha Christian University setting the boundaries are all related and included in pupil discipline

techniques. First, I will set the boundaries in the classroom. Therefore, the

pupils, especially the pupil with temper tantrums, will know what behavior is

acceptable and unacceptable. To support the use of boundaries, the behavior

chart has to be made in class. The purpose is the pupil can be motivated to

behave well. And the last, if the pupil is still showing his temper tantrums, I

have to be assertive to him. By using the time-out method, I will separate the

pupil from his friends so he can calm down and will not disturb other pupils.

The difficulty in handling a 5-year-old pupil who showed temper tantrum

might be solved by combining time-out method, behavior chart method, and

setting the boundaries. Dealing with children who show temper tantrum is a

learning and valuable experience in teaching. I suggest that Adiwidya

Kindergarten teachers apply the solutions to discipline the pupils who show

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BIBLIOGRAPHY

Printed Source

Lovaas, O. Ivar, Ph. D. Teaching Developmentally Disabled Children.

Baltimore: PRO-ED, Incorporated. 1981.

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<http://adiwidyaschool.wordpress.com/>.

Arnall, Judy. “123 Time-Out Advantages and Disadvantages.”

professionalparenting.ca. 26 October 2011. 25 March 2013

<http://www.professionalparenting.ca/articles/PP123timeout.pdf>.

Ayyer, Gayatri. “Understanding Your Child’s Temper Tantrums.”

Health.India.com. 2012. 18 March 2013

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“Behavior Chart and Reward Chart.” kidpointz.com. 23 September 2011. 20

April 2013 <http://www.kidpointz.com/behavior-reward-charts>.

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<http://www.worksheetlibrary.com/teachingtips/disruptivestudents.html>.

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Interview

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