Handling Pupils Between 3 - 5 Years Old Who Do Not Participate in English Teaching Learning Activities At Creative Learning.

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Maranatha Christian University

ABSTRACT

Dalam rangka memenuhi syarat kelulusan saya dari Program D3 Bahasa Inggris, saya melakukan program magang di Creative Learning. Saya mengalami beberapa masalah selama melakukan program magang. Salah satu masalah yang saya hadapi adalah bagaimana menangani siswa yang berumur 3–5 tahun yang tidak mau berpartisipasi dalam kegiatan belajar Bahasa Inggris. Penyebab dari masalah tersebut adalah siswa menangis di dalam kelas karena mereka ingin dekat dengan keluarganya, mereka kurang memiliki motivasi belajar, dan mereka lebih senang bermain daripada mengikuti pelajaran Bahasa Inggris. Masalah ini menyebabkan beberapa dampak yaitu, siswa yang lain mengikuti tingkah laku temannya yang tidak mau berpartisipasi dalam kegiatan belajar mengajar Bahasa Inggris, perkembangan kemampuan berbahasa Inggris mereka berjalan lambat, dan mereka tidak menikmati pelajaran Bahasa Inggris.

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FLOWCHART

Causes

1. Pupils, especially new pupils often cry in class because they want to be close with their family. 2. The pupils respect their

teacher.

1. Other pupils will follow those who do not participate in English activities.

2. Pupil’s learning progress is slow. friendswho receive the rewards.

1. The teacher needs extra time to prepare the activities.

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CHAPTER I

INTRODUCTION

A. Background of Study

Learning English is very important because English is an

international language. As I read in “Why is English the

International Language?”, the domination of the English language

globally is indisputable. English is the language of diplomacy and

international communication. (par.1). That is why, I want to improve

my English skills. I choose teaching at Creative Learning because I

can practice my English skills by teaching. Moreover, I want to learn

more about practical English in teaching.

When I did an internship at Creative Learning, my task was as a

teacher assistant. I helped the teacher in teaching English and after

a few weeks, I was given some chances to teach. I was nervous at

my first teaching session, but after a few days I got confidence in

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Working as teacher was not easy because I often found a

problem that some pupils between 3–5 years old did not want to

participate in English class activities. This problem is important to

be analyzed because I want to optimize the teaching–learning

activities.

In this term paper, I would like to focus on the problem I often

faced during my internship. I also propose to find the best solution

of the problem. I hope that I can improve my skill in teaching and I

also hope this term paper will be useful for everyone who reads my

term paper.

B. Identification of the Problem

Based on my experience during my internship program as a

teacher assistant at Creative Learning I would like to analyze:

1. Why were some pupils unwilling to participate in English class

activities?

2. How did the problem influence my performance as an assistant

teacher?

3. How should the teacher make the pupils become active in

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C. Objectives and Benefits

The objective of my study is to analyze why some pupils do not

participate in English class activities. Afterwards, I will find out the

best solutions of the problem.

The benefit that I can get from this study is I will know how to

overcome this problem. Besides, I can have a new insight for my

future job as a teacher.

The benefit for the institution from this term paper is the

institution can get more inputs about teaching techniques in

handling this problem.

D. Description of the Institution

In 2004, Creative Learning was established in Setra Sari Plaza

A/2. The owner is Mr. Setiabudy. At that moment, the English

teachers are Ms. Leoni, Ms Lean, Mr. Niko and Ms. Eldia. Creative

Learning is not only established to provide English learning

programs but also to improve children’s intelligence, emotion and

creativity.

Creative Learning is a non-formal education where the program

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young learners. Besides English education, they have other

programs, such as CalisMath, K-math, and Pre-K.

Creative Learningprovides a waiting room which has the Internet

access and some toys. In addition, there is a small library with a

collection of reading books for children. Pupils can stay in the

waiting room or library while waiting for the class or waiting to be

picked up after the class.

E. Method of the Study

There are several ways in gathering data for my term paper. I

collected them from my observation during my internship and my

daily journal that I wrote during my internship. I did library research

and browsed the Internet to find the theories to support my term

paper.

F. Limitation of the study

I limit my analysis in this paper is the difficulty in handling 2–3

pupils whose ages are between 3–5 years old who do not

participate in Creative Learning class activities. The class is held

from Monday until Saturday. I did my internship from January 27th

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G. Organization of the term Paper

I divide my term paper into four chapters. Chapter I is

Introduction. In this chapter, I will include 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. In this Chapter, I will analyze the problem, the causes and

the effects of the problem. Chapter III is Potential Solution that will

explain several potential solutions to solve the problem. Chapter IV

is Conclusion. In this part, I will propose the best solution of the

problem. In the last part of my term paper, there is Bibliography,

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CHAPTER IV

CONCLUSION

In the previous chapter, I have analyzed the problem and several

potential solutions. The problem is the pupils did not participate in English

class activities. I found that the problem is caused by pupils who often

cried in class as they wanted to be close with their family, pupils who had

no motivation to learn, and pupils who preferred playing in class to

studying. The effects of the problem are the other pupils follow those who

did want to participate in English class activities, the pupil’s progress was

slow, and the pupils did not enjoy the lessons in class. In order to solve

this problem, I propose some potential solutions. The first potential

solution is the teacher approaches the pupils outside the class. The

second potential is the teacher makes interesting activities. The third

potential is the teacher gives rewards to pupils who are active in class.

Based on the analysis in the previous chapter, I decide to choose the

combination of the first and the second solutions, namely approaching the

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Maranatha Chistian University

class activities. By approaching the pupils outside the class, I will know the

pupil’s characteristics. Besides, the pupils will feel comfortable and trust

me. As Michelle Borba in his book says, when our children feel that we

understand and care about them deeply, they have intrinsic motivation to

learn (par.16). In this way, I can handle the pupils who do not want to

participate in English class activities. By giving various and interesting

activities to the pupils, I can make them interested in the activities and

they can understand the lesson better. These solutions make the class run

smoothly because all the pupils participate in English class activities.

I do not choose the third solution because when the teacher gives

rewards to pupils, the pupils will only focus on rewards and if the teacher

gives presents to some of the pupils, those who do not get the present will

cry in the class. As the pupils are still young, they still do not understand

the meaning of rewarding. They might think that the teacher does not like

him or her, and this causes more negative effects.

I conclude that by applying the solutions that I have chosen, the

teacher can make the pupils participate in English class activities and

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