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Maranatha Christian University
ABSTRAK
Dewasa ini, seringkali kita mendengar istilah mengenai anak-anak dengan kebutuhan khusus seperti hiperaktif. Tetapi tidak sedikit yang tidak mengetahui karakteristik bahkan teknik-teknik yang tepat untuk mengajar anak-anak hiperaktif ini. Oleh karena itu, dalam pembuatan tugas akhir ini saya tertarik untuk memilih judul “Techniques for Teaching English Vocabulary to Hyperactive Pupils in Grades 1 and 2 at Sekolah Bintang Harapan”
Tujuan yang ingin dicapai dari penelitian ini adalah untuk mengetahui karakteristik dan teknik-teknik mengajar Bahasa Inggris yang tepat dalam aspek berbahasa vocabulary pada anak-anak hiperaktif kelas 1 dan 2 di Sekolah Bintang Harapan. Metode yang digunakan dalam penelitian ini adalah metode observasi di lapangan dan wawancara, juga studi kepustakaan sebagai penunjang.
Teknik mengajar vocabulary pada anak hiperaktif yang dapat digunakan adalah dengan mengajar secara individual, menggunakan gambar, mengulang kata-kata yang diajarkan, dan meminta mereka untuk menerjemahkan vocabularydari Bahasa Indonesia ke dalam Bahasa Inggris.
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Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ………. i
DECLARATION OF ORIGINALITY ……… ii
PREFACE ………... iii
TABLE OF CONTENTS ………... iv
LIST OF APPENDICES ……… v
CHAPTER I : INTRODUCTION ……… 1
I.1. Background of the Study I.2. Identification of the Problem I.3. Objectives and Benefits of the Study I.4. Limitations of the Study I.5. Layout of the Term Paper CHAPTER II : THEORETICAL REVIEW ……….. 5
CHAPTER III : PERFORMANCE OF THE RESEARCH ……….10
Maranatha Christian University III.1.2. Data-gathering Process
III.1.3. Presentation of Data
CHAPTER IV : RESULT AND DISCUSSION OF THE RESULT ………. 16
CHAPTER V : CONCLUSION & SUGGESTIONS ………. 19
BIBLIOGRAPHY
Appendix 1:
OBSERVATION FORM
Date
: _______________
Class
: _______________
Teacher :
_______________
Characteristics of hyperactive children
NO. CATEGORY SELDOM OFTEN ALWAYS
1. Difficulty in concentrating and focusing 2. Disorganized
3. Difficulty in listening to and following directions
4. Easily distracted by other things 5. Difficulty to do quiet activities 6. Forget things in a short time
Others
Methods in teaching English vocabulary to hyperactive children
NO. CATEGORY YES, IT
IS USED
NO, IT ISN’T USED 1. Using the alphabet stamp to create words
2. Building words as sculpture 3. Carving words
4. Making words from string, thread, chains
5. Practice typing words on a typewriter or computer
6. Use manipulative letters
7. Write spelling words on each others’ back
NO. CATEGORY YES, IT IS USED
NO, IT ISN’T USED 8. Pair a movement with learning spelling words
9. Sing spelling of words to common tunes/melodies
Others
Appendix 2:
QUESTIONS FOR INTERVIEW
1. Menurut Anda, bagaimanakah karakteristik anak-anak hiperaktif?
2. Apakah persiapan Anda dalam mengajar Bahasa Inggris untuk
anak-anak hiperaktif dan anak-anak-anak-anak yang tidak hiperaktif sama saja?
3. Adakah kesulitan-kesulitan yang Anda alami dalam mengajar
vocabulary dalam Bahasa Inggris pada anak-anak hiperaktif?
4. Berdasarkan pengalaman Anda, teknik mengajar apakah yang tepat
untuk mengajar vocabulary dalam Bahasa Inggris pada anak-anak
hiperaktif?
5. Apakah yang Anda lakukan jika ternyata apa yang telah Anda
persiapkan tidak dapat diterapkan ketika mengajar Bahasa Inggris
pada anak-anak hiperaktif?
Appendix 3:
OBSERVATION FORM
Date
: 9 May 2007
Class
: 2
Teacher
: Ms.Ina
Characteristics of hyperactive children
NO. CATEGORY SELDOM OFTEN ALWAYS
1. Difficulty in concentrating and focusing
a
2. Disorganized
a
3. Difficulty in listening to and following
directions
a
4. Easily distracted by other things
a
5. Difficulty to do quiet activities
a
6. Forget things in a short time
a
Yelling
a
Suddenly gets angry
a
Cannot speak clearly
a
Others
Methods in teaching English vocabulary to hyperactive children
NO. CATEGORY YES, IT
IS USED
NO, IT ISN’T USED 1. Using the alphabet stamp to create words
a
2. Building words as sculpture
a
3. Carving words
a
4. Making words from string, thread, chains
a
5. Practice typing words on a typewriter orcomputer
a
6. Use manipulative letters
a
7. Write spelling words on each others’ back
a
NO. CATEGORY YES, IT IS USED
NO, IT ISN’T USED 8. Pair a movement with learning spelling words
a
9. Sing spelling of words to commontunes/melodies
a
Teacher rereads the vocabulary
a
Ask the child to translate the vocabulary
a
Let the child hear his own voicea
Others
Use pictures
a
Maranatha Christian University
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CHAPTER I
INTRODUCTION
I.1. Background of the Study
English has become an international language nowadays. Almost in
every school in Bandung, English is taught as a compulsory lesson, even in
kindergarten. Moreover, parents try hard to get their children into a school
where English is often used. Accordingly, English teachers are expected to
be able to teach English to their pupils well.
One of the teachers’ responsibilities is try to know his or her pupils
well. In a class, a teacher faces pupils with different backgrounds. Every pupil
has his or her own interests, strengths, and weaknesses, and all of them are
unique. If teachers understand this, they will not blame or judge a pupil for
being stupid or unwilling to study hard as they already know at least some of
their strengths and weaknesses.
Teachers have to understand specifically about pupils with special
needs. Pupils with special needs include autistic children and hyperactive
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characteristics of pupils with special needs. As a result, teachers treat these
pupils in inappropriate ways, because they think those pupils are naughty.
Actually, they may not be. They look naughty only because they have a special
gift that they themselves cannot control. For example, hyperactive pupils seem
very active all the time but in fact it is not their own wish to be like this, but it is
because they have a chemical imbalance in their central nervous system that
makes them very active (Dobson, 1993:5). So, it is very important for teachers to
know the characteristics of pupils with special needs. By doing this, they will not
only help those pupils to learn the lesson well, but also help themselves avoid
unnecessary stress if they are not aware of these issues.
After teachers know the characteristics of hyperactive pupils, of course, as
teachers, they have to know how to handle those pupils in different situations.
From knowing their characteristics, teachers are expected to find out suitable
techniques for teaching hyperactive pupils. It is expected that the techniques can
support those pupils’ strengths and help their weaknesses so that they can study
well. That is the reason I would like to discuss hyperactive pupils in this paper,
especially their characteristics and some techniques to help them in learning
English vocabulary. In this case, I will talk about the hyperactive pupils at
Sekolah Bintang Harapan, as this is a special school for pupils with special
needs, and the techniques for teaching English vocabulary which are used by
teachers there. I think I will get valid data there about hyperactive pupils because
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I.2. Identification of the Problem
1. What are the characteristics of hyperactive pupils?
2. What are the suitable techniques for teaching English vocabulary to
hyperactive pupils in grades 1 and 2 at Sekolah Bintang Harapan?
I.3. Objectives and Benefits of the Study
1.3.1. Objectives
1. To find out the characteristics of hyperactive pupils.
2. To find out suitable techniques for teaching English vocabulary to
hyperactive pupils in grades 1 and 2.
1.3.2. Benefits of the Study
1. For the teachers in Sekolah Bintang Harapan, this study will give more
knowledge about pupils with hyperactivity, so that the teachers will be
able to know appropriate ways for teaching English to hyperactive
pupils.
2. It is expected that this study will also be beneficial for me to increase
my knowledge of teaching English, especially in teaching pupils with
hyperactivity.
3. It will add scientific information concerning teaching pupils with
hyperactivity for the use of DIII English Programme students and
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I.4. Limitations of the Study
This study deals specifically with teaching English vocabulary to
hyperactive pupils. In this study, I will talk about hyperactive pupils in grades 1
and 2, and about some suitable techniques for teaching them English
vocabulary. I also include spelling in my discussion of English vocabulary.
Hyperactive pupils’ behaviour may change as they become older and get
some medical or psychological treatment. That is why I choose the hyperactive
pupils in grades 1 and 2, when their characteristics are more visible, and as they
have some English lessons in these grades.
I.5. Layout of the Term Paper
This term paper starts with the Abstract, a concise summary of the entire
paper in Indonesian. This Abstract is followed by the Preface, in which I
acknowledge the work and contribution of other parties. After that is the Table of
Contents, followed by its five chapters:
Chapter I is the introduction to the analysis
Chapter II contains the library research
Chapter III deals with the performance of the research
Chapter IV contains the result and discussion of the research
Chapter V contains the conclusion, my comments and suggestions.
In the final part, I present successively the Bibliography and the
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CHAPTER V
CONCLUSION & SUGGESTIONS
V.1. Conclusion
After gathering the data by doing observation six times and
interviewing the teachers of grades 1 and 2 at Sekolah Bintang Harapan, I
analyze it to answer the identification of the problem. Finally, I can
conclude that most of the characteristics of hyperactive behaviour stated
in the theory by Dobson, Rief, and Flick, such as yelling and being easily
distracted, are often shown by the hyperactive pupils, but not constantly.
In facing these characteristics, the teachers usually do some actions
that are quite helpful to cause the hyperactive pupils to become calm and
quiet. The actions are not always the same every time for the same
behaviour, as the teachers have different ways of dealing with these
characteristics. And the actions are not exactly the same as is suggested
in the theory.
I also conclude that the most suitable way to teach English generally
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have to be helped individually in the classroom, by the teacher monitoring
each pupil one by one.
Lastly, techniques for teaching English vocabulary that are stated
in the theory are not used at all by the teachers at Sekolah Bintang
Harapan. The teachers use other techniques such as rereading the
vocabulary and asking pupils to repeat the words, and asking the pupils to
translate the vocabulary. The techniques are quite effective to be applied
in teaching hyperactive pupils, but it depends on the hyperactive pupils’
abilities.
V.2. Suggestions
While I do the observations, I recognize that teaching hyperactive
pupils, especially in teaching English, is not easy. Because of that, I
suggest that teachers at Sekolah Bintang Harapan continue to be patient
in teaching English to hyperactive pupils. I also suggest that teachers at
Sekolah Bintang Harapan try using other techniques in teaching English,
as is stated in the theory. Although I still do not know from actual
observation whether the use of the techniques stated in the theory are
effective or not, hopefully it can give ideas for teachers at Sekolah Bintang
Harapan to try when teaching English to hyperactive pupils. In my opinion,
spelling the new words can also be used to help the hyperactive pupils
remember the words, and this technique can also be tried by the teachers
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BIBLIOGRAPHY
Armstrong, Thomas. “Coming to Grips with the Musculature of Words.” The Multiple Intelligences of Reading and Writing: Making the Words Come Alive. n.d. 29 Apr. 2007http://www.ascd.org
Dobson, James. Anak Hiperaktif: Tanda-tanda, Penyebab, dan Penanganannya. Trans. T. Wahyuni. Yogyakarta: PBMR ANDI, 2005.
Flick, Grad L. ADD / ADHD Behavior-Change Resource Kit. New York: West Nyack, 1998.
