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Maranatha Christian UniversityABSTRACT
Dalam penulisan tugas akhir ini, saya membahas tentang anak-anak kelas 7A-2A ( usia 4-7 tahun ) yang kurang motivasi ketika belajar bahasa Inggris di KUMON Setra Duta. Kurang motivasi pada anak-anak tersebut mengakibatkan mereka menjadi sulit untuk naik ke tingkat pembelajaran bahasa Inggris yang lebih tinggi. Beberapa faktor yang menyebabkan anak-anak kurang motivasi dalam belajar bahasa Inggris disebabkan oleh kurang menariknya bahan pembelajaran, paksaan dari orang tua dan kebosanan anak dalam belajar, mereka masih ingin banyak bermain. Solusi yang saya pilih untuk permasalahan ini ialah guru harus
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Maranatha Christian UniversityTABLE OF CONTENTS
ABSTRACT………..…….. i
DECLARATION OF ORIGINALITY………....……….…... ii
ACKNOWLEDGEMENTS……….... iii
TABLE OF CONTENTS……… iv CHAPTER I INTRODUCTION……… 1-6
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………..……….. 7-10 CHAPTER III POTENTIAL SOLUTIONS ………... 11-14 CHAPTER IV CONCLUSION ...…... 15-16 BIBLIOGRAPHY
APPENDICES:
Cause 1: The children study English at KUMON Setra Duta because they are forced by their parents
Cause 2: The lessons are not given in an interesting way by the teacher Cause 3: The children want to play
Effect 1: The children are lazy to come to class
Effect 2: The children are bored with routine lessons
Effect 3: The children cannot follow the material which is fixed by the course
Potential solution I Parents give motivation to their children to learn English at KUMON Setra Duta by
encouraging them in a gentle way Potential positive effects:
1. The children see the enthusiasm of their parents for them to study at KUMON Setra Duta
2. The children see that English language is important from the communication of their parents
Potential Negative effects 1. The children feel forced to learn English
Potential solution II Teacher must know each child’s multiple intelligences
Potential Negative effects 1. The teacher will find it difficult to know each individual child so well 2. The children will be bored with some activities that are not suitable with their temperament and multi intelligences
Potential Positive effects:
1. The children will be more active 2. The children have fun learning English
3. The children will have activities that are suitable with their including the use of games
Potential Negative effects 1. The children depend too much on the teacher instead of
developing their own enthusiasm to learn English
2. The children cannot enjoy the lessons if they are not interesting or if there are no games
Potential Positive effects 1. The children will be more focused in their study 2. The children will enjoy the interesting lessons
3. It will be quicker for the children
Chosen Solution:
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Maranatha Christian UniversityCHAPTER I
INTRODUCTION
A. Background of the Study
In this Globalization Era, study including science and technology, keeps
progressing quickly, therefore people need to follow the developments, So that they can live their daily lives with the benefits of many of those
developments. Because of this, people need to have motivation in studying. There are two kinds of motivation. The first is “Internal Motivation”, which means that the motivation to accomplish one’s goal comes from within the person. It is determined by the person’s own values and goals. The second is “External Motivation”, which means that the motivation to attain one’s goal comes from a source outside of the person (Weinstein par.1).
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Maranatha Christian University2009 in KUMON Setra Duta, I noticed several problems concerning lack motivation of less than 10 children between 4-7 years of age. Their lack of motivation blocked the progress of these children to the next level.
Children need internal and external motivation to understand the lessons and progress well.
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Maranatha Christian UniversityB. Identification of the Problem
Based on the background that I have explained above, the problem that will be analyzed is about lack motivation of the children at KUMON Setra Duta:
1. What causes the children between the ages of four until seven to lack motivation when they study English at KUMON Setra Duta? 2. How is it possible to increase the motivation of the children in their
English studies at KUMON Setra Duta?
3. What is the best suggestion to encourage the children to be more
enthusiastic and have more motivation in their study at KUMON Setra Duta?
C. Objectives and Benefits of the Study
By the end of the term-paper writing, I would like to find out the importance of having motivation when studying and how to improve the motivation of the children.
Benefit of the Study:
1. For KUMON at Setra Duta, they will be able to know what factors influence lack of motivation in studying and know how to develop children’s motivation during study.
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Maranatha Christian University3. For me, as the writer, this term-paper helps me to improve my knowledge about the importance of motivation in study and how to develop my own motivation more.
D. Description of the Institution
KUMON at Setra Duta is part of the KUMON Institute of Education in Osaka, Japan. In 1956 the first Mathematic class was opened in Japan using the method of KUMON. The Organization called KUMON Institute of Education was established in 1958. In 1980 KUMON New York was the first KUMON to open outside of Japan, giving lessons in English. KUMON Mathematic Indonesia was established in 1993, and then the English program started in 1998. The first main office of KUMON in Indonesia was opened in Bandung on July 1st 2002 in the BRI building in Jalan Asia Afrika; KUMON opened five branches in Bandung for giving lessons in Mathematic and English on that same date: KUMON Sarikaso, KUMON Nakula, KUMON Pulau Laut, KUMON Sudirman, and KUMON Kopo Mas. Now KUMON Sarikaso has changed its name to KUMON Setra Duta because KUMON Sarikaso has moved to Setra Duta; KUMON Sarikaso operated from July 1st 2002 until April 2007. KUMON Setra Duta has functioned since May 2007 until now.
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Maranatha Christian Universitystyle. KUMON gives individual study programs based on the individual academic ability of every child. In KUMON, children learn independently. Children read the guidance notes provided in the worksheet, listen to compact discs, read aloud based on the worksheet, and then do their worksheet. Children study at the level of their ability, not based on their age or level at school.
E. Method of the Study
In writing this term paper, I will analyze the lack motivation of children at KUMON Setra Duta. The data for supporting the analysis is from the Internet, books and the journal that I wrote when I did my apprenticeship program at KUMON Setra Duta. My journal entries recorded my comments based on my observation at KUMON Setra Duta.
F. Limitation of the Study
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Maranatha Christian UniversityG. Organization of the Term Paper
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Maranatha Christian UniversityCHAPTER IV
CONCLUSION
After analyzing the situation, I find that there are problems that occur in the lack of motivation of 4-7 years old children at KSD. First, the problem is related to their parents who force their children to study at KSD. Second, the lessons are not given in an interesting way. Third, the children want to play. I also suggest three potential solutions including the potential positive and negative effects. The First potential solution is the parents give
motivation to their children by encouraging them in a gentle way. Second, the teacher must know each child’s multiple intelligences. Third, the teacher should design lesson plans that are creative and interesting, including the use of games.
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Maranatha Christian Universitydifferent multiple intelligences. Therefore, the teacher can find activities according to different multiple intelligences, so that the children can understand the lesson.
On the other hand, the children will be bored to study when the lesson is not interesting or the teacher teaches in an uninteresting way. To make the lessons interesting the teacher must create interesting activities, including games. The interesting activities can be chosen by the teacher according to the children’s multiple intelligences. For example, when the teacher gives a dictation to the children who have musical intelligence, the teacher can use rhythm or melody to make the children interested and remember the lesson. This will make the children more active to study according to their multiple intelligences. During my apprenticeship, I found that the children who have bodily-kinesthetic intelligence did not remember the lessons when the teacher asked questions to the children, and the children could not answer the question. Then the teacher told the children to be active and do something that was related to the question, this helped the child to remember what the teacher meant.
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Armstrong, Thomas. Setiap Anak Cerdas! Jakarta: Gramedia Pustaka Utama, 2002.
Goode, Caron B. Optimizing Your Child’s Talent. Jakarta: Bhuana Ilmu Populer, 2005.
Harmer, Jeremy. How to Teach English Addison Wesley Longman, Pearson Education, 1998.
Electronic Sources
“Helping Your Child Adjust to Preschool.” The Nermours Foundation. 2008. Nemours Foundation. 31 October 2008.
http://kidshealth.org/parent/positive/learning/adjust_to_preschool.html. Martono, Christina. “Strategi Belajar Moving Class.” Margie-News. Margie
School. 26 September 2008. 31 May 2009.
<http://www.margieschool.com/Margie-News/strategi-belajar-moving- class.html>.
Maranatha Christian University
Setiawan, Mary Go. “Menerobos Dunia Anak” Sabda. Bandung, 1993. 8 Maret 2009 <http://www.sabda.org/publikasi/e-binaanak/307/>.
Sirait, Arist Mederka, and Aqida Swamurti. “Jangan Paksa Anak-anak Belajar Bahasa Asing.” TEMPO Jakarta 15 Juni 2008. 8 Maret 2009 <http://www.tempointeraktif.com/hg/nasional/2008/06/15/brk,20080615-125497,id.html>.
Supriadi, Dedi. “Pembelajaran Melalui Bermain.” Republika. Centre for the Betterment of Education. 11 July 2007:98.15 Maret 2009
<http://groups.yahoo.com/group/cfbe/message/9536>.
Weinstein, Claire Ellen, Ph.D., “Becoming a strategic learner”. LASSI Instructional Modules. University of TEXAS. Austin. 23 June 2009. <http://www.hhpublishing.com/_onlinecourses/study_strategies/BSL/im ages/topmenu_TOPauthors.gifh>.
Whandi, Sudono. “Sumber Belajar dan Alat Permainan.” Grasindo. 2008. Jakarta. 12 Maret 2009.
