Handling a 4-Year-Old Boy Who Had Emotional and Behavioral Disorders (EBD) in Kakakku Class at Anakku Preschool & Kindergarten.

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ABSTRACT

Pembuatan Tugas Akhir ini merupakan hasil dari kegiatan magang yang saya lakukan di Anakku Preschool & Kindergarten tanggal 11 Juni – 19 Agustus 2015. Pada saat magang, saya menjadi asisten guru di Kelas Kakakku. Di sana saya bertemu dengan seorang anak laki- laki yang memiliki masalah dalam emosi dan perilaku dan saya mengalami kesulitan dalam menangani anak tersebut. Oleh karena itu, saya mengangkat judul “Menangani Anak Laki- laki Berusia 4 tahun yang Memiliki Masalah Emosional dan Perilaku pada Kelas Kakakku di Anakku

Preschool & Kindergarten” sebagai topik Tugas Akhir.

Masalah yang saya alami disebabkan oleh beberapa hal, diantaranya: tidak ada peraturan-peraturan yang divisualisasikan di dalam kelas, sayapun tidak memiliki pengetahuan mengenai Emotional and Behavioral Disorders (EBD), dan saya hanya selalu melihat perilaku buruknya daripada perilaku baiknya . Oleh karena masalah yang saya alami, ada beberapa dampak yang juga terjadi, seperti: suasana belajar di kelas menjadi terganggu, saya menjadi stress dalam menangani anak tersebut, dan anak tersebut mengganggu anak lainnya dan membuat mereka menangis.

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CHAPTER I

INTRODUCTION

A. Background of the Study

This term paper is based on my experience during my internship at Anakku

Preschool & Kindergarten on Jl. Dangdeur II no. 2. I did the internship from June

11, 2015 until August 19, 2015. I had a position as a teacher assistant at Kakakku

Class which had 15 children in the class. Sometimes I also assisted the other class,

Adikku, when there was not any teacher assistant. As a teacher assistant, I had

several responsibilities; supervising and assisting the children who were playing

at the Gym or Playground, helping the children in toilet training, writing

children’s home book, helping the home teacher in learning activities, preparing

meals / snacks for the children, tidying up classroom, preparing the mater ials for

the next day, and teaching religion and art.

During the internship, I faced a difficulty in dealing with a 4-year-old boy,

Yansen, who had Emotional and Behavioral Disorders (EBD). He often argued

with his friends and the teachers. One of the events occurred on Friday, 31th July,

2015. I was helping Ms. Maria in the religion class. When the class started,

Yansen did not want to listen to what the teacher said. He just played with the

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songs, he did not sing nor listen to the story. He just moved around the class.

Thus, Ms. Maria and I reprimanded him to pay attention to the lesson but he was

angry and did not listen to us. I approached him again and gave another warning,

but he hit my eye. I tried to put him on my lap to make him calm, and also told

him to be quiet and listen to Ms. Maria. Yet, he was trying to get away from my

lap and hit my eye again. The boy was considered having Emotional Behavioral

Disorders (EBD) because his behaviors indicate so. According to Kostewicz,

Ruhl, Kubina Jr (2008), based on the findings of several research studies support

this hypothesis (Kauffman & Wong, 1991; Sutherland & Singh, 2004) that, “The

behaviors of one population, students with emotional and behavioral disorders

(EBD), often present significant challenges for classroom teachers. Based on these

behaviors, educators often characterize students with EBD as aggressive,

disruptive, or off task. Such behaviors may occur concomitant with, or as a result

of, shortfalls in expressive or receptive language functioning” (para. 1).

I would like to discuss the topic, “Handling a 4-Year-Old Boy who had

Emotional and Behavioral Disorders (EBD) in Kakakku Class at Anakku

Preschool & Kindergarten” because it is a challenging topic. If this is not solved

properly, I will always face some difficulty in handling the student with EBD.

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B. Identification of the Problem

1. Why did I experience difficulty in handling the 4-year-old boy with

Emotional & Behavioral Disorders?

2. How did the problem influence the environment in the class, me, and the

other children?

3. How should I solve the problem?

C. Objective and Benefits of the Study

The goals of the writing of this term paper are to find out the causes and effects

and to determine the best solution of the problem. Thus, the problem could be

identified clearly.

I believe that the topic discussed in my term paper can be beneficia l for both

institution (the teachers and the director of Anakku Preschool & Kindergarten) and

the readers. They can identify the characteristics of the children with EBD, the

causes and effects of difficulty in handling children with EBD, and the preventive

measures to deal with EBD children. Besides, as a writer, I will get personal

pleasure to see that my final project is done and could be useful for the readers.

D. Description of the Institution

According to the Director at Anakku Preschool & Kindergarten (Maya Rosa,

personal communication, June 6, 2015), Anakku Preschool & Kindergarten, which

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has been established since 2004 with three teachers and only consisted of Kindy A

Class and Kindy B Class. In 2007, Anakku Preschool & Kindergarten had a

branch in Bandung Super Mall (BSM), where only focused to Preschool. Yet,

there were feedbacks from parents regarding the opening of Kindy classes and the

parking expenses. Thus, the school at Bandung Super Mall (BSM) was transferred

into Patuha area around 2010. However, because of administrative problems,

Anakku Preschool & Kindergarten located in Patuha was closed in 2011.

Ms. Maya explained that the reason of establishment of Anakku Preschool and

Kindergarten was from her experience when she lived in the U.S. While she

communicated with her family in Indonesia, her sister told her that her children

were difficult if they had to go to school. Hearing that, Ms. Maya felt that her

children had totally different response as they studied at school in the U.S. Her

children were very happy and self-sufficient when they had to go to school. At

that time, she realized that the concepts applied in schools in Indonesia and the

U.S were different. In Indonesia, the children tend to be reluctant to go to school

because their mindset stated that school is boring and monotonous. It is different

from the schools in the U.S, the children are happy and have a spirit to go to

school because the mindset stated that they come to school to play and meet

friends. As a result, she founded a school in Indonesia with a concept that children

go to school to play, to be creative, and independent.

Based on the data from the brochure of Anakku Preschool and Kindergarten,

there are six classes in the school. Specifically, Mommy and Me Class for pupils 6

months until 1,5 years, Adik Kecilku Class for pupils 1,5 years until 2 years,

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until 4 years, Kindy A Class for pupils 4 years until 5 years, and Kindy B Class

for pupils 5 years until 6 years. Moreover, the lessons which are taught are Gross

and Fine Motor Skills, Creative Art and Craft, Language and Communication,

Music and Movement, Pre-reading and Pre-writing, Early Math, Basic Science

and Discovery, and Computer Play.

Kakakku Class that I assisted has cozy setting of teaching. Classroom

cleanliness is maintained, the classroom gets good sunlight, and the air is cool and

fresh. In addition, the availability of teaching and learning tools, such as color

pencil, crayons, papers, storybooks, etc. are quite complete. Kakakku Class also

has a large room. Therefore, the children will not feel cramped or difficult to

move.

I also quoted the Vision and Mission from the guidebook at Anakku Preschool

& Kindergarten. According to Anakku Preschool & Kindergarten, the vision of the

school are providing a universal environment, stimulating, creative, safe, and

caring for the development of cognitive, social / emotional, language and child's

physical. Moreover, the mission of the school is creating children who are creative

and independent.

E. Method of the Study

I have gathered some data to analyze the causes, the effects, and the solution

for my problem. I start collecting the data from August until October 2015. I find

some articles from the Internet, and some theories from books. I also use some of

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mission of the school. I do an interview with the Director of Anakku Preschool &

Kindergarten for more detailed information. Moreover, I get the data from

internship journal.

F. Limitation of the Study

The subject of my research is a 4-year-old-boy who had Emotional and

Behavioral Disorders (EBD) in Kakakku Class at Anakku Preschool &

Kindergarten. The research is based on my internship at Anakku Preschool &

Kindergarten for approximately 28 days, starting on June 11 until August 19,

2015. In Anakku Preschool & Kindergarten, I had a position as a teacher assistant

in Kakakku Class.

G. Organization of the Term Paper

This term paper begins with an Abstract that is the outlined of the contents of

this term paper in Indonesian. Then, it is followed by Declaration of Originality,

Acknowledgements, and Table of Contents.

The term paper has four chapters in the body. Chapter One is the Introduction,

which discussed 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, which discussed the causes and the effects of the problem I

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solutions that I found to solve the problem. Chapter Four is the Conclusion, which

stated the best solution that I used with the reasons of the selection of the

solutions. Then as a closing, I put the references that I used in the References.

Finally, this term paper is ended by the Appendices that contain the flowchart and

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CHAPTER IV

CONCLUSION

The problem that I faced when I was doing the internship is I had difficulty in

handling a 4-year-old boy who had Emotional and Behavioral Disorders (EBD) in

Kakakku Class at Anakku Preschool & Kindergarten. The problem happened

because there were no visualized rules in the Kakakku Class, I did not have any

knowledge regarding Emotional and Behavioral Disorders (EBD), and I always

focused only on his bad behavior than good behavior. Moreover, the problem also

gave several effects to either the environment in the class, the boy, or me. The

effects are the learning environment in the class was disturbed, I became stressed

in handling the boy, and the boy disturbed another child and made him cry.

Therefore, I provided three potential solutions that may help me solve my

problem. First, I will make the rules and consequences visualized in the

classroom. Second I will give a suggestion to the headmistress or the director of

Anakku Preschool & Kindergarten to arrange regular trainings such as seminar or

workshop about EBD. Third, I will give rewards and praises to the boy for

positive behavior.

Thus, in this chapter, I would like to propose the best potential solution to my

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potential solutions as the best solution to help me solve the problem because

everything is connected to one and another. If I eliminate one potential solution,

other potential solutions could still work but it will not produce maximum result.

In addition, these three potential solutions could resolve every cause of the

problem that I faced during my internship. The steps to implement the existing

solutions are; first, i will make simple rules and consequences, and then I will put

them in the classroom so the boy with EBD and other children could see them

clearly. Then, I will give a suggestion to the headmistress or the director of

Anakku Preschool & Kindergarten to arrange regular trainings about EBD. The

trainings could be seminar or workshop about EBD. After that, I will give rewards

and praises to the boy for positive behavior to make him motivated to do positive

behavior and feel good about himself. Accordingly, I will handle the boy

effectively and also there will be some good changes from the boy as well.

As a conclusion, the difficulty in handling a 4-year-old boy with EBD made

me learn that it was a challenge for me. Moreover, it made me think about several

potential solutions to help me solve the problem. I hope by applying those

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REFERENCES

Ahola, D., & Kovacik, A. (2007). Observing and understanding child

development: a child study manual. Clifton Park, New York: Thomson

Delmar Learning.

Anakku. (n.d.). Visi dan misi.

Bradley, R. (2012). The management and memory tour 2012. Retrieved from:

http://www.trinitycollege.com/resource/?id=4865

Ester, B. (2010). Praise and reward. Retrieved from:

http://dc.cod.edu/cgi/viewcontent. cgi?article=1114&context=essai

Kostewicz, D. E., Ruhl, K. L., & Kubina Jr, R. M. (2008). Creating classroom

rules for students with emotional and behavioral disorders: a decision

-making guide. Retrieved from:

http://www.pent.ca.gov/cdr/f10/classroomrules.pdf

Lehr, C. A., & McComas, J. (n.d.). Students with emotional/behavioral disorders:

promoting positive outcomes. Retrieved from: http://ici.umn.edu/products/

impact/182/over.html

Miller, S.A., Church, E.B., Poole, C. (n.d.). Ages & stages: helping children

adjust to rules & routines. Retrieved from: http://www.scholastic.com

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Pearson Education Development Group. (n.d.). Laying the foundation for positive

classroom behavior. Retrieved from:

https://www.teachervision.com/classroom-

management/teaching-methods/6400.html

Rao, V. P. (n.d.). Advantages and disadvantages of a seminar. Retrieved from:

http://www.streetdirectory.com/travel_guide/277/business_and_finance/adv

antages_and_disadvantages_of_a_seminar.html

Salmon, H. (2006). Educating students with emotional or behavioral disorders.

Retrieved from: https://scholarworks.iu.edu/dspace/bitstream/2022/201

/1/salmon+educating+students+with.pdf

Swanlund, L. J. (2010). Home-school collaboration and children with

emotional and behavioral disorders: an examination of school services.

Retrieved from: http://www2.uwstout.edu/content/lib/thesis/2006/

2006zimmermanm.pdf

Teaching As Leadership. (2011). Creating and implementing effective rules and

consequences. Retrieved from: http://teachingasleadership.org/sites/

default/files/Related-Readings/CMC_Ch2_2011.pdf

TesolClass.com. (n.d.). Classroom rules. Retrieved from:

http://www.tesolclass.com/classroom- management/classroom-rules/

Zimmerman, M. (2006). Teacher perceptions toward including students with

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Handling a 4-Year-Old Boy Who Had Emotional and Behavioral Disorders (EBD) in Kakakku Class at Anakku Preschool & Kindergarten.

ABSTRACT

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

A.

Background of the Study

B.

Identification of the Problem

C.

Objective 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 IV

CONCLUSION

REFERENCES