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ABSTRACT
Dalam penyusunan tugas akhir ini, saya membahas masalah mengenai seorang anak pemalu, berusia tiga tahun, yang sulit untuk mengikuti kegiatan belajar di dalam kelas. Saya menemui masalah ini pada saat melaksanakan program magang di Sekolah Tumble Tots Bandung.
Berdasarkan pengamatan saya, anak pemalu kurang percaya diri dan terlihat sulit beradaptasi dengan lingkungan barunya. Hal ini membuat anak tersebut menangis dan menolak untuk masuk ke dalam kelas. Selain itu, orangtua yang sangat melindungi anaknya juga dapat menyebabkan anak menjadi takut dan tidak mempunyai ruang untuk mengekspresikan dirinya. Oleh karena itu, anak pemalu memerlukan penanganan khusus. Solusi pertama adalah dengan menemani anak tersebut hingga ia merasa nyaman dengan lingkungan barunya. Kemudian, sebagai solusi kedua saya pun memberinya motivasi agar ia mau mencoba aktifitas di dalam kelas. Dan, solusi ketiga adalah dengan memberinya waktu untuk mau berpartisipasi dalam kegiatan di kelas.
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TABLE 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
CHAPTER III. POTENTIAL SOLUTIONS ...10
CHAPTER IV. CONCLUSION ...14
BIBLIOGRAPHY
Problem :
She feels uncomfortable in a new environment. She has low self confidence. She is being overprotected by her parents.
Effects:
She doesn’t want to answer the questions in the class.
She doesn’t want to join the class activities.
She late following the lessons.
Potential Positive Effects :
1. She feels comfortable. 2. She starts talking.
I give her special attention by accompanying her
Potential Solution II :
I give her positive words
Potential Positive Effects:
1. Naturally, when she feels comfortable, she will start
I give her special attention by accompanying her and give her
CHAPTER I
INTRODUCTION
A. Background of the Study
Childhood is an important stage in one‟s life because this is the time when characteristics of a child is built. This also applies for a child who is considered a shy one. If a shy child does not receive any help to
overcome his or her shyness, it can obstruct his or her development. And it is supported by Kristin Zolten and Nichols Long who say:
Shyness can be very painful for a child to live with, and it can have negative effects on other aspects of a child's life. These negative effects can follow a child into adulthood, too. For example, many shy children develop low self esteem and lack self confidence. This can make it very difficult for shy children to make friends. Also, many shy children are so quiet that they don't receive the help they need from teachers at school, which may result in school performance that is not as good as it could be. (par.4)
Fortunately, shyness on kids can be mended because it is not a
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Shyness is the act of feeling uncomfortable in new social situations in ways that interfere with our ability to enjoy ourselves, to perform at the level we're capable of or that cause us to avoid social situations altogether.
(par.2)
Renee Gilbert states that by helping a shy child to overcome the feeling of uncomfortable, we give them the gift of hope that they can belong (par.11). Therefore, if we can find the solution to help the shy child overcome the shyness, the shy child can become a great student in the class.
I found the problem of handling a shy child when I did my apprenticeship in Tumble Tots, one of preschools in Bandung. The preschool student name‟s is Kana, she is about three years old and it is hard for her to participate in a new environment. Lila Havens (par.2) also believes that a shy child feels nervous, is self-conscious, and insecure around new people or in new social situations, because of those reasons she expresses it by crying and she is usually refused to be left by her parents or nannies. Furthermore, Kana is also very quiet in the class and does not want to do the activities in the class. It is a challenge for the teacher to make her feel comfortable and want to participate in the class activities. In an article How I Can Help a Shy Child, it is stated that:
embarrassed by public attention—even good attention. A reserved
personality is not a problem in itself. But shy behavior is a problem when it makes a child unhappy or when it keeps him from making friends and from taking part in play and other learning opportunities. (par.1)
Therefore, based on the above quotation, it is important to find the best
solution in handling a shy child to participate at the class activities. This term paper will explain about the causes, the effects, and the solutions that I, as an assistant teacher, will be able to help the three-year-old shy child to participate at the class activities at Tumble Tots.
B. Identification of the Problem
The problems that I am going to analyze will be summarized in these questions:
1. Why is it hard for Kana to participate in class activities?
2. How should the teacher help the shy child to participate at the class activities?
C. Objectives and Benefits of the Study
C.1. Objectives of the Study
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C.2. Benefits of the Study
This term paper can give many benefits, first for the teachers especially those who are teaching at TT preschool. In this term paper they will find the best solution in dealing with a shy child who is hard to participate in the class activities.
Second, for the readers especially for the parents or the teachers from other schools, this term paper can give information about the causes and the effects of a shy child and also the solutions to handle him or her. Finally, for me as the writer of this term paper, this will give me a chance to analyze more about the problem which I met when I did my apprenticeship.
D. Description of the Institution
In 1979, TT was established by Bill Cosgrave, a former Olympic
Gymnastic trainer in English. The motto of TT is “Skills for Life”. Based on that motto, TT has a programme which is structured to develop children's positive personality traits including their self-confidence and self-esteem. Each of the programme is a 45-minute weekly session which combines fun, excitement and challenge in a safe and caring environment.
TT offers programmes for four different age groups. The first
programme is Gymbabes. This programme is followed by babies from six months to walking age. The second programme is Walking to Two, it is followed by children who have already walked to two years old. Afterwards, the third, is Two to Three, where it is followed by children of two years old to three years old. And the last is Playgroup, in which children of three years old to five years old join this programme.
E. Method of the Study
I had the problem during the apprenticeship that I had done in TT. During that time I did some observation and held an informal talk. The data for the study were obtained from the apprenticeship journal that I wrote during the apprenticeship period in TT, and to support that, I also did library research to find more theories, both from printed and electronic sources.
F. Limitation of the study
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G. Organization of the Term Paper
This term paper starts with Abstract, Declaration of Originality,
Acknowledgements, Table of Contents, and Four Chapters. Chapter One is the Introduction, Chapter Two is the Problem Analysis, Chapter Three is the Potential Solutions, and Chapter Four is the Conclusion.
Chapter One discusses about the 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 discusses about the analysis of the causes and the effects of the problem together with the relevant theories that support the data.
Chapter Three discusses about the potential solutions that explains three possible solutions followed by the positive and negative effects of each solution. Chapter Four discusses the best solution followed by the logical reasons. And finally, there are also Bibliography and Appendice.
CHAPTER IV
CONCLUSION
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one and two.
I choose to combine solution one and two because I think those solutions are effective. By allowing the shy child to refuse participating in class activities will make her become more afraid to try the activities at the class. Therefore, by accompanying and giving her positive words will help her to overcome her shyness.
Based on my experience during teaching at TT, after I
accompanied this shy child for approximately one month, she could get along well with me and her sense of security with the new environment gradually developed. Besides, the positive words that were given improve her self-confidence; thus, she gradually wanted to participate at the class activities.
BIBLIOGRAPHY
Printed Sources
Markway Ph.d, Barbara and Gregory. Nurturing The Shy Child. New York:
St.Martin’s Griffin, 2006.
Purwitasari Diah, Esti. Anakku Tak Lagi Pemalu. Surabaya: Selasar, 2008.
Electronic Sources
Andie, dr. “How Can I Help My Shy Child.” 2 April 2010
< http://drandie.com/shyness.html>.
Bodnar, Jacqueline. “10 Ways to Help a Shy Child Blossom.” Brats Babies 26
January 2009. 30 Maret 2010
<http://cinchouse.com>.
Cope, Lisa. “Pushing Your Shy Child.” 30 Maret 2010
< http://www.education.com>.
Gilbert, Renee. “Shyness in the Classroom.” 30 Maret 2010
<http://www.shakeyourshyness.com/teachingshychildren.html>.
Ideas to Help The Shy Children.”Don’t Be Shy.” 19 November 2007. 28 Maret 2010 < http://www.doingitforme.com>.
Jaredsgirl. “How to Raise a Confident Child.” 28 Maret 2010
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Marten, Melanie. “Balancing Acceptance While Helping Them Develop Social Ease.” 28 Maret 2010
< www.helium.com>.
Long, Nicholas and Zolten, Kristen. “Shyness.” 28 Maret 2010
<http://www.education.com>.
Samalin, Nancy. “How Can I Help My Shy Child.” 28 Maret 2010
