Handling A Seven-Year-Old Student Who Always Does Not Want To Enter The Class When A New Teacher is in The Classroom in SDK Kalam Kudus Kopo Permai.

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i Maranatha Christian University

ABSTRACT

Tugas Akhir ini bertujuan untuk membahas masalah yang penulis hadapi selama masa magang di SDK Kalam Kudus Kopo Permai sebagai seorang guru Bahasa Inggris kelas 2. Penulis mengalami kesulitan dalam menangani seorang murid yang selalu tidak mau masuk kedalam kelas ketika ada seorang guru baru, yaitu saya, di dalam kelas tersebut. Oleh karena itu, penulis memutuskan untuk membahas masalah ini baik dari latar belakang masalah dan berbagai dampak masalah tersebut.

Penulis menganalisa sebab akibat dari masalah yang dihadapi.

Penyebabnya adalah penulis tidak memiliki pengalaman mengajar, murid tersebut takut jika ibunya tidak masuk kedalam kelas dengannya, dan murid tersebut takut kepada penulis sebagai guru baru. Akibatnya adalah hubungan penulis dengan guru lain bermasalah, materi pembelajaran tidak

tersampaikan dengan lengkap, kemajuan kelas dalam belajar berjalan lambat, dan murid menjadi ragu-ragu datang ke sekolah. Ada beberapa pilihan solusi yang sesuai dengan permasalahan di atas beserta dampak positif dan negatif. Pilihan-pilihan solusinya adalah meminta bantuan dari guru lain untuk

membujuk murid tersebut masuk kedalam kelas, menjanjikan murid tersebut hadiah jika dia mau masuk kedalam kelas, dan meminta ibu murid tersebut untuk membujuknya masuk kedalam kelas.

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FLOWCHART

Causes:

1.I did not have experience in teaching

2.The child felt scared if her mother did not go into the class with her

3.She was afraid of me as the new teacher

Negative effects :

1. The student will become dependent on rewards 2. The student will gradually lose an intrinsic motivation.

Problem :

I have difficulty in handling a 7-year-old student who always does not want to enter the class when a new teacher (me) is in the

2. I will become dependent on Ms. Dewi help.

Chosen :

1.The child is promised a reward (eraser, pencil) if she wants to enter the class

2.I ask the mother to persuade her child to enter the class

Positive effects :

1.The mother will think that I care of her child

2. The student will think that I am a nice teacher Potential solution II :

The child is promised a reward (eraser, pencil) if she wants to enter the class

Positive effects :

1.Ms. Dewi will think that I, as a new teacher, care about the student 2. I will feel relieved

because I am helped by Ms. 3.The class’ progress in learning runs slowly

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1 Maranatha Christian University

CHAPTER I

INTRODUCTION

A. Background of the Study

Now, English language becomes important to be learned, because it

has become an international language. A lot of people learn English

everywhere, including in Indonesia. Not only adults, but also children learn

English. Even elementary school students, starting at 7 years old learn

English. Because of this, there is increasing need of English teachers for

elementary school students. Many people want to be English teachers.

However, teaching English for children is not easy. Children need different

approaches. When the teachers deal with children in a wrong way in

teaching children, they cannot deal with the problem.

During my apprenticeship for one month as a new English teacher for

2nd grade students at SDK Kalam Kudus Kopo Permai, I found difficulty in

handling a seven-year-old student who does not want to enter the

classroom when there is a new teacher, which was me, in the class. In the

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2 Maranatha Christian University just looked at me and stayed outside with her mother. However, when the

teacher was not me, she wanted to enter the class.

Considering the important role of a teacher in students’ learning

process, in this term paper, I am going to analyse why the student did not

want to get into the classroom, the effects of the problem, and how I, as a

new teacher, can persuade her to get into the classroom.

B. Identification of the Problem

The problem I am going to analyze will be identified in the following

questions.

1. Why is it difficult for me as the teacher to handle the student, who does not want to enter the classroom?

2. What happens because of this problem?

3. How can I, as the teacher, handle my difficulty in dealing with the student who does not want to get into the class?

C. Objectives and Benefits of the Study

There are three objectives of the study. First is to find out why it is

difficult for me as a teacher to handle the student who does not want to

enter the classroom. Second is to know the effects of this problem. Third is

to know how to handle my difficulty in dealing with the student.

There are several benefits of this term paper. For teachers at SDK

Kalam Kudus Kopo Permai, I would like to give some potential solutions

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3 Maranatha Christian University readers, especially parents, I hope after reading this term paper, they will

not spoil their children. This is because it can give bad effects for them in

the future. At last, for myself, by writing this term paper, I have some

information about 2ndgrade students’ characters and attitudes. Also, I

know how to persuade students who do not want to enter the class and

are afraid of strangers.

D. Description of the Institution

Kalam Kudus Elementary School is a school which is located at Kopo

Permai Block F 25th No. 9th, Bandung. Starting with the purchase of a land

of 1,540 m2 in 1993, the development began to serve a primary school

which was led by Ms. Lester. These developments had many obstacles

while developing elementary school. At that time the school was difficult to

get recognition. At last, the National Department of Education provided an

opportunity for the school to get accreditation for recognition. Also, permit

of construction began on 14th September 1998, and in February 1999 the

building at Block F 25th serve SDK Kalam Kudus Kopo Permai. On 16th

June 2010 SDK Kalam Kudus was renovated into a new building, and

required permits for the one and half years recognition. With a help of

donors, foundations, along with the people such as Mr. Ir. David Sutikno,

Bpk. Santosa, Bpk. Ir. Teddy Wijaya, E.V. Thinna Woen, and Mrs. Lester

as the Principle of Elementary and Kindergarten Kalam Kudus Kopo

Permai, the school bought a land of 1,295 m2 to expand the building into a

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4 Maranatha Christian University the school was inaugurated.

Kalam Kudus Elementary and Junior High School Christian has a

vision, missions, and a motto. The vision is to intact human’s awareness of

the fear of God, self-reliance and become blessings to the world. The

missions are 1) inviting learners to have a heart which fears God, 2)

guiding students to love our neighbour and respect the natural

environment of God's creation, 3) supporting learners grow into mentally

healthy human, virtuous and noble character is responsible for appropriate

truth value, 4) providing quality for learners of knowledge based on the

demands of the time evolution, 5) equipping learners with skills which are

qualified to needs and potentials for development, and 6) empowering all

concerned people (stakeholders) to become human education. The motto

of the school is “with love and discipline, we can improve achievement.”

E. Method of the Study

The topic of my term paper is based on the problem I found when I was

doing my apprenticeship at SDK Kalam Kudus for one month. I taught two

classes a day, twice a week. While I was doing my apprenticeship, one of

the students in one of the classes I taught did not want to get into the

classroom. I chose this problem to be the topic of my research. For the

research data, I refer to my observation of the student and of another

teacher there, which are recorded in my apprenticeship journal. The

theories that support my analysis are taken from library research, both

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5 Maranatha Christian University F. Limitation of the Study

The focus of the study is on one of the students in the class who did

not want to get into the classroom. The observation was done at SDK

Kalam Kudus, in 2nd grade class A, and focused on the events related to

the student, from 22th Juli – 27th Agustus, 2010.

G. Organization of the Term Paper

The term paper starts with the Abstract. The Declaration of Originality

states the originality of the term paper. Then, the Acknowledgement

contains my expression of gratitude to people who help in writing this term

paper. The Table of Contents presents the order of the contents of this

term paper.

This term paper contains four chapters. Chapter I is the Introduction,

which consists of 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 a problem analysis which analyzes all the causes and the

effects of the problem. Chapter III explains the potential solutions with their

potential effects. Chapter IV is the conclusion which delivers the best

potential solution.

I also include the Bibliography. It contains the sources of all theories

used in Chapter II, Chapter III, and Chapter IV. Also, a flowchart that

explains the problem’s causes, effects, and potential solutions will be

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CHAPTER IV

CONCLUSION

In the previous chapters, I have analyzed the problem, which occurred

when I was doing my apprenticeship. The problem is I have a difficulty in

handling a student who always does not want to enter the classroom when

there is a new teacher (me) in the class. There are three causes of the

problem, namely I did not have any experience in teaching, the student felt

scared if her mother did not go into the classroom with her, and the

student was afraid of me as the new teacher. There are three effects of the

problem, which are my relationship with another teacher is troubled, the

teaching materials were not completely explained, and the class’ progress

in learning runs slowly. Moreover, there are three potential solutions to

solve the problem, namely asking for help from another teacher to

persuade the student to enter the classroom, promising the student a

reward if she wants to enter the classroom, and asking the student’s

mother to persuade her to enter the classroom.

After analyzing the problem and discussing the potential solutions, I

would like to explain the chosen solution of the three potential solutions,

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21 Maranatha Christian University combination of the second and the third potential solution, which are

promising the student a reward if she wants to enter the classroom and

asking the student’s mother to persuade her to enter the classroom.

First, I will try to promise the student a reward if she wants to enter the

class. This is because generally students, especially elementary school

students,really like toys. They can be influenced by rewards, such as

pencil, ruler, eraser, and bag.

Then, I will also try to ask the student’s mother to persuade her to enter

the classroom. Actually in learning process, teachers also need parents’

help and support. Moreover, the parents know better about the students’

attitude because the students are more close to the parents at home, at

school. In “Lessons—Schools Can Use Help Teaching Parents to Get

Involved”, Rothstein says, “Some students fail in school because their

parents participate too little in their learning. Many educators strive to get

parents involved, but the task may be beyond the capacity of schools

acting alone” (par. 1). I agree with the statement above. Success of

learning is not only caused by the teachers, but also parent’s participation

in school or at home. Moreover, the article also says, “Parents must also

spur children to achieve, see that homework is done and stretch children's

reasoning skills in conversation at home” (par. 3). Moreover, parent’s help

is very useful for a teacher, especially for me who has no experience in

teaching.

I choose to combine two potential solutions because I cannot hope

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parents’ help and support, the students will be not easily persuaded by

others. Moreover, these two things are very important in solving the

problem in students’ learning process in the classroom. Reward can

influence the students’ willingness to do something, and parents’

contribution can persuade the students in emphasizing and accomplishing

this situation.

In applying the solutions, I have to anticipate the respond of the mother

when I ask for her help. She may think I am not a good teacher. However,

I do not worry about what the mother thinks of me. I will not be

embarrassed when I ask for her help. In “Teaching Guide: Asking for Help”,

the article says, “Remember, it's okay to ask for help. Don't be

embarrassed, and don't worry about other people judging you” (par.1).

Although the mother may be doubtful about my ability as a new teacher, I

will still ask for her help. This is because making the student enter the

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BIBLIOGRAPHY

Printed Source

Djiwandono, Sri Esti Wuryani. Psikologi Pendidikan. Jakarta: PT Grasindo,

2002.

Collins, Harper. Collins Cobuild English Learner’s Dictionary. London:

Harper Collins, 1994.

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Graham, Kelly. “Teach the Blues Away - Effective Classroom and School

Wide Management.” WordPress Entries (RSS) and Comments (RSS).

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Grose, Michael. “Confident Children - Avoid Overparenting.” A Division of

Lion Heart Consulting Pte Ltd., 2010. 14 October 2010

<http://www.brainy-child.com/article/avoid-overparenting.shtml>.

Harris, Robert. “Some Ideas for Motivating Students.” 2010. 4

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Maranatha Christian University

”Motivating Learning in Young Children.” The National Association of

School Psychologists. 2005. 23 September 2010

<http://www.nasponline.org/resources/home_school/

earlychildmotiv_ho.aspx>.

“Motivation and Rewards.” Regents of the University of Minnesota. 2008.

22 September 2010

<http://www1.umn.edu/ohr/toolkit/performance/motivation/index.html>.

Rothstein, Richard. “Lessons—Schools Can Use Help Teaching Parents

to Get Involved.” Economic Policy Institute. 2002. 27 September 2010

<http://www.epi.org/index.php/phpee/redirect/

webfeat_lessons20020807 >.

Talaris Research Institute. “Fear of strangers.” Raising Children Network

(Australia) Limited. 2010. 19 September 2010

<http://raisingchildren.net.au/articles/fear_of_strangers.html>.

“Teacher’s Code of Ethics.” Scribd. 2008. 10 October 2010

<http://www.scribd.com/doc/3864311/Code-in-EN-2>.

“Teaching Guide: Asking for Help.” Elkind+Sweet Communications, Inc.

2009. 26 September 2010

<http://www.goodcharacter.com/YCC/AskingForHelp.html>.

“Using motivation and rewards effectively to raise your enthusiasm and

find success.” Self-Improvement-Mentor. 2009. 25 October 2010

<http://www.self-improvement-mentor.com/motivation-and-