ABSTRACT Choi MyeongJa (10120070020) THE IMPLEMENTATION OF CO-TEACHING TO MULTI AGE OF SIX TO NINE YEARS OLD STUDENTS IN AN ENGLISH LESSON: A CASE STUDY AT MONTESSORI KIARA KARITAS ( xvi+ 69 pages + ) The purpose of this study is to find out how co-teaching has been implemented to multiage students in the Montessori school. There are three research questions in this study. The first one is about how the teaching was done to multiage students in the Montessori school. The second question is about how co-teaching has been implemented in multiage class in the Montessori school. The third question is about the advantages and disadvantages of co-teaching to multiage students in the Montessori school. In this study, the researcher has used a qualitative research method to collect the data by doing observations and interviews. The lower elementary class consists of P1, P2, and P3 students. It means that the class is a multiage class. In the class, the students have learned based on their needs, interests, and abilities. They are not differentiated by their ages in learning. They can improve faster in learning since they can learn according to their needs, interests and abilities. There are three teachers in the classroom so this is called a co-teaching system. The teachers divide their tasks in teaching the students. When one teacher is doing an activity, the other two teachers are doing other activities. They also teach the students together. There are some advantages in implementing co-teaching. The teachers can divide their tasks, cover each other’s weaknesses, help all students, and learn from each other. However, there are some disadvantages of implementing co-teaching. The students may lie to the teachers without the teachers’ knowing it. The teachers need more planning time before teaching and might have different opinions. The cost of having three teachers is also high. References: 29 (1995-2010)
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ABSTRAK Choi MyeongJa (10120070020) IMPLEMENTASI PENGAJARAN TIM TERHADAP MURID DENGAN USIA YANG BERVARIASI DARI UMUR ENAM TAHUN SAMPAI SEMBILAN
TAHUN:
SEBUAH
STUDI
KASUS
DI
SEKOLAH
MONTESSORI ( xvi+ 69 pages + ) Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pengajaran tim diimplementasikan terhadap murid dengan usia yang bervariasi di sekolah Montessori. Terdapat tiga pertanyaan dalam penelitian ini. Pertanyaan pertama adalah tentang bagaimana pengajaran dilakukan terhadap murid dengan usia yang bervariasi di sekolah Montessori. Pertanyaan kedua adalah tentang bagaimana pengajaran tim telah diimplementasikan terhadap murid dengan usia yang bervariasi di sekolah Montessori. Pertanyaaan ketiga adalah tentang keuntungan dan kerugian dari pengajaran tim terhadap murid dengan usia yang bervariasi di sekolah Montessori. Dalam penelitian ini, peneliti menggunakan metode penelitian kualitatif untuk mengumpulkan data, yaitu melalui observasi dan wawancara. Kelas SD kecil terdiri dari murid-murid kelas 1, kelas 2, dan kelas 3. Ini menunjukkan bahwa kelas tersebut terdiri dari murid dengan usia yang bervariasi. Di dalam kelas, para murid belajar sesuai dengan kebutuhan, minat, dan kemampuan mereka. Mereka tidak dibedakan berdasarkan umur mereka dalam pembelajaran. Mereka dapat belajar lebih cepat karena mereka belajar sesuai dengan kebutuhan, minat, dan kemampuan mereka. Terdapat tiga guru di dalam satu kelas. Oleh karena itu, sistem pengajaran yang digunakan adalah pengajaran tim. Tiga guru tersebut berbagi tugas dalam mengajar para murid. Ketika satu guru sedang memimpin sebuah aktivitas, dua guru yang lain melakukan kegiatan lain. Mereka juga mengajar para murid secara bersamaan. Terdapat beberapa keuntungan dalam mengimplementasikan pengajaran tim. Para guru dapat membagi tugas mereka, menutupi kekurangan satu sama lain, membantu para murid, dan belajar dari satu sama lain. Walau bagaimanapun, terdapat pula beberapa kerugian dalam mengimplementasikan pengajaran tim. Murid-murid dapat berbohong kepada guru tanpa diketahui oleh guru tersebut. Para guru juga membutuhkan lebih banyak waktu untuk mempersiapkan pelajaran yang akan diajarkan. Guru-guru pun bisa saja memiliki pendapat yang berbeda. Selain itu, biaya yang dikeluarkan untuk memiliki tiga guru juga lebih tinggi. Referensi: 29 (1995-2010). v
ACKNOWLEDGEMENTS The present study entitled “THE IMPLEMENTATION OF CO-TEACHING TO MULTI AGE OF SIX TO NINE YEARS OLD STUDENTS IN AN ENGLISH LESSON: A CASE STUDY AT MONTESSORI KIARA KARITAS” is written as one of the requirements to accomplish the S1 degree of the Sarjana Pendidikan at Universitas Pelita Harapan, Karawaci. The writer would like to express her deepest gratitude for the following people who had given unwavering support during the process and the completion of this thesis: 1. Dr. I Markus, as the first thesis advisor, who was willing to spare his time and had given inspirational ideas, unwavering encouragement, and guidance throughout the entire process of this thesis writing. 2. Dr. Agus Santoso, M. A. Ed, D as the second thesis advisor, who was keen and detailed proofreading as well as for his inspirational advices, support, encouragement, and guidance during the process and the completion of this thesis writing. 3. The management of Universitas Pelita Harapan (UPH) for giving her the opportunity to study for four years. 4. Gary Miller, Ph.D. as the Dean of Faculty of Education for inspiring the writer to be a good leader.
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5. Dr. Agus as the current Head of English Department for guiding the writer. 6. All the lecturers at the English Department of Universitas Pelita Harapan: Hanna Suteja, S.Pd., Clara Evi Candrayuli Citraningtyas, M.A., Ph.D., Matthew David Myers B.A., M.A., M.B. Rini Wahyuningsih, Ph.D., Kimberly Myers, B.A., M.A., Irene Rebecca Angela Tobing, Yovita Aridita Utama., S.E., and many others whom the writer can not mention one by one for giving the writer all skills which are required to be a good English teacher. 7. All the staff of Universitas Pelita Harapan, especially in the Faculty of Education, Ms. Yovita, Ms. Sara, and Pak Bandryo. 8. The Staffs of the Library in Universitas Pelita Harapan who have helped the writer in the administrative things during the process of this thesis. 9. The writer’s husband and children for their help and love. The writer would like to specifically thank the writer’s husband who had been very understanding, patient, and supportive. 10. The writer’s friend, Cindy, who had given encouragement and friendliness. Thanks for her mental support. 11. The writer’s friend, Regina, who had been very supportive and thoughtful. Thanks for her keen proofreading during the writer’s study period in UPH. 12. Students of English Department from batch 2005, 2006, 2007, and 2008 for becoming great friends to the writer from the first until the eighth vii
semester of her study in UPH, especially 2007 batch: Agnes, Dora, Eli, Michelle, Nadia, Novita, Regina, Renata, Reza, Sarah, Silvi, Vera, Ricky. The writer will always miss all of her friends. 13. The Principals of the Montessori Kiara Karitas, Ms. Ari and Ms. Janti, for allowing the writer to observe the school. 14. The teachers of the Montessori Kiara Karitas: Ms. Dewi, Ms. Julia and Ms. Meilani. They have supported, and encouraged the writer. Thanks for their help. 15. The students of the Montessori Kiara Karitas who gave inspiration and made the writer learn from their surprising tenderness. 16. All the people that the writer couldn’t mention their names here, whose help are meaningful.
Karawaci, May 26th 2011
Choi Myeong Ja
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TABLE OF CONTENTS ORIGINALITY STATEMENT OF THE THESIS.................................................i THESIS APPROVAL.............................................................................................ii APPROVAL OF THESIS EXAMINER COMMITTEE........................................iii ABSTRACT............................................................................................................iv ABSTRAK...............................................................................................................v ACKNOWLEDGEMENTS....................................................................................vi TABLE OF CONTENTS........................................................................................ix LIST OF TABLES................................................................................................xiv LIST OF FIGURES...............................................................................................xv LIST OF APPENDICES.......................................................................................xvi CHAPTER I. INTRODUCTION.............................................................................1 1.1 Background of the study....................................................................................1 1.2 Research Questions............................................................................................2 1.3 Purposes of the study.........................................................................................3 1.4 Significance of the study....................................................................................3 1.5 Definitions of terms............................................................................................4 1.6 Organization of the Report.................................................................................4 CHAPTER II. LITERATURE REVIEW.................................................................6 2.1 Theoretical Background.....................................................................................6 2.1.1 Children Development..............................................................................6 2.1.1.1 Physical Development....................................................................7 ix
2.1.1.2 Cognitive Development..................................................................8 2.1.1.3 Linguistic Development................................................................10 2.1.1.4 Social and Emotional Development.............................................11 2.1.2 Learning and Teaching............................................................................13 2.1.2.1 Multiage Students.........................................................................13 2.1.2.1.1 Montessori Theory........................................................16 2.1.2.2 Co-teaching...................................................................................18 2.1.2.2.1 Cook and Friend’s Six Approaches of Co-teaching.....21 2.2 Theoretical Framework....................................................................................22 CHAPTER III. METHODOLOGY.......................................................................25 3.1 Research Methods............................................................................................25 3.2 Research Setting and Subjects.........................................................................25 3.2.1 Research Setting......................................................................................26 3.2.2 Subjects...................................................................................................30 3.3 Data Collection.................................................................................................31 3.3.1 Observational Records............................................................................31 3.3.2 Interviews................................................................................................31 3.4 Data Analysis...................................................................................................32 3.4.1 Observational Records............................................................................32 3.4.2 Interviews................................................................................................33 x
3.5 Procedure..........................................................................................................33 CHAPTER IV. FINDINGS AND DISCUSSIONS...............................................35 4.1. How the teaching was done to multi age students in the Montessori school..35 4.1.1 Warm up..................................................................................................36 4.1.2 Circle Time..............................................................................................37 4.1.3 Montessori Time.....................................................................................38 4.1.4 Extracurricular.........................................................................................46 4.1.5 Lunch, Agenda, and Recess Time...........................................................47 4.1.6 Library Time...........................................................................................47 4.1.7 Pack up and Job.......................................................................................48 4.2 How co-teaching had been implemented in a multiage class in the Montessori school..............................................................................................................48 4.2.1 Warm up..................................................................................................49 4.2.2 Circle Time..............................................................................................49 4.2.3. Montessori Time....................................................................................52 4.2.4 Extracurricular.........................................................................................53 4.2.5 Lunch Time.............................................................................................54 4.2.6 Library Time...........................................................................................56 4.2.7 Pack up and Job.......................................................................................56 4.2.8 After Class...............................................................................................57
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4.3 The advantages and disadvantages of co-teaching to multi age students in the Montessori school...........................................................................................57 4.3.1 The advantages of co-teaching to multi age students in the Montessori school.......................................................................................................57 4.3.2 The disadvantages of co-teaching to multi age students in the Montessori school.......................................................................................................60 CHAPTER V. CONCLUSION AND RECOMMENDATIONS...........................64 5.1 Conclusion........................................................................................................64 5.2 Limitations of the study...................................................................................66 5.3 Recommendations............................................................................................66 WORKS CITED.....................................................................................................68 APPENDICES..........………………………………………….………………..A-1 Appendix A..........................................................................................................A-1 Appendix B..........................................................................................................A-7 Appendix C..........................................................................................................A-8 Appendix D..........................................................................................................A-9 Appendix E........................................................................................................A-10 Appendix F........................................................................................................A-11 Appendix G.......................................................................................................A-12 Appendix H........................................................................................................A-13 Appendix I.........................................................................................................A-14 xii
Appendix J.........................................................................................................A-15 Appendix K........................................................................................................A-16 Appendix L........................................................................................................A-17 Appendix M.......................................................................................................A-18 Appendix N........................................................................................................A-19 Appendix O........................................................................................................A-21
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LIST OF TABLES 4.1 Example of Students’ Activities in One Day...................................................45 4.2 The Mandarin Class Leveling..........................................................................46
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LIST OF FIGURES Figure 2.2 Theoretical Framework.........................................................................23 Figure 4.1 Map of the Classroom...........................................................................40 Figure 4.2 Teachers’ Seating Arrangement during lunch Time.............................55
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APPENDICES Appendix A. Interview Transcribing Appendix B. Observational Records Appendix C. Students’ Information Appendix D. Teachers’ Information Appendix E. Warm up Time Division Appendix F. Circle Time Songs Appendix G. Class Schedule Appendix H. Materials (Masculine and Feminine) Appendix I. Materials (Antonyms) Appendix J. Montessori Materials (Math) Appendix K. Students’ Projects Appendix L. Students’ Jobs and Salaries Appendix M. Reading Log’s Questions Appendix N. Materials (English grammar) Appendix O. Pictures of the Classroom
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