Teachers’ Strategies in Handling Kindergarten  Students’ Psychological Emotions in English Lessons at Qurrota A’yun  Kindergarten.

Pertiwi, Canda Ayu Arum

dc.contributor.author	Pertiwi, Canda Ayu Arum
dc.date.accessioned	2023-10-23T06:30:53Z
dc.date.available	2023-10-23T06:30:53Z
dc.date.issued	2023-06-20
dc.identifier.uri	http://repository.unisma.ac.id/handle/123456789/8493
dc.description.abstract	Children will face new situations and experiences during their growth and development. This experience will affect the emotions they have. The ways teachers handle pupils’ unstable emotions are important to be found. The situation where the teachers are not allowed to get angry, forbid the students, or even speak louder. Therefore, the researcher conducts research on teachers’ strategies to teach English lessons to kindergarten students. There are many theories about emotions, but the expert has stated three grand-theory. Those are the James-Lange theory, Canon-Bard theory, and Schachter-Singer's Two-factor theory. The James-Lange theory states that emotion results from the perception of bodily states. Cannon and Bard concluded that the body is not required to experience an emotion. The last is Schachter and Singer theory is focusing on the interaction between physical arousal and how we label that arousal. This is a qualitative study written in descriptive text and a case study as the research design. The data was collected by doing the observation and continued by think-aloud sections. The instrument of the data is an observation checklist table and smartphone as tape and a video recorder. There are three steps in analyzing the data, those are data condensation, data display, and draw the conclusion. Based on the observation, there are six negative emotions that appeared in the pupils’ learning process in the class. Those are: 1) Fear, 2) Apathy, 3) Guilt, 4) Angry, 5) Anxiety, and 6) Despair. Therefore, some strategies the teachers applied in handling all those psychological negative emotions appeared. The strategies for handling their emotions are: 1), Using “Sstt” sign, 2) Giving understanding, 3) Coming over them, 4) Giving funny responses, 5) Guiding, 6) Giving positive feedback, 7) Repeating the Pronunciation, 8) Repeating slowly, 9) Doing chuckle, 10) Calling their names, 11) Praising them, 12) Reading “Sholawat”, 13) Whispering, 14) Pretending to Cry, 15) Ice breaking, 16) Delivering the Consequence, 17) Repeating the Command, 18) Use the Malay Language, and 19) Reducing the Teachers’ Voice. Based on these findings, the following suggestions are proposed: First, for teachers, since it is a kindergarten, the activities in the class should be more time for learning while playing and singing. Having so much fun together with the pupils can be done in many ways. So, the class will be more colorful, the pupils will be more cheerful, and school will be the best second home that the students can feel. Second, for the next researchers, they can use this research as the previous study and the references. Then, they can develop the research through other views. Such as the teachers’ emotions, what makes students’ emotions appear, and so on.	en_US
dc.language.iso	en	en_US
dc.publisher	Universitas Islam Malang	en_US
dc.subject	positive emotions	en_US
dc.subject	negative emotions.	en_US
dc.title	Teachers’ Strategies in Handling Kindergarten Students’ Psychological Emotions in English Lessons at Qurrota A’yun Kindergarten.	en_US
dc.type	Thesis	en_US