THE USE OF LOOK AND SAY AS A TECHNIQUE
IN TEACHING READING TO ELEMENTARY
SCHOOL STUDENTS
(The Case of the Fourth Grade Students of SD Negeri Kambangan 1, Tegal In the Academic Year of 2010/2011)
a final project
submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan
In English
by
Agnes Arum Budiana 2201407035
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
This final project has been approved by the board of examination of the English Department of Faculty of Languages and Arts Semarang State University on August 24th, 2011.
Board of Examination 1. Chairperson
Dra. Malarsih, M.Sn NIP 196106171988032001 2. Secretary
Drs. Alim Sukrisno, M.A NIP 195206251981111001 3. First Examiner
Drs. Jan Mujiyanto, M.Hum NIP 195312131983031002
4. Second Examiner as Second Advisor Drs. La Ode Musyaridun
NIP 194612271983011001 5. Third Examiner as First Advisor
Maria Johana Ari W. S.S., M.Si. NIP 197405162001122001
Approved by
The Dean of the Faculty of Languages and Arts
iii Dengan ini saya,
Nama : Agnes Arum Budiana
NIM : 2201407035
Prodi/ Jurusan : Pendidikan Bahasa Inggris/ Bahasa dan Sastra Inggris Fakultas : Fakultas Bahasa dan Seni
Menyatakan dengan sesungguhnya bahwa skripsi/ final project yang berjudul: “The Use of Look and Say as a Technique in Teaching Reading to Elementary School Students (The Case of the Fourth Grade Students of SD Negeri Kambangan 1, Tegal in the Academic Year of 2010/2011)”,
Yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini benar-benar merupakan karya saya sendiri yang saya hasilkan setelah melakukan penelitian, pembimbingan, diskusi dan pemaparan/ ujian. Semua kutipan baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik, wawancara langsung maupun sumber lainnya, telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam penulisan karya ilmiah. Dengan demikian, walaupun Tim Penguji dan pembimbing penulisan skripsi/ final project ini telah membubuhkan tanda tangan sebagai tanda keabsahannya, seluruh karya ilmiah ini tetap menjadi tanggung jawab saya sendiri. Jika dikemudian hari ditemukan ketidakberesan, saya bersedia menerima akibatnya.
Demikian, harap pernyataan ini dapat dipergunakan seperlunya.
Semarang, Juli 2011 Yang membuat pernyataan
Carry your smile, spirit and surety . . . You can touch the sky!
To
My beloved family, Bapa Setio Budi, Ibu Ana,
Mba Tia, Ka Erfan, Fian and Dede’ Za. My sugar,
v
First and foremost, I would like to thank Allah SWT, the Almighty for blessing me with love, health, and inspiration leading to the completion of my final project which is written to fulfill one of the requirements for the degree of Sarjana Pendidikan in English. I realize that without assistance and guidance from many people, I could not finish my final project. Therefore, I would love to express my appreciation to:
(1) Prof. Dr. Agus Nuryatin, M.Hum, as the Dean of Faculty of Languages and arts of Semarang State University
(2) Drs. Ahmad Sofwan, Ph.D as the Head of English Department of Faculty of Languages and Arts of Semarang State University
(3) Maria Johana Ari W. S.S., M.Si., as the first advisor, who was willing to give valuable and continuous guidance, advice as well as encouragement in making and completing my final project
(4) Drs. La Ode Musyaridun, as the second advisor who has read my final project and given many useful suggestions and corrections for its improvement
(5) Dr. Jan Mujiyanto, M.Hum, as the first examiner who gives the improvement of this final project
(6) All of the lecturers in English Department, who have given many knowledge during my study
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allowing and helping me to carry out the research
(9) The students of four grade of SD Negeri Kambangan 1, for their cooperation
(10) My beloved family, relatives and friends for giving much love and support
(11) My sugar, who can open my eyes to be all I can be (12)Melati, who always make me smile
(13)My beloved friends in Kost Pink Poenya Pak No for the warm and joyful moments we have shared.
Finally, I am well aware that my final project is still far from being excellent. Thus, I do not mind to accept any suggestion for the improvement of it. I hope it will be useful for the readers.
Semarang, June 2011
vii
Budiana, Agnes Arum. 2011. The Use of Look and Say as a Technique in Teaching Reading to Elementary School Students (The Case of the Fourth Grade Students of SD Negeri Kambangan 1, Tegal in the academic Year of 2010/2011). A final project, English Department, Faculty of Languages and Arts, Semarang State University. Advisors: 1. Maria Johana Ari W. S.S., M.Si., 2. Drs. La Ode Musyaridun.
Keywords: Look and Say, teaching reading, elementary school students.
Elementary school students have different characteristics from adults. They easily get bored; lose interest after 10 minutes or so. The teacher of this level have got challenging task to motivate them. They need to modify the way of their teaching. So, they can use interesting technique in order to attract the students’ attention and interest. The objective of this study was to describe the application of using look and say as a technique in teaching reading to the fourth grade students of elementary school. This way hopefully, would be useful for teachers and students in language teaching learning process.
The study was an action research with two cycles. Each cycle consisted of teaching and learning process and a formative test. The difference between these cycles was on the materials used or given. There were four tests in this study: pre-test, formative test of cycle 1, formative test of cycle 2, and post-test. The result of the pre-test showed the average score was 58.10%. After having activities by using look and say, the students’ reading skill was improved. It was supported by the result of the formative tests. The average score of cycle 1 was 71.05% and the average score of cycle 2 was 82.36%. The result of the post-test indicated that the average score was 83.89%. It was higher than the average score of the pre-test.
In the questionnaire session, the students chose learning English by using look and say because it was enjoyable and lively. Furthermore, the result of the field notes written by the English teacher showed that the students were interested in the activities by using look and say to improve their reading skill.
viii
Page
Acknowledgement ... v
Abstract ... vii
Table of Contents ... viii
List of Tables ... xi
List of Charts ... xii
List of Appendices ... xiii
Chapter I. INTODUCTION ... 1
1.1 Background of the Study ... ... 1
1.2 Reason for Choosing the Topic ... .... 3
1.3 Limitation of the Study ... 4
1.4 Statement of the Problem ... ... 5
1.5 Objective of the Study ... ... 5
1.6 Significance of the Study ... ... 5
1.7 Outline of the Study ... 5
II. REVIEW OF RELATED LITERATURE ... ... 7
2.1 Review of the Previous Research ... 7
2.2 General Concept of Reading ... ... 8
2.3 Teaching English in Elementary School ... 11
2.4 Characteristics of Fourth Grade Students ... 12
2.5 The Look and Say Technique ... 14
2.5.1 General Concept of Look and Say Technique ... ... 14
ix
2.7 Actions Research ... 17
2.7.1 Definitions of Action Research ... 17
2.7.2 Characteristics of Action Research ... 18
2.7.3 The Cycle of Action Research ... 19
2.8 Theoretical Framework ... 20
III. METHOD OF INVESTIGATION ... ... 22
3.1 Subject of Study ... ... 22
3.2 Research Design ... ... 22
3.2.1 Cycle 1 ... 23
3.2.2 Cycle 2 ... ... 24
3.3 Instruments of the Study ... ... 25
3.3.1 Test ... ... 25
3.3.2 Field Notes ... ... 26
3.3.3 Questionnaire ... .. 26
3.4 Procedures of Collecting Data ... ... 27
3.5 Criterion of Assessment ... ... 29
IV. DATA ANALYSIS ... ... 31
4.1 The Analysis of the Questionnaire ... 31
4.2 Result of the Study ... 34
4.2.1 Result of the Pre-test ... ... 34
4.2.2 The Analysis of Cycle 1 ... .... 37
4.2.3 The Analysis of Cycle 2 ... ... 41
4.2.4 Result of the Post-test ... .... 46
x
V. CONCLUSIONS AND SUGGESTIONS ... ... 54
5.1 Conclusions ... ... 51
5.2 Suggestions ... 52
APPENDICES ... 53
xi Table
Page
1. The Activities of Cycle 1 ... 23
2. The Activities of Cycle 2 ... 24
3. The Result of Questionnaire ... 31
4. The Result of the Pre-test ... 34
5. The Result of the Formative Test of Cycle 1 ... 38
6. The Result of the Formative Test of Cycle 2 ... 42
xii
Chart Page
xiii
Appendix Page
1. The Name List of the Students ... 54
2. Lesson Plans ... 56
3. The Zoo ... 64
4. Occupations ... 65
5. Pre-test ... 66
6. Formative Test of Cycle 1 ... 72
7. Formative Test of Cycle 2 ... 75
8. Post-test ... 77
9. Scores Analysis of the Pre-test ... 81
10.Scores Analysis of the Formative Test of Cycle 1 ... 82
11.Scores Analysis of the Formative Test of Cycle 2 ... 83
12.Scores Analysis of the Post-test ... 84
13.Questionnaire ... 85
14.Field Notes ... 87
15.Documentations ... 91
1
INTRODUCTION
In this chapter, I present background of the study, reason for choosing the topic, limitation of the study, statement of the problem, objective of the study, significance of the study, outline of the study.
1.1
Background of the Study
Language is a multi-purpose medium of expression. Language enables people to express their feeling, thought, and mind. In social life, people use language to communicate with others in fulfilling their daily needs. In academic environment, language plays a role in an interactive process between student and teacher. Student and his/her peer, student and his/her lessons. Each country may have its own language that is used for communication by the people. English is one of the international languages, which is used as a means of both oral and written communication. It is the most well known language in the world which is spoken as a first language by millions of people and used as means of communication by many more all over the world. People in non-English speaking countries like Japan, China, and Indonesia learn English as a second or foreign language. We need English to get involved in international society.
English subject has been introduced for almost ten years in Indonesian elementary schools. It began to be applied at fourth grade. Because the characteristic of elementary school students are different from those of secondary school students, our government construct curriculum, which is suitable for young learners. English subject for elementary school covers oral communication ability limitedly in school context. Reading and writing skills are supposed to support oral communication learning. The materials focus on
language accompanying action. By learning English, elementary school students are expected to be able to use English to accompany action, participate in classroom and school interactions, and recognize simple written English.
In this study I focused on teaching reading in fourth grade students of elementary school. Reading is the skill that children acquire first before they have not yet learnt to write. Language learning is a hard task, which can sometimes be frustrating. In fact, most of our language learning comes from reading. At their age, children still find difficulty in learning their mother tongue (Javanese) and second language (Indonesian). So since English is a foreign language for Indonesian children, we must choose appropriate teaching methods which will make them not afraid of English.
like using song, pictures, and cards. For this study I choose to use cards as an alternative by using look and say technique in teaching reading.
In look and say technique, it is based on words and phrases, and makes a lot of use of flashcards. It is usual started by teaching words which are already familiar to the children. The teacher shows the children the word and says it while pointing to the object. The children repeat the word. This happens several times with each word. The introduction of the words only take a short time, and goes quite quickly, so the teacher may spend five minutes of a thirty minute lesson on four new words. So this technique encourages recognition of a range of words and phrases before reading a text.
In this research, I want to find out how effective the use of look and say is as a technique in teaching reading to the fourth grade students of SD Negeri 1 Kambangan, Tegal in the academic year of 2010/2011.
1.2
Reason for Choosing the Topic
In this study, I have chosen the topic “The Use of Look and Say as a Technique in Teaching Reading to Elementary School Students”, because I am interested in teaching English for young learner. Most of them usually find difficulties in learning English because it is different in vocabulary, pronunciation and grammatical rules from their mother tongue. Besides that the students have unstable emotion which may disturb their language learning in the classroom.
without providing supporting aids. It creates stressful class situation that makes the students uncreative. Whereas in fact elementary students need both auditory and visual aids to fully understand the reading materials. Learning should be contextualized. The materials should be related to real-life reading. Teachers should use interactive methods and techniques in teaching reading for elementary school students to make them enjoy the learning process.
For the reason above, I want to suggest a technique in teaching reading for the fourth grade students of elementary school that is look and say technique. Look and say is a learning-by-doing technique. Look and say gives visual clues for the students to understand meaning much clearer. By using look and say technique, I wish that teachers would get maximum outcome in teaching reading.
1.3
Limitation of the Study
In order to get a clear description of this study about using look and say as a technique to teach reading, I limit the scope of this study as follows:
(1)The using look and say as a technique in teaching reading of simple text for fourth grade level of students SD Negeri Kambangan 1, Tegal. (2)The subject of the study is the fourth grade students of SD Negeri
1.4
Statement of the Problem
The problem that will be discussed in this study is: How to apply look and say as a technique in teaching reading to the fourth grade students of elementary school?
1.5
Objective of the Study
The objectives of this study is to describe the application of look and say as a technique in teaching reading to the fourth grade students of elementary school.
1.6
Significance of the Study
The significance of the study can be stated as follows:
(1) For students: it will suggest an alternative technique to motivate them to learn English especially in reading. It may help students to comprehend the reading material.
(2) For the English teacher: it will suggest an alternative method in teaching reading to the students.
1.7
Outline of the Report
This study consists of five chapters, those are as follows:
Chapter II discusses the review of related literature as the theoretical basis for the study.
Chapter III is the method of investigation. It consists of subject of the study, research design, instrument of the study, procedures of collecting data, validity and reliability, method of analyzing data and criterion of assessment.
Chapter IV presents research findings, which consist of data analysis and discussions of the result.
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REVIEW OF RELATED LITERATURE
In this chapter, I present the review of related literature. It consists of review of the previous research, general concept of reading, teaching English in elementary school, the characteristics of fourth grade students, the look and say technique, look and say as a technique in teaching reading, action research, and theoretical framework.
2.1 Review of the Previous Research
There are many studies conducted to know the students’ mastery of reading skills. These studies include many studies done by the English department students of Semarang State University (UNNES). Here are some previous studies related to this research which are relevant in teaching English.
In 2009, Resty Anggraeni conducted a research called “Storytelling as a Technique in Teaching Reading at Elementary School” (A Case of Fifth Year Students of SDN Wonosekar in the Academic Year of 2008/2009). She took conclusion that students’ reading skill achievement was improved after implementing storytelling as a technique in teaching reading.
Rizkiana Hidayati (2009) conducted a research dealing with technique for teaching English to elementary school students. The research entitled “The Use of Miming Stories as a Technique in Teaching Listening to Elementary School Students” (The Case of the Fifth Grade Students of SD Negeri 1 Procot, Tegal in the Academic Year of 2008/2009). The conclusion of her research is miming stories was effective as a technique in teaching listening to elementary school students. The interesting technique is able to grab students’ attention in learning English.
Dealing with the use of cards for teaching English to elementary school students, a research entitled “Teaching Simple Noun Phrases Using Quartet Cards to the Fifth Graders of SD 1 Mlati Kidul Kudus in the Academic Year of 2006/2007” was conducted by Anita Mardiana in 2007. The result is the activities using quartet cards could help the students in mastering simple noun phrases.
After reviewing the previous study, I can conclude that there are many researchers that discussed about teaching English to Elementary school students especially in reading, the technique in reading, and the media that was used. From the techniques that have applied, I would like to use look and say as a technique to teach reading to elementary school students.
2.2
General Concept of Reading
According to Caroline T. Linse (2006: 69), reading is a set of skills that involves making sense and deriving meaning from the printed word. In order to read, we must be able to decode (sound out) the printed words and also comprehend what we read. For second-language learners there are three different elements which impact reading: the child’s background knowledge, the child’s linguistic knowledge of the target language, and the strategies or technique the child uses to tackle the text. For example, if a child is going to learn how to decode letters, she must understand what different written symbols represent. In some language such as English, Spanish, Arabic, and Korean, a certain symbol represents a specific letter. These languages are known as alphabetic languages. Furthermore, children who are able to read in their native language are at an advantage over children who cannot read in their native language because they understand the key concept that printed symbols can be used to represent spoken words. Also, children who can read in their native language may also know that reading can be for both pleasure and information. By developing strong literacy skills in their native language, it will be easier for young learners to transfer those skills into English.
As a teacher of young learners, it is helpful to ascertain what reading concepts children have acquired in their native language so we can assist in the transfer of the relevant skills from first-language to second-language literacy (Caroline T. Linse 2006: 69).
Decoding
the printed word. In other words, reading decoding skills is the ability to understand that a printed word represents the spoken word, and that this printed word is made of a sequence of phonemes. To take it a step further, reading decoding skills also require the ability to recognize the individual phonemes and phoneme blends.
In order to read, we must recognize the symbols that form or make up words. When readers decode, they decipher individual words. Many languages use a phonetic alphabet. In these languages, written symbols represent a specific sound or phoneme. English has approximately 40 sounds but uses only 26 symbols. This can cause problems for speakers of language which have a one-to-one sound-letter correspondence, such as Russian or Spanish. Because of the exceptions to sound/symbol correspondence in English, children can get very frustrated when they try to decode English words. For example, the letter c is used to decode both a hard and soft sound in English. The hard c sound, /k/, found in cat and carpet is more common than the soft c sound, /s/, found in cereal. However in Russian, the symbol c is always used to denote the soft /s/ sound (Caroline T. Linse: 70).
Comprehension
Comprehension is the power of understanding (Hornby: 235). And the aim of reading is comprehension. Some individuals equate decoding with reading. Just because a learner knows how to pronounce written words correctly, doesn’t mean that he can read.
part of the reading process. There are two main reasons that people read: the first is for pleasure and the second is for information.
2.3
Teaching English in Elementary School
English has been a major subject in secondary and high schools in Indonesia for years, but it is newly applied in elementary school as a local subject. So although it is not included to the National Final Examination subjects, English materials students get in elementary school will be very beneficial for them in the next school levels.
There are four literacy levels mentioned at the national curriculum of English subject: performative, functional, informational, and epistemic (KTSP, 2006). The performative level is for elementary school level. This level breaks the code of knowing the relationship between spoken and written symbols. It means elementary students are able to listen, speak, read, and write simplest forms of English. This is the basis for them to support their English learning in secondary school.
According to Hidayati (2009: 11), English in elementary school develops
like grammar and long written texts. They do not utilize enjoyable teaching methods. Of course it makes students not interested in English. Later it will create misconception that English is boring, or even horrible. Whereas it is possible to teach English using a learning-by-doing technique in which it will cheer up the class situation. Therefore, the application of look and say as a technique in teaching reading is in accordance with the focus of curriculum that is developing language accompanying action.
2.4 Characteristics of Fourth Grade Students
Most Indonesian children enter elementary school at five or six years old. So they will be around nine years old when they are in the fourth grade. Elementary school students obviously have different characteristics and motivation from secondary and high school students. As a result, teachers must differ the way of teaching in every school level.
According to Scott and Ytreberg (1990: 3-4), some of the characteristics of elementary school students as young learners which I connect with my study are as follows:
(1) Their basic concepts are formed. They have very decided views of the world. Respect them and respect what they want. Be realistic about what they can manage at an individual level, then our expectations will be realistic too.
(3) They ask question all the time. It means they have a high curiosity and they are very active. Try to ask them to play games, role play dialogues and involve them in competitions.
(4) They rely on the spoken word as well as the physical world to convey and understand meaning. So don’t rely on the spoken word only. Most activities for the younger learners should include movement and involve the senses. We need to have plenty of objects and pictures to work with, and to make full use of the school and our surroundings.
(5) They are able to make some decisions about their own learning. Since their concentration and attention spans are short, variety is a must – variety of activity, variety of pace, variety of organization, variety of voice.
(6) They have definite views about what they like and don’t like doing. Paying attention to children’s belongings, the treasures they carry around, is another good way to learn about their interests and development. What children put in their book bags can be a real eye opener. For example, a boy who carries miniature basketballs in his pencil case will most likely have a special interest in basketball. A child who carries and reads books without any pictures has probably developed advanced cognitive skills.
(7) They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions.
According Scott and Ytreberg (1990: 4), young learners develop quickly in learning a new language. Their learning comes from the five body senses. They watch, listen, and imitate their teacher. They are enthusiastic in using their imagination. Therefore using look and say technique may be appropriate for them in learning a new language. Flash cards with pictures that are used in look and say technique will help young learners to understand meaning much easily. This technique may cheer up the class’ situation in which it later lengthens and strengthens their attention and concentration span. Therefore, it may help students to be successful in learning English.
2.5 The Look and Say Technique
Using look and say technique may be one of the best ways in introducing a new language to children because language learning is a hard task which can be sometimes frustrating. Learning English is not easy for Indonesian children. Therefore, using this technique may be the right choice.
2.5.1 General Concept of Look and Say Technique
According to Scott and Ytreberg (1990: 50), this technique is based on words and phrases, and makes a lot of use of flashcards.
pointing to the object on the card, guessing which card Teddy has picked out of the hat – and so this technique encourages recognition of a range of words and phrases before reading a text (Scott and Ytreberg, 1990)
2.5.2 The Actions of Look and Say Technique
According to Scott and Ytreberg (1990: 51), with the look and say technique children learn to recognize whole words or sentences rather than individual sounds. Students will look at a word which teacher sound, and in turn will repeat the sound (the word). Flashcards with individual words written on them are used for this technique often accompanied with a related picture.
If teacher doesn't use a picture with the word the child will probably make a wild guess as to what it says trying to remember what sound teacher made previously. This is not a good technique if teacher don't include pictures.
It is also recommended with this technique to use whole short sentences rather than individual words. Teacher writes a short sentence representing the picture displayed. Then teacher says the sentence and ask the child to repeat it while pointing and looking at each individual word as he/she repeats what teacher said.
skills to combine both it would benefit your students enormously (Scott and Ytreberg, 1990).
2.6
Look and Say as a Technique in Teaching Reading
Teachers often use ‘look and say’ as part of vocabulary teaching. So when children learn to say a new word they learn to read it (Slattery and Willis: 67). Teacher can help children with whole word recognition by using printed material as much as she can in her classroom. Of course, the new words are learnt in context. This can also be done with phrases. Children use the same recognition skills when they are remembering a word or short phrase. There are a lot of word recognition games which can be done at this stage: matching words and pictures, recognizing the correct word, and reading words. Teachers could use these activities before children read a story or say a rhyme which includes these words.
In matching words and pictures games for example, children match the written words to the picture on the board. Teacher asks students to look at the words on cards and say it loudly. Then students put them beside the matching picture on the blackboard. According to Slattery and Willis (2001: 75), the activities show how teacher can:
(1) Focus on new words in context. It means we had better focus on new words that students don’t know before and related to the text that is discussed in context.
(3) Get children to match sound and written word. We can help students with whole word recognition by using printed material as much as we can in our classroom, e.g. word cards used for labeling and directions. Of course, the new words are learnt in context.
(4) Repeat constantly to teach pronunciation. We could drill some words or phrases in order to get student’s good pronunciation.
(5) Let children have fun while learning to read. Since they have short attention span, teacher should vary their techniques to break the boredom. They should give varied activities as handwriting, games, songs etc (Slattery and Willis 2001: 75).
2.7
Action Research
The study I conducted was an action research. Action research is the most familiar research used in educational world today.
2.7.1 Definitions of Action Research
Many practitioners in education have conducted action research for years. Action research itself has some definitions. Action research utilizes a series of methodologies and approaches. Although action research is generally identified with qualitative approaches, it can incorporate both qualitative and quantitative approaches.
From the definitions above, it can be concluded that action research is a systematic and intentional research conducted in a classroom with the purpose of improving the effectiveness of teaching and learning process.
2.7.2 Characteristics of Action Research
Unlike other researchers, action research has special characteristics which are different from others. Priyono in Subyantoro (2007: 9-10) gives six characteristics of action research as follow:
(1) On-the job problem-oriented. It means the subject of the study is the real problem that becomes teacher’s main responsibility at school;
(2) Problem-solving oriented. The goal of action research is to sole problems in classroom;
(3) Improvement oriented. All school components such as teachers, headmaster, and students, must change and improve better for the sake of the school itself;
(4) Multiple data collection. Action research utilizes several methods of data collecting, like observation, test, interview, questionnaire, etc;
(5) Cyclic. Action research consists of four cycles: planning, observing, acting, and reflecting;
2.7.3 The Cycle of Action Research
Action research is cyclical. The process does not necessarily have to stop at any particular point. Information gained from previous research may open new avenues of research. That is why action research is ongoing.
There are four guiding steps in every cycle of action research, as shown in figure below.
Cycle I Cycle II
--- ---
(1) Planning
In the first step researcher has to be firmly know what he/she want to investigate. Then she develops some question about the chosen area. Later she will establish a plan to answer these questions. The plan includes constructing lesson plans, choosing methods of collecting and analyzing data, preparing instruments and documentation.
(2) Acting
In this step researcher applies the planning actions to solve the problems. Planning
Planning
Reflection Acting Reflection Acting
(3) Observation
Observation is the activity of collecting data, either qualitative or quantitative data, to identify to what degree result of the actions reaches the objective of the study.
(4) Reflection
Reflection is the activity of critically evaluating the change of the students, teacher and class situation after conducting the actions.
2.8
Theoretical Framework
In this study, I focus on teaching reading in fourth grade students of elementary school by using look and say technique. Reading is the skill that children acquire first before they have not yet learnt to write. Language learning is a hard task, which can sometimes be frustrating. In fact, most of our language learning comes from reading. So since English is a foreign language for Indonesian children, we must choose appropriate teaching methods which will make them not afraid of English.
According Scott and Ytreberg (1990: 45), young learners are often more enthusiastic and lively in learning something new. They will make an attempt to get involved in an activity even when they do not quite understand why or how. However, they also lose interest more quickly and they are less able to keep themselves motivated on tasks they find difficult. Therefore, they need an interesting techniques can be found easily like using song, pictures, and cards. For this study I choose to use cards as an alternative by using look and say technique in teaching reading.
materials used or given. There are four tests in this study: pre-test, formative test of cycle 1, formative test of cycle 2, and post-test. Students will be given treatments by using look and say as a technique in teaching reading.
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METHOD OF INVESTIGATION
This chapter presents method of investigation which is divided into five subsections: subject of the study, research design, instruments of study, procedures of collecting data, and criterion of assessment.
3.1 Subject of Study
To reach the objective of the study, I conducted an action research at SD Neger i Kambangan 1 Tegal. This elementary school is located at Lebaksiu sub district in Tegal regency. There were six grades. I decided to choose the fourth grade students because they were in the first year of learning English. Teacher needed to reinforce their motivation in learning English. In class there were 38 students consisting of 24 boys and 14 girls. I took all the students at the subject.
3.2 Research Design
3.2.1 Cycle 1
Table 1. The activities of Cycle 1
Planning Selecting a problem as the topic for the study.
Finding an institution to do an action research (SD Negeri Kambangan 1 Tegal).
Asking the principal of SD Negeri Kambangan 1, Tegal for permission to conduct the study there.
Constructing teaching plans and instruments of the study (test items, field note sheets, and questionnaire).
Action First Activity (Pre-test)
Explaining materials briefly and giving a pre-test.
Second Activity (Treatment)
1. Developing a background understanding of the text to the students.
2. Reading the text.
3. Explaining the key words of the text.
4. Reading the text again and practicing look and say technique to convey the whole content of the text. 5. Giving a formative test to the students.
Reflection Finding out the significant progress from the first activity to the last activity.
[image:37.595.52.540.109.679.2]3.2.2 Cycle 2
Table 2. The Activities of Cycle 2
Planning Focusing on the unsolved problem. Modify the teaching plans.
Action First Activity (Treatment)
1. Developing a background understanding of the text to the students.
2. Reading the second text.
3. Explaining the key words of the text.
4. Reading the text again and practicing look and say technique.
5. Giving a formative test to the students to check the students’ progress.
Second Activity (Post-Test)
1. Reviewing all materials given.
3. Distributing the questionnaire to know the students’ interest and opinion about the use of look and say technique in teaching English.
Observation Analyzing and collecting the result of the action to know to what extent it reaches the objective.
Reflection Finding out the significant progress of the whole processes of the study.
Analyzing the result of field notes and questionnaire.
3.3
Instruments of the Study
To support my study, I utilized three kinds of instruments: tests, field notes and questionnaire. These instruments were appropriate to the school environment and could be used effectively and efficiently to collect the data needed.
3.3.1 Test
A test is a method of measuring a person’s ability, knowledge, or performance in given domain (Brown, 2004, 3). Test plays an important role in teaching and learning experience.
action research cycles by using the new technique. There were two cycles. In the end of every cycle, I presented 10 items of multiple choices as formative test to know the result of the students after they had been treated by using look and say in the action.
After all of the cycles are done, I gave post-test to compare the difference of the results of the students between before and after the look and say treatments given to them. In this test, I presented 25 items of multiple choices test.
3.3.2 Field Notes
Field notes were used to collect qualitative data. Field notes described the situation and the activities during the teaching and learning process. By using field notes, I could know whether the teaching and learning process was making progress or declined.
In this study, I wanted to observe, to check, and to take notes about: (1) The class situation during teaching and learning process;
(2) The implementation of look and say technique in teaching and learning process; (3) The participation of the students in teaching and learning process;
(4) The condition of reading ability of the students.
3.3.3 Questionnaire
students about the factors that may influence their improvement in reading. To calculate the result of questionnaire, the formula is on next page:
∑x = the number of students’ answer n = the total number of the students
I selected close questionnaire to be filled out by the students because it was relatively easy to construct and easy to analyze. The responses were only “Yes” and “No”. The questionnaire was used to find out:
(1) The students’ interest in learning English, especially reading; (2) The advantages students got after using look and say technique;
(3) The students’ opinion about the continuity of the program conducted during the action research.
3.4
Procedures of Collecting Data
In doingthe action research, I use the several appropriate techniques and methods. To carry out my study, I have to collect the data containing some information needed for the research. Mc Niff (1997: 76) states there is a list of techniques, which can be used to gather the evidence in the reconnaissance and monitoring phases of action research.
According to the Mc Niff’s techniques, each of them has advantages and disadvantages in their use. In this research, in order to collect the data, I use the pre-test and post-pre-test, field notes, and questionnaires. I take the pre-pre-test and post-pre-test based on the considerations that generally they are not expensive. The aims of using pre and post tests are to know the students’ response during the activities, to see their abilities in mastering the reading materials and their progress, to gather information and to find a simple way for students to answer the specific predetermined questions.
The test (sometimes called ‘quiz’) can be seen either as a general observational procedure, akin to the case study, protocol or experiment, for eliciting data on how users behave in particular dictionary reference situations, or as a way of measuring the knowledge or performance of an individual or group inrelation to achievable proficiency levels before, during or after courses on dictionary skills (Hartman, 2001: 119).
I decide to use multiple choice test type based on the following considerations:
(1) Multiple choice test type is economical in term of the number of item that can be answered in a short period of testing time
(2) Students’ test paper can be easily and quickly scored
Meanwhile, the other technique in collecting data is the use of field notes. The aim is to have the document about the situation of the class where I am conducting the action research. Mc Niff (1997: 77) says that the use of field notes is more than keeping a record book as a kind of diary which would record only ground covered and material used. He says further that the document is a significant aspect of the action. Therefore I pay attention to the students’ response during the activity objectively. I systematically keep notes of the class situation, either while the lesson is in progress or immediately afterwards. Beside field notes, a questionnaire is also given. I take the questionnaire because they are highly specific, easy and comparative. I give some questions to the students in a paper related to the teaching and learning process, and English teaching. The students answer the questions honestly.
3.5
Criterion of Assessment
I will know the students’ success and the failure in doing this action research by referring to the criterion of Department of Education and Culture.
To find the degree of the students’ achievement in each activity, from pre-test up to post-test, the score of each student was counted individually by using the following formula:
While the average of the students’ result was counted by using the following formula:
The average of the students’ result =
.
31
DATA ANALYSIS
4.1 The Analysis of the Questionnaire
One of the activities in this research was distributing the questionnaire. It was conducted after the students had finished doing the post-test on 4 June 2011. The students were given questionnaire sheet and they had to answer the questions by choosing ‘yes’ or ‘no’ options for each question. The questionnaire contained three aspects: the students’ interest in learning English, especially reading (question numbers 1,2,3,4, and 5); the advantages students got after using look and say technique (question numbers 6,7, and 8); and the students’ opinion about the continuity of the program conducted during the action research (question numbers 9 and 10). The formula to calculate the percentage of questionnaire is as follow:
∑x = the number of students’ answer n = the total number of the students.
[image:44.595.54.538.261.732.2]The following table shows the result of this activity.
Table 7. The Result of Questionnaire
Aspect Item YES NO
X % X %
The students’
interest in
1. Apakah kamu menyukai pelajaran bahasa Inggris?
learning
English
2. Menurut kamu apakah pelajaran bahasa Inggris sangat berguna dalam kehidupan sehari-hari?
32 84.21 6 15.79 3. Apakah kamu menyukai pelajaran
membaca bahasa Inggris? 34 89.47 4 10.52 4. Menurut kamu apakah reading
(membaca) itu menyenangkan?
38 100 0 0 5. Apakah kamu mengalami kesulitan
dalam membaca teks bahasa Inggris?
28 73.68 10 26.31 The
advantages of
the technique
6. Apakah kamu menyukai teknik look and say (lihat dan ucapkan) yang telah diberikan?
33 86.84 5 13.15 7. Apakah dengan menggunakan teknik
look and say (melihat dan
mengucapkan) dapat membantu kamu dalam pelajaran reading (membaca)?
37 97.36 1 2.63
8. Menurut kamu apakah cara pengajaran yang telah diberikan dapat
mempermudah kamu dalam membaca dan memahami teks berbahasa Inggris?
38 100 0 0
The continuity
of the
technique
9. Apakah kegiatan seperti ini menambah kebiasaan kamu dalam belajar bahasa Inggris?
34 89.47 4 10.52 10.Apakah kegiatan ini perlu dilakukan
terus menerus?
24 63.15 14 36.84
15.79% of the students thought that English was not beneficial for their daily life although they liked it. But 32 students or more than half of the class considered that learning English had a good effect to their life. English is the only compulsory foreign language in Indonesian elementary school as well as high school. The knowledge of English students get in all school levels will prepare them to get involved in international society.
For item number (3), 89.47% of the class responded ‘yes’. Only four students were uninterested in reading to English. In item number (4), all of the students thought that reading to English was fun as they also liked English subject. Ten students or about 26.3% of the class had difficulties in reading to English text. This was shown by the result of item number (5). It becomes a challenge for the teacher to modify the way of teaching English at school.
In item number (6), most of the students like look and say technique. It reached 86.84% of the students who answered ‘yes’. For item number (7), thirty seven students or about 97% of the class agreed that look and say technique could help them in reading to English. In item number (8), it showed that all of the students answered ‘yes’. It means that the way of teaching reading during the research helped them to understand English materials. 100% of the students were more interested in teaching and learning activities which used an interactive technique. It helped the students to sustain their attention. The technique gave the students visual clues to understand the content of the text much easier and clearer.
The questionnaire was mostly answered with ‘YES’ or positive response and followed by the significant result on the post-test. In addition, it can be concluded that look and say helped the students in learning reading to English.
4.2 Result of the Study
In this chapter I am going to present the result of the data analysis from the research activities. The quantitative data were obtained from the evaluation tests which were taken from the pre-test, the formative test of cycle 1, the formative test of cycle 2, and the post test. I also got the qualitative/non-test data from the observations during teaching and learning processes.
4.2.1 Result of the Pre-test
[image:47.595.57.538.281.728.2]The pre-test was conducted at the beginning of the research on 1 June 2011. There were 38 students who took the test. The purpose of this test was to check the students’ reading ability. The test consisted of 25 multiple-choice items. The result of the students’ achievement in the pre-test can be seen as follows.
Table 3. The Result of the Pre-test
No. Test Code The Right Score %
1. P-1 20 80
2. P-2 19 76
3. P-3 14 56
4. P-4 16 64
5. P-5 8 32
7. P-7 10 40
8. P-8 10 40
9. P-9 14 56
10. P-10 13 52
11. P-11 11 44
12. P-12 18 72
13. P-13 17 68
14. P-14 21 84
15. P-15 15 60
16. P-16 14 56
17. P-17 24 96
18. P-18 15 60
19. P-19 14 56
20. P-20 21 84
21. P-21 9 36
22. P-22 9 36
23. P-23 14 56
24. P-24 18 72
25. P-25 8 32
26. P-26 18 72
27. P-27 17 68
28. P-28 13 52
30. P-30 15 60
31. P-31 18 72
32. P-32 14 56
33. P-33 6 24
34. P-34 20 80
35. P-35 19 76
36. P-36 11 44
37. P-37 14 56
38. P-38 12 48
∑ = 38 ∑ = 552 ∑ = 2208
The average of the students’ result = The total number of the percentage The number of the students = 2208%
38 = 58.1%.
The average of the students’ scores was 58.1%. According to the criterion of assessment of Department of National Education, the class was classified unsuccessful.
4.2.2 The Analysis of Cycle 1
The activities of cycle 1 began on 2 June 2011. The whole thirty eight students followed the teaching and learning processes. The English teacher, Mrs. Santi, joined the class and supervised me. During the processes I made use of two languages: English and Indonesian.
The topic used in this cycle was ‘The Zoo’. In this activity, the students were given vocabulary related to the topic. I also gave some commands to the students, such as raise your hand, stand up, look at the picture, say it loudly, come forward, and sit down.
At the beginning of the class, I read the text and asked the students to repeat after me. After it was over, I explained the key words of the text. While the class was listening to me, I practiced look and say technique to convey the whole content of the text. I provided some teaching aids to help the students to know what they were going to do in these activities. I showed many flash cards, some pictures, and some words related to the pictures. Then, I put the pictures on the blackboard.
In the next session, I explained briefly about the method used in teaching learning process. I showed the flashcards one by one and I asked the students to look and say it loudly. To check the understanding of the students, I asked them to guess what pictures were about. The students answered it orally. I explained the procedures they had to do. They had to match between the pictures and the words appropriately.
Table 4. The result of the Formative test of Cycle 1
No. Test Code The Right Score %
1. P-1 9 90
2. P-2 10 100
3. P-3 3 30
4. P-4 9 90
5. P-5 4 40
6. P-6 4 40
7. P-7 4 40
8. P-8 4 40
9. P-9 6 60
10. P-10 10 100
11. P-11 9 90
12. P-12 10 100
13. P-13 9 90
14. P-14 10 100
15. P-15 9 90
16. P-16 7 70
17. P-17 10 100
18. P-18 10 100
19. P-19 4 40
20. P-20 10 100
22. P-22 8 80
23. P-23 9 90
24. P-24 6 60
25. P-25 3 30
26. P-26 9 90
27. P-27 4 40
28. P-28 4 40
29. P-29 4 40
30. P-30 9 90
31. P-31 4 40
32. P-32 10 100
33. P-33 9 90
34. P-34 9 90
35. P-35 7 70
36. P-36 3 30
37. P-37 9 90
38. P-38 8 80
∑ = 38 ∑ = 270 ∑ = 2700
The average of the students’ result = The total number of the percentage The number of the students = 2700%
The average of the students’ test result was 71.05%. It was higher than the Department of National Education’s criterion of assessment. So it was proved to be successful.
The score analysis of the students’ achievement in the formative test of cycle 1 also can be seen in the diagram as follows.
The diagram above showed that there was an improvement in the test which was conducted. Most of the students could answer the questions correctly. The average score in this test was much higher than the pre-test and higher than the standard score. Unfortunately, there were twenty students that could not answer items number (3) correctly. It meant that some students’ scores still under the standard given even their score had improved.
[image:53.595.52.540.187.603.2]During the teaching and learning processes, I asked the English teacher to supervise me and fill out the field notes sheet. She observed four matters as follows.
(1)The Class Situation
The situation of the class was quite conducive. I asked the students not to be afraid of me. Soon they could enjoy the time, although an atmosphere of tension still filled the class.
(2)The Participation of the students
The students’ enthusiasm had increased since the first meeting. Although there were some students who still looked tired, but there was no more student bothering others. Every time I asked a question to the students, they responded quickly. Some students did not seriously follow me when practicing look and say technique. They need to adapt to the new method I offered.
(3)The Implementation of Look and Say Technique
The implementation of look and say technique in cycle 1 could be said quite working regarding to the students’ result on the formative test. The situation of the class became more conducive than the first meeting (Pre-test). The students started up actively to interact with the teacher (I). The first text I used did not contain very difficult words so it was relatively easy to be understood.
(4)The Condition of Reading Ability of the Students
Looking at the students’ result on the formative test, it could be concluded that the reading ability of the students had increased, although it was not very significant. 4.2.3 The Analysis of Cycle 2
At the beginning, I made a review about the last meeting. I asked them whether they enjoyed it or not. They spontaneously answered ‘yes’ in unison. I informed the students that I would give them another text entitled ‘Occupations’.
I read the text of ‘Occupations’ sentence by sentence, and the students repeated it. Then in the next session the students were doing the same activities like in cycle 1. I gave some clues to the students, and we were playing the game. The game was named Pictures-Board game. I read the role of the game and they did it based on the role.
[image:55.595.56.538.227.734.2]I drilled some words and asked the students to repeat after me. I asked the students to read the text of ‘Occupations’ in Indonesian, sentence by sentence. Then I conducted a formative test in the form of 10 multiple-choice items. The result of the test can be seen as follows.
Table 5. The result of the Formative test of Cycle 2
No. Test Code The Right Score %
1. P-1 10 100
2. P-2 10 100
3. P-3 6 60
4. P-4 9 90
5. P-5 5 50
6. P-6 5 50
7. P-7 9 90
8. P-8 6 60
9. P-9 9 90
10. P-10 10 100
12. P-12 10 100
13. P-13 9 90
14. P-14 10 100
15. P-15 10 100
16. P-16 10 100
17. P-17 10 10
18. P-18 10 10
19. P-19 8 80
20. P-20 10 100
21. P-21 8 80
22. P-22 10 100
23. P-23 10 100
24. P-24 8 80
25. P-25 5 50
26. P-26 10 100
27. P-27 10 100
28. P-28 9 90
29. P-29 9 90
30. P-30 10 100
31. P-31 5 50
32. P-32 10 100
33. P-33 10 100
35. P-35 8 80
36. P-36 5 50
37. P-37 10 100
38. P-38 10 100
∑ = 38 ∑ = 331 ∑ = 3130
The average of the students’ result = The total number of the percentage The number of the students
= 3130% 38
= 82.36%
The average achievement of the students in the formative test of cycle 2 was 82.36%. According to the criterion of assessment provided by National Education Department, 82.36% was said to be successful. Besides, when I compared the result of this test with the previous test, it was clear that the result was higher than before. Therefore, it could be concluded that cycle 2 was successful.
[image:57.595.56.538.101.726.2]The score analysis of the students’ achievement in the formative test of cycle 2 also can be seen in the diagram as follows.
The diagram above showed the result of the formative test of cycle 2 was amazing. It showed that there was a significant improvement in this test. Most of the students could answer correctly in every item of the test. The average score of the students was increased from the result of cycle one. After being treated for two cycles, most of them were better in reading.
Like in cycle 1, Mrs. Santi, the English teacher, accompanied me during the activities of cycle 2. I asked her to fill out the field notes sheet again. From the notes she wrote, I could describe the result of observation as follows.
(1) The Class Situation
The situation in the class was even more conducive than in cycle 1. The students were not afraid of me anymore and they could enjoy the processes. There was a cheerful atmosphere when the students played the pictures-board game.
(2) The Participation of the Students
Most of the students paid attention fully to what I said. It showed how enthusiastic they were in following the lesson. There was no more sleepy student. Everyone spoke up loudly and looked very happy.
(3) The Implementation of Look and Say Technique
(4) The Condition of Reading Ability of the Students
The students could sustain their concentration in reading to the written text. Concerning the students’ result on the formative test, it could be seen that the reading ability of the students had risen up. Most of the students carried out the command correctly after reading it only once.
4.2.4 Result of the Post-test
[image:59.595.57.537.193.728.2]The post-test or final test was held on Saturday, 4 June 2011. All of the students took the test. It was the same as the pre-test that consisted of 25 multiple-choice items. The purpose of the post-test was to compare the difference of the results of the students between before and after using look and say technique. The result presented as follows.
Table 6. The Result of the Post-test
No. Test Code The Right Score %
1. P-1 24 96
2. P-2 24 96
3. P-3 18 72
4. P-4 22 88
5. P-5 20 80
6. P-6 19 76
7. P-7 18 72
8. P-8 18 72
9. P-9 19 76
11. P-11 19 76
12. P-12 24 96
13. P-13 24 96
14. P-14 25 100
15. P-15 21 84
16. P-16 23 92
17. P-17 25 100
18. P-18 23 92
19. P-19 17 68
20. P-20 25 100
21. P-21 20 80
22. P-22 18 72
23. P-23 21 84
24. P-24 24 96
25. P-25 18 72
26. P-26 25 100
27. P-27 21 84
28. P-28 21 84
29. P-29 18 72
30. P-30 23 92
31. P-31 18 72
32. P-32 18 72
34. P-34 25 100
35. P-35 21 84
36. P-36 18 72
37. P-37 20 80
38. P-38 21 84
∑ = 38 ∑ = 797 ∑ = 3188
The result of the data analysis above showed that:
The mean of the students’ result = The total number of the percentage The number of the students
= 3188% 38 = 83.89%
The median of the students’ result == = 84
The mood of the students’ result = 72 (Score that appeared frequently)
The lowest score of the students’ result = 68
The highest score of the students’ result = 100
4.3
Improvement of the Students’ Reading Skill
In conducting this action research, the four tests were distributed in order to know the students’ ability in reading. The result of each test showed improvements of the students’ ability in reading. The percentages of the tests were showed in the diagram next page.
[image:62.595.53.542.209.601.2]The diagram above showed that there was an improvement in every test which was conducted. The average score of the pre-test was only 58.10. It was lower than the criterion of the assessment from the minimal standard of the school that was 65. The students had problems in every aspect of reading, including fluency, pronunciation, content, and grammar. Many of them were poor in vocabulary. In cycle one test, there was much improvement. The average score was 71.05 which meant it was much higher than the pre-test and higher than the standard score. It increased 12.95 point from the pre-test. In this test, the students could understand some vocabulary and the content of the text. After knowing the result of cycle one, I found that some students’ scores still under the standard given even their score had improved. Therefore, I conducted the cycle two. In the end of cycle two, I distributed a test. The result was amazing. The average was 82.36 or increased 11.31 from the result of cycle one. After being treated for two cycles, most of them were better in reading. The last test was post-test. In this test, the average score was 83.89 or increased 25.79 compared to pre-test.
4.4
The Overall Analysis
The average score from the pre-test to the post-test is presented below.
Pre-test
Cycle 1
Cycle 2
Post-test
58.10%
71.05%
82.36%
83.89%
Mean of the whole test:
= 73.85%
The data showed that there was an improvement of reading skill. As regards the percentage in the pre-test, the students achieved 58.1%. In cycle 1 they got 71.05%, whereas in cycle 2 they obtained 82.36%. In the last test, the post-test, they successfully reached 83.89%.
51
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions of the study based on the result of the study and suggestions for the students, teachers, and next researchers.
5.1 Conclusions
After conducting the research, I can conclude that look and say was effective as a technique in teaching reading to elementary school students. The students were interested in activities by using look and say technique in learning reading. This technique improved the reading skill of the fourth grade students of SD Negeri Kambangan 1, Tegal in the academic year of 2010/2011. It could be drawn from the results of the formative test of cycle 1, the formative test of cycle 2, and the post-test. The average score of the pre-test was 58.1%. After the activities by using look and say were given, in cycle 1, the average score of the test was 71.05%. It was higher than the result of the pre-test or it increased 12.95. Meanwhile, in cycle 2 the average score increased to 82.36%. It was 11.31 higher than the result of cycle 1. The average score of the post-test was 83.89%. So it totally increased 25.79, which was higher than the pre-test.
5.2 Suggestions
Look and say is only an alternative technique in teaching reading. There are still so many techniques which can be used. Using look and say as a technique in teaching reading helps the teacher and gives much opportunity for the students to be more active in the teaching and learning process.
There are some suggestions I want to offer as follows.
(1) For the students: they should regularly practice to read to English by reading to other written text;
(2) For teachers: look and say is an interesting technique to teach reading to children. That is why they should use it as one of the techniques in teaching reading to make students more motivated to read to English because children need enjoyable and lively learning experiences;
(3) There are still so many techniques to introduce written text to children that not have been tried yet. I suggest that the next researcher conduct deeper research by developing other techniques such phonics that is based on letters and sounds.
The Name List of the Students
No. Student’s Name Test Code
1. Agung Hasan Mulyantoro P-1 2. Ananda Nurjanatul Istiqomah P-2 3. Rizki Aji Andika P-3
4. Rudi Alwan P-4
5. Mualimin P-5
6. Bagus Setiawan P-6
7. M. Rizki Maulana P-7
8. Masduki Baihaki P-8
9. M. Riski Luki Saputra P-9 10. Adela Kalviana Dewi P-10
11. Agus Saputra P-11
12. A. Dimas Riski Pangestu P-12 13. A. Reynaldy Saputra P-13 14. Dimas Asmara Wibowo P-14 15. Dinda Nur Fadila P-15
16. Dwi Saputra P-16
17. Harum Putri Asyifa P-17
18. Huni Andini P-18
20. Khanifatul Mila P-20 21. M. Ade Imam Fauzi P-21 22. Meike Lutfatul Nafsiah P-22 23. Mayang Sari Dwi Saputri P-23 24. M. Alwi Mufti Aji P-24
25. M. Fahmi P-25
26. M. Febriano Hagi P-26 27. M. Ilham Sarur Romadhon P-27 28. M. Irfan Rifai P-28 29. M. Sahrul Mubin P-29
30. Nurul Ilmi P-30
31. Sarif Triana P-31
32. Satria Wibowo P-32
33. Siti Nurul Anisa P-33 34. Tamala Widiastuti P-34 35. M. Abdy Pratama P-35 36. Yusi Kartika Dewi P-36
37. Nadia Lestari P-37
LESSON PLAN
School : SD Negeri kambangan 1 Subject : English
Year/ Semester : IV (fourth)/ II
Standard Competence : 7. Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas.
Basic Competence : 7.2 Memahami kalimat dan pesan tertulis sangat sederhana Indicator : To identify the information in very simple text.
Text Type : Transactional
Theme : Animals
Skill : Reading
Time allotment : 2 x 35 minutes
1. Objectives
By the end of the lesson the students are able to: a. Identify the information in the form of simple text. b. Answer the questions related to the text.
2. Materials
a. A text about animals.
The Zoo
Yudi goes t o t
