i
TEACHING ENGLISH TO THE FOURTH GRADE STUDENTS
OF SD N VII WONOGIRI
FINAL PROJECT REPORT
Submitted as a Partial Requirement in Obtaining Degree in the English Diploma Program, Faculty of Letters and Fine Arts,
Sebelas Maret University
By:
Indras Metisa Raharjani C9307129
ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY SURAKARTA
Knowledge is power
DEDICATION
I would like to dedicate this final project report to:
First of all, I would like to express my highest gratitude to Allah SWT, who always gives me blessing to finish this final project report. This final project report
is entitled “Teaching English to the Fourth Grade Students of SD N VII Wonogiri.”
It is submitted as a partial requirement in obtaining degree in the English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University. The purposes of this final project report are to describe the English teaching process to the fourth grade students in SD N VII Wonogiri and to find out the problems and the solutions of the English teaching.
Finally, the writer is grateful to all people who have contributed to the making of this final project report and hoped that it will be useful to all readers.
Surakarta, June, 2010
ACKNOWLEDGEMENTS
Alhamdulillahirobbilallamin. All praise is only for Allah SWT. In this opportunity, I
would like to express my gratitude to the followings:
1. Drs. Sudarno, M.A., the Dean of the Faculty of Letters and Fine Arts, Sebelas Maret University.
2. Yusuf Kurniawan, S.S., M.A., the Head of English Diploma Program, Sebelas Maret University and my supervisor at once, for your time and your guidance in the making of this final project report.
3. Fitria Akhmerti Primasita, S.S., M.A., my academic supervisor, for your guidance and your direction during my study.
4. All of the English Diploma lecturers.
5. Drs. Warso Emnur, the Headmaster of SD N VII Wonogiri, for giving me the opportunity and permission to have my job training in your school.
6. Tri Wahyuni, S.S., the English teacher of SDN VII Wonogiri, for giving me the opportunity to handle your English class during my job training.
7. All teachers of SDN VII Wonogiri, for your kindness and friendliness. 8. My beloved parents, for your love, care, support and everything given to me
in my life. I will always do my best for you.
9. My beloved sister. Your funny face always makes me smile.
10.ReIsTa, Reri, Ismi, Geta, my best friends, for your care and cheerfulness given to me every day.
Indras Metisa Raharjani. 2010. Teaching English to the Fourth Grade Students of SD N VII Wonogiri. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.
This final project report is written based on the writer’s job training as an
English teacher from January 26th until March 13th, 2010 in SD N VII Wonogiri. The purposes of the report are to describe the process, the problems, and the solutions in teaching English to the fourth grade students of SD N VII Wonogiri.
In writing this final project report, the writer collected the data by observing the class, interviewing SD N VII Wonogiri teachers, doing library study, and teaching in the classroom directly. In English teaching process, the writer used Grammar Translation Method and taught the students systematically based on the lesson plan.
The writer found some problems faced both by the students and the writer in English teaching process. The process of English teaching was divided into several procedures, namely brainstorming, explanation, exercise, and ending the lesson. Brainstorming was the beginning activity of the lesson. Explanation was the main
teacher’s duty in explaining the materials. Exercise was the students’ opportunity in
practicing the material taught by the teacher. Ending the lesson was closing activity and giving the assessment to the students about the lesson objective.
Based on the job training experience, it can be concluded that the students’ problems were short attention, low self confidence, and less memory. Meanwhile,
the writer’s problems were no teaching aids, handling the students, and limited time. To handle the students’ problems, the writer used interesting and challenging games, gave motivation and encouragements, and used pictures, games, and songs in
explaining the materials. While in solving the writer’s problems, the writer provided
TABLE OF CONTENTS
TITLE………...i
APPROVAL OF CONSULTANT………..ii
APPROVAL OF THE BOARD OF EXAMINERS………...iii
MOTTO………...iv
DEDICATION………v
PREFACE………...vi
ACKNOWLEDGEMENTS………...vii
ABSTRACT………...viii
TABLE OF CONTENTS………....ix
CHAPTER I : INTRODUCTION………...1
A. Background………..1
B. Objectives……….3
C. Benefits………4
CHAPTER II : LITERATURE REVIEW………....5
A. Young Learners………5
B. Teaching English to Young Learners………...7
C. Learning English to Young Learners………...9
D. Method of Language Teaching………...12
CHAPTER III : DISCUSSION………15
A. History of SD N VII Wonogiri………...15
1.General Description of SD N VII Wonogiri………..15
B. Activities During the Job Training……….22
1.Class Observation………..22
2.Making the Lesson Plan……….24
C. The English Teaching Process to the Fourth Grade Students in SD N VII Wonogiri……….25
1.Brainstorming………27 2.Explanation………28
3.Exercises………29
4.Ending the Lesson………..32
D. The Problems of the English Teaching to the Fourth Grade Students in SD N VII Wonogiri……….32
1.The Students’ Problems……….32
2.The Teacher’s Problems……….33
E. The Solutions to the Problems of the English Teaching to the Fourth Grade Students in SD N VII Wonogiiri………34
1.The Solution of the Students’ Problems………....34
2.The Solution of the Teacher’s Problems………34
CHAPTER IV : CONCLUSION AND SUGGESTION……….35
A. Conclusion………..35
B. Suggestion………..39 BIBLIOGRAPHY
1 CHAPTER I INTRODUCTION
A. Background
In the globalization era, English has become one of the international languages for business, education, science, technology, tourism, etc. Most of those professional fields require English skill as one of the major requirements in job vacancy. It makes people realize that having ability in speaking English is very important, but not all people have such ability in understanding and mastering it. For that reason, many countries apply teaching English for young generation in early age in their education program. The use of English is different in each country throughout the world. People speak English as the first or second language. In Indonesia, English is the first foreign language introduced to students at school, not only in elementary schools, but also in kindergartens. It means that English is also the second language in Indonesia. Now, learning English in early age for young learners is very beneficial for them, because mastering English is one of the ways to succeed in worldwide communication and to face global challenge in the future.
the class. Teachers and students should cooperate well in teaching and
learning activities. The cooperation depends on teachers’ ways in giving the
lesson, because it plays important roles to make students interested and pay attention to the lesson. If they can play their roles effectively, it can create successful teaching and learning process.
In fact, teaching English to young learners, in this case elementary school students, is unpredictable, because the condition in each class is different. Students have several difficulties in accepting the materials and handling their attitudes. It makes teachers have to prepare their lesson well before going to the class. Teachers should make lesson plans, so that the lesson can be done well.
In the real teaching English, handling young learners’ behaviors are
very challenging. It happens when the teachers came to the class, the students were hyperactive, i.e.: they walked in the class, they spoke loudly with their friends, and they were busy with their own activities. It shows that they were
bored fast in the class. For that reasons, teachers’ creativity in giving the
lesson is very important. Teachers have to do something to make students focus to the lesson. Moreover, teachers can use games, songs, role plays, flash cards or pictures in teaching and learning English.
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three classes based on their intelligence, i.e.: A, B, and C. The writer only focused in class A, because it has the highest intelligence and the fewest students, so that the observation could be done objectively. Based on the job
training experience, the writer presents a report entitled “TEACHING
ENGLISH TO THE FOURTH GRADE STUDENTS OF SD N VII
WONOGIRI.”
B. Objectives
The objectives of this final project report are:
1. To describe the English teaching process to the fourth grade students in SD N VII Wonogiri
2. To find out the problems of the English teaching to the fourth grade students in SD N VII Wonogiri
C. Benefits
It is expected that this final project report will give advantages to: 1. SD N VII Wonogiri
This final project report is expected to give valuable contribution to the institution in improving English quality and capability of the students.
2. English teachers in SD N VII Wonogiri
It is expected that this final project can be an additional reference to the teacher, especially the variety in giving English lesson to the students.
3. The Readers
5 CHAPTER I INTRODUCTION
A. Background
In the globalization era, English has become one of the international languages for business, education, science, technology, tourism, etc. Most of those professional fields require English skill as one of the major requirements in job vacancy. It makes people realize that having ability in speaking English is very important, but not all people have such ability in understanding and mastering it. For that reason, many countries apply teaching English for young generation in early age in their education program. The use of English is different in each country throughout the world. People speak English as the first or second language. In Indonesia, English is the first foreign language introduced to students at school, not only in elementary schools, but also in kindergartens. It means that English is also the second language in Indonesia. Now, learning English in early age for young learners is very beneficial for them, because mastering English is one of the ways to succeed in worldwide communication and to face global challenge in the future.
3. They are enthusiastic and diligent in learning.
4. Their learning activities in the formal schooling can influence the development of their ideas and concepts.
5. Physical movement and activity are the best stimulation for young learners to increase their intelligence and creativity. (Brumfit, Moon, and Tongue, 1995:v)
In their book entitled Teaching English to Children, Wendy A. Scott and Lisbeth H. Ytreberg say that young learners are divided into two groups based on their learning ability. They are five to seven years old and eight to ten years old. The characteristics of eight to ten years old children are as follows:
1. They understand abstracts.
2. They have a big curiosity about something.
3. They have sense of responsibility about their own learning. 4. They can tell their opinions logically.
5. Their optimal thinking can develop by pair work or group work. (Scott and Ytreberg, 1998: 1-4)
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B. Teaching English to Young Learners 1. Definition
Teaching English to young learners is different from teaching English to adult. Young learners love fun and interesting activities in teaching-learning process.
The term “teaching” and “young learners” should be known first before making
conclusion about the definition of teaching English to young learners. The term
“teaching” according to Brown is guiding and facilitating learning, enabling the
learners to learn, setting the condition for learning, (Brown, 2000: 7). While, Suyanto says that young learners in the term teaching English to young learners mean elementary school students who learn English as local contents subject in their school (Suyanto, 2007: 14).
From the explanation above, it can be concluded that teaching English to young learners is guiding and facilitating elementary school students aging 6-12 years old to learn English in optimal condition.
2. Aspects in Teaching English to Young Learners
There are several important aspects to teachers in teaching English to young learners as stated by Wendy A. Scott and Lisbeth H. Ytreberg, i.e.:
a. Words are not enough
b. Play with the language
Playing with the language like make up rhymes, sing songs, arrange puzzles, tell stories, etc are very beneficial for young learners in their first stage development of learning English as the foreign language.
c. Language as language
It takes patience to learn language. Young learners need reading and writing exercises in learning English, because it can make them familiar to think and improve their language.
d. Variety in the classroom
Teachers need variation in teaching English to young learners in the
classroom, because it can increase young learners’ concentration and
attention, for example, variety of activity, variety of pace, variety of organization, and variety of voice.
e. Routines
Classroom routines like rules, activities, and situations can make teachers and young learners know their own roles to create an optimal condition in teaching and learning process.
f. Cooperation not competition
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g. Grammar
Young learners are not mature enough in learning grammar. It is better to teach grammar when a young learner asks explanation or when learning some sort of simple grammar can give some advantages to them.
h. Assessment
Assessment is very beneficial for teachers to make regular notes about
each child’s progress. (Scott and Ytreberg, 1998: 5-7).
Based on the statement above, it can be concluded that teachers should understand those aspects well in teaching English to young learners, because it can help teachers in controlling teaching-learning process in the classroom.
C. Learning English to Young Learners
In some countries throughout the world, English has been taught as second language for students in the early age, because people believe that children learn better than adults. In their book entitled Teaching English to Children: From Practice to Principle, Cristopher Brumfit, Jayne Moon, and Ray Tongue give explanations about that, as follows:
1. The children’s brain is more adaptable than adults, so that their learning acquisition is spontaneous.
3. Learning a language for children is influenced by their surrounding environment.
4. Children have more time in language learning than adults.
Cristopher Brumfit, Jayne Moon, and Ray Tongue also say about characteristic of second language learning at a young age, namely:
1. Young learners can learn a language anywhere, anytime they want. 2. They are easy going in learning language.
3. The roles of people and environment around young learners can give influence and contribution in their learning.
4. If young learners surrounded by people speaking the second language, they will be familiar with the language, so that they will learn it automatically.
5. They must achieve what their elders expect. (Brumfit, Moon, and Tongue, 1995:vi-vii)
Moreover, there are some of the optimal conditions for helping young learners to learn, i.e.:
1. The learning atmosphere is relaxed and warm, because it can support effective teaching and learning process.
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3. Learning builds on things the young learners know, because it makes sense to them. It also helps young learners to memorize the lesson easily.
4. Learning is active and experiential, because it can make young learners interest and enjoy the lesson.
5. Learning has a purpose for young learners, especially in increasing their intelligence and creativity, so that they can achieve their best
academic achievement in the school.
(www.teachingenglishgames.com/3-5.htm)
D. Method of Language Teaching 1. Definition of Method
Edward Anthony cited by Douglas Brown (2001:14), “method is the second
of three hierarchical elements, namely approach, method, and technique.” An approach, according to Anthony, is a set of assumptions dealing with the nature of language, learning, and teaching. Method is described as an overall plan for systematic presentation of language based upon a selected approach. Techniques are the specific activities manifested in the classroom that are consistent with a method and therefore are in harmony with an approach as well.
Based on the explanation above, it can be concluded that method is a system used by a teacher in teaching second or foreign language to students. A teacher has to decide the most appropriate method in teaching and learning process, so that the lesson can be done well.
2. Kinds of Method
There are some methods of language teaching methodology according to Douglas Brown, i.e.:
1. Grammar Translation Method
This method is used for gaining a reading proficiency in a foreign language. This method is focused on grammatical rules as the basis for translating from the second to the native language. The characteristics of this method are:
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d. Teachers teach translating disconnected sentences from the target language into the mother tongue with drills.
e. Pronunciation is not given high priority. 2. Direct Method
The direct method has basic premise that second language learning should be more like first language learning, especially learning how to communicate in foreign language. The characteristics of this method are:
a. Classes were taught in the target language all the time. b. Only daily vocabulary and conversation were taught.
c. Oral communication skills were conducted in small, intensive classes by exchanging question-and-answer between teachers and students. d. Grammar was taught intensively.
e. Both speech and listening comprehension were taught.
f. Correct pronunciation and grammar became the major priority. 3. The Audio Lingual Method
The Audio Lingual Method is focused on oral skills. The method concerns in oral activity: pronunciation, pattern drills, and conversation practice. The characteristics of this method are:
a. The material is taught by dialogue
c. Tapes, language labs, and visual aids are very important to support teaching and learning activity using this method. (Brown, 2001:18-23)
15 CHAPTER III
DISCUSSION
A. History of SD N VII Wonogiri
1. General Description of SD N VII Wonogiri
SD N VII Wonogiri is one of the government educational institutions in Wonogiri. It is located at Kapten Pierre Tendean Street 23 Wonogiri. This school was built on September 19th, 1955. At that time, the name was Sekolah Rakyat/ Public School (SR) VII Wonogiri. Coincidentally, the school name had correlation with its history, because the school location moved until seven times. It happened because the school did not have permanent place and had to join with the other schools. On December 22nd, 1990, the school had permanent places used until now, so that the name was changed into SD N VII Wonogiri.
The building consists of a headmaster’s room, a teachers’ room, and a
school guard’s room. SD N VII Wonogiri has 13 classrooms, i.e.: two classrooms
for 1st, 2nd, 3rd, 5th, and 6th grade, and three classrooms for 4th grade. There are
also some other rooms which support students’ activities, such as a library, a
computer laboratory, an arts room, an equipments room, some bathrooms, a rest room, a mushola, a canteen, an UKS (school health unit room), and a Christian and Catholic room.
In school year 2009/2010, SD N VII Wonogiri had 450 students, 214 students were male and 236 students were female. In this school, there were 25 teachers and officials, such as a headmaster, 13 class teachers, two sport teachers, two Islamic teachers, a Christian teacher, a Catholic teacher, an English teacher, a librarian, a school guard and two Drum Band extracurricular teachers. The curriculum used in SD N VII Wonogiri is KTSP (Curriculum of Education Unit Level). The application of this curriculum was taken from the National Education Curriculum.
In improving the education systems and also being the motivation to the teachers and students, SD N VII Wonogiri has vision, missions, and objectives, as follows:
a. Vision
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b. Missions
1. Creating professional school and class management.
2. Implementing effective learning and guiding to maximize students’ potential.
3. Developing full religious experience to create noble character. 4. Giving priority to cooperate in conducting education duties.
5. Developing spirit of excellence and increasing professionalism to all school society.
6. Preserving and developing sports, arts, and cultures. 7. Motivating to increase the discipline awareness. 8. Developing responsible and love fatherland individual. c. Objectives
1. Giving the best school administration service.
2. Implementing the religion lesson as the result of learning and habit process.
3. Achieving academic and non-academic achievements, minimal in regency level.
4. Mastering the basic science and technology to prepare students in the next level of education.
2. The Organization Structure of SD N VII Wonogiri
The organization structure of SD N VII Wonogiri can be described as follows:
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between government and society in supporting all school society need (education facilities).
c. Librarian
Librarian is a person who has responsibility to manage the library. d. School Guard
School Guard is a person who has responsibility to keep the cleanness and safety of the school. He is also a school courier.
e. Class Teacher
Class Teacher is a person who has responsibility to teach subjects to the students, except sports, English, and religion subjects. Each of class teachers teaches one class.
f. Sports Teacher
Sports teacher is a person who has responsibility to teach sports to the students. SD N VII Wonogiri has two sports teachers.
g. English Teacher
English teacher is a person who has responsibility to teach English to the students. SD N VII Wonogiri has an English teacher who teaches the whole classes.
h. Religion Teacher
i. Drum Band Extracurricular Teachers
Drum Band extracurricular teacher is a person who has responsibility to teach Drum Band extracurricular activity on Wednesdays at 2.00 p.m. until 3.00 p.m. in this school. There are two honorary Drum Band extracurricular teachers.
j. Students
A student is a person who studies at school. k. Society
The society is the people who live around the school. 3. Extracurricular Activities
SD N VII Wonogiri has five extracurricular activities to maximize
students’ non-academic potentials, i.e.:
a. Boy Scout
Boy Scout is held on Fridays at 02.00 p.m. - 03.00 p.m. followed by fourth grader and fifth grader.
b. Drum Band
Drum Band is held on Wednesdays at 02.00 p.m. - 3.00 p.m. for fourth grader (junior team) and fifth grader (senior team).
c. Sports
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1. Volleyball, football, and athletic is held on Tuesdays at 02.30 p.m. - 04.00 p.m. in Pringgondani field.
2. Swimming is held on Fridays at 02.00 p.m. - 05.00 p.m. in Pelangi swimming pool.
3. Guiding achievements for volleyball, football, and athletics is held on Sundays at 07.30 a.m. - 10.00 a.m., while the swimming schedule is not sure.
d. Arts
There are two arts extracurricular activities, i.e.: choir and vocal. Choir is held on Mondays at 02.30 p.m. - 4.00 p.m. and vocal is held on Saturdays at 02.30 p.m. - 04.00 p.m.
e. Islamic Religion
B. Activities During the Job Training 1. Class Observation
In the job training in SD N VII Wonogiri, the writer taught English to the first grade until sixth grade students, focusing in the fourth grade, because only the fourth grade students that were divided into three classes based on their intelligence, i.e.: A, B, and C. The writer only focused in class A, because it had the highest intelligence and the fewest students.
Teaching the whole classes made the writer knew the situations and facilities in each class. There are 13 classes with similar conditions and facilities. The facilities are good enough, because all the classes have a door, some windows, some ventilations, a white board, a cupboard, some pictures, some handmade, some teaching tools, a hanging clock, a van, some lamps, cleaning equipments (i.e.: some brooms, a duster, and a waste basket). There are also a blackboard, a stick board, and a book shelf in the first grade and second grade classes. Most of the classes have enough conducive classes to create effective teaching and learning activities.
In the class 4A, there are 23 students consisting of 8 boys and 15 girls. There are 23 desks and chairs for students and one desk and chair for teacher. In the wall, there are some pictures hanging, i.e.: President, Vice-President, and governmental cabinet structure of the Republic of Indonesia, Pancasila (the five basic principles of the Republic of Indonesia), two paintings, traditional dance, house, and music equipments of Indonesian provinces, human tongue and ear structures, and Raden Ongko Wijoyo painting (one of the figures of Javanese puppet). In the classroom,
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Wonogiri data board (the contents are lesson schedule, education calendar of 2009/2010, class sketch, list of cleaning groups and learning groups, standard minimum of pass mark in every lesson, teacher regulations, and school vision, missions, objectives, and regulations). Meanwhile, individual portfolios, calendar, a hanging clock, and cleaning equipments were also good setting in the wall. The classroom was also completed with a door, some curtains, ventilations, and windows.
In teaching and learning activities, students were enthusiastic. They had a big curiosity in learning English. They could also accept the material fast. Unfortunately, they were also bored fast. If they were bored, they talked with the other students, they walked around in the class, they asked permission to go to the toilet or they were busy with their own activities. Meanwhile, the writer explained the material by using white board and teaching aids. The writer also walked around in the class during the
lesson to check students’ understanding or to check their work.
The materials were taken from English handbook. Class 4A used English handbook entitled Grow with English Book 4: An English Course for Elementary School Students published by Erlangga. In giving the material, the writer should
create interesting activities to increase students’ attention and concentration. The
2. Making the Lesson Plan
A lesson plan is very beneficial for teachers, because it can help a teacher prepare the lesson well before teaching the materials in the class. By using lesson plan, teacher can determine the topic, the objectives, the activities, and time allocated that should be reached in teaching and learning process. Lesson plan also minimize
teachers’ mistakes in teaching, especially the teachers can give the materials to the
students on time and appropriate with the syllabus.
During the job training, the writer prepared the lesson plan based on the materials given by the teacher of the fourth grade in SD N VII Wonogiri. The lesson plan should be based on the English syllabus of KTSP (Curriculum of Education Unit Level). This curriculum contains the four language skills, such as listening, speaking, reading, and writing. In the lesson plan, a topic can be presented more than one meeting. It depends on the difficulty level, students understanding of the material, and length of time. For that reason, the writer should make lesson plan in every meeting. The steps of writing lesson plan are determining the topic and the objectives of the lesson first, and then managing the time allocated. In making the lesson plan, the writer divided it into four parts, i.e.:
a. Motivating Strategies
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b. Presentation Strategies
In this stage, the writer had roles as resource, motivator, and facilitator for students. She presented the material first by using teaching aids, games or songs. It was used to make students easy in accepting the material and to make them focus to the lesson. The writer also gave examples and chance to ask for students if they found difficulties.
c. Skills Practice
In this step, the writer gave instructions to the students to do some exercises related to the topic individually, in pairs or in groups. Doing exercises could help students to develop their understanding about the material that has been taught by the writer.
d. Assessment
In the last step, the writer gave assessment to the students. The form could be homework or a test. It was very beneficial for the writer to check each
student’s progress.
C. The English Teaching Process to the Fourth Grade Students
in SD N VII Wonogiri
From the explanation above, it is necessary to the writer to discuss the English teaching and learning activities to the fourth grade students in SD N VII Wonogiri. Firstly, the writer prepared the lesson plan, the material, and the teaching aids before teaching and learning process. It could make the writer easy in conducting effective teaching and learning process. When she taught in the
class, the writer should control the students’ behavior, because they did not
always pay attention in the class. The writer should remind them to pay attention or asked questions about the material to them, so they did not do the other activities, i.e.: speaking with the other students, walking around in the class, and busy with their own activities, etc. In explaining the material, the writer always changed her movement in the class. It was one of teaching variations that could
make students focus and help teachers check students’ difficulties. Secondly, the
writer applied Grammar Translation Method in teaching English to the fourth grade students, in this case class 4A, because it is the appropriate method used to teach English to the Elementary school students. The method also was suggested by the English teacher of SD N VII Wonogiri. The writer gave explanation in Indonesian to make students understand the material easily. The writer also combined English and Indonesian to make students more familiar in English, because English is a new language for them.
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1. Brainstorming
In this step, the writer guided the students to the topic. It could motivate and develop students’ thinking, especially the idea about the new material. The writer brainstormed students by greeting, reviewing the previous material, and attracting them to the new material.
a. Greeting
Greeting is used to start the lesson. Familiarizing greeting to students is good for them, because they can apply their English skill directly. It also can be their daily habit. The writer greeted students after entering the classroom, as follows:
Teacher : “Good morning, students?” Students : “Good morning, miss.” Teacher : “How are you today?”
Students : “I am fine. Thank you, and you?” Teacher : “I am fine too. Thank you.”
The students always said greeting enthusiastically and loudly. It made the writer and the students have high spirit and motivation to start the lesson. After that, the writer checked students attendance one by one based on the
name list. By checking students’ attendance, the writer could know and
b. Reviewing
After greeting, the writer reviewed the previous lesson by asking some questions about the previous topic. It helped the writer to check whether the students remember the previous lesson and had difficulties or not.
c. Warming Up
In introducing the new materials, the writer gave ideas about the topic to the students by asking some questions while showing pictures. The topic was about clothes. The sample questions are as follows:
Teacher : “What are you wearing?” Students : “I am wearing uniform.” Teacher : “What the color is it?” Students : “Red and white, miss.” Teacher : “Ok. Good!”
“You are clever students.”
After giving the questions, the writer told the students that the topic for that day was about clothes. The writer also informed about the lesson objectives. After that, the writer asked students to mention kinds of clothes in Indonesian first, and then in English. By asking some questions like this, the writer could make students interested to know more about the topic.
2. Explanation
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showed clothes flash cards to explain the material, so that the students interested and understood the lesson deeply. The writer also repeated the material more than once to improve their memory. After giving the explanation, the writer gave opportunity to students to ask questions, if they found difficulties in accepting the material.
3. Exercises
This step is the time for students to apply and practice the material taught by the teacher. The students had to do some exercises based on the
writer’s instructions. The writer gave the instructions clearly and checked
students’ work one by one. The exercises given was taken from students’
English handbook or made by the writer. The exercises were also divided into several activities, such as:
a. Listening activity Listen and repeat
In the listening activities, the writer said words or sentences first, and then students repeated what the writer said. The writer said words and sentence once or twice until the students could say it correctly.
For example: T-shirt – T-shirt
b. Writing activity Describing Pictures
In this exercise, the writer divided students into six groups. Each group got one picture. The students had to describe what the people in the picture were wearing including the clothes name and color. They could discuss with their friends about it, but they had to write it down in a piece of paper individually.
Arranging Puzzle
The students were asked to arrange a dialogue puzzle in a good order.
c. Speaking activity Practice the dialogue
In this activity, the writer asked students to practice the dialogue in pairs in front of the class. The other students, who did not get turn to practice, asked to pay attention, so that they did not repeat the mistake again if they got turn. The writer also listened to every word said by students and corrected if they made any mistake.
d. Reading activity Matching Pictures
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Reading Simple Text
The writer read a simple text loudly, so the students could hear clearly, and then the writer asked them to read the text together. The writer also gave correction if the students made mistakes in reading the text. After that, the writer and the students translated the text together.
During the lesson, the writer gave some various activities to increase students’ interest, attention, and motivation. The activities also could help students to understand the material easily. Moreover, it could prevent students bored fast. The activities could be described as follows:
Games
The writer used games to teach English to the students. Playing games could make students paying attention fully to the lesson and help them accepting the material fast. Games also could motivate them in learning English. The games were guessing word, describing pictures, arranging puzzle, etc. The writer also gave motivation and encouragements when students played the games. It could create fun activities for them.
Songs
4. Ending the lesson
Before ending the lesson, the writer reviewed all the materials that have been taught, so that the students could refresh their memory. The writer also gave opportunity to students, if they had any question about the materials. After that, the writer gave homework to the students, so they could learn more
the materials at home. Finally, the writer closed the lesson by saying “Thank
you for your attention and see you” to the students.
D. The Problems of the English Teaching to the Fourth Grade Students in
SD N VII Wonogiri
During the job training in SD N VII Wonogiri, the writer found some problems faced both by the students and the teacher in English teaching process. The problems of the English teaching could be described as follows:
1. The Students’ Problems a. Attention
Their attention span is short, so sometimes they did other activities during the lesson, i.e.: speaking with their friends, walking around in the class, busy on their own activities, and asking permission to go to toilet or to throw the waste in the waste basket outside the class.
b. Self Confidence
Their self confidence in English is low. It made them afraid in
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were also scared if they made mistakes, although they knew the correct answer.
c. Memory
Their memory is less. They often forgot the material that has been taught by the teacher in that time, so that they just imitated their
friends’ answers, if the writer gave questions orally.
2. The Teacher’s Problems a. Teaching Aids
There were no English teaching aids in the classroom, so that
the teaching and learning activities only depended on students’
English handbook. b. Handling the Students
The students like playing than studying in the classroom. They did something that was unrelated with the lesson. It was difficult for teacher to make them focus and concentrate during the lesson.
c. Limited Time
Teaching English to elementary school students in the class was the first experience to the writer. It made the writer difficult to manage
the time, because the writer faced different students’ characteristic and
E. The Solutions to the Problems of the English Teaching to the Fourth Grade Students in SD N VII Wonogiri
1. The Solutions of the Students’ Problems
To solve the problem of short attention, the writer used interesting and challenging games in teaching English that could make them busy with the activity in the games, i.e.: guessing words, describing pictures, arranging puzzles, etc. Games could help students learning English easily in fun activities, so that they could concentrate and enjoy to the lesson automatically. To solve the problem of low self confidence, the writer always gave motivation and encouragements to the students, so that they had high self confidence in expressing their opinion in English. The writer also tried to
increase students’ courage to practice English in the class every meeting.
To solve the problem of less memory, the writer repeated the material more than once until students really understood it and reviewed the material again before ending the lesson. The writer also used games, pictures, flash cards, and songs to improve their memory.
2. The Solutions of the Teacher’s Problems
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To solve the problem of handling the students, the writer created interesting teaching and learning activities for students. One of the ways was by using games, so the students could focus in learning English by playing the games. It also decreased unrelated activities that might be done by the students during the lesson.
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CONCLUSION AND SUGGESTION
A. Conclusion
Based on the explanation in the previous chapter, there are some conclusions that can be concluded from this final project report, as follows:
1. The English teaching process to the fourth grade students
in SD N VII Wonogiri
The English teaching process in SD N VII Wonogiri is conducted once a week. The lesson is taught from first grade up to sixth grade students for 70 minutes per meeting. There are 13 classes in SD N VII Wonogiri. The fourth grade is divided into three classes, i.e.: A, B, and C, but only class 4A that becomes the focus of this observation. The English lesson for class 4A is held on Tuesdays at 08.40 a.m. – 09.50 a.m. In this school, English still becomes local content subject. It has not been the main lesson yet like Mathematics, Indonesian language, or Science.
In the English teaching process, the writer and the students did several steps in order to make the English teaching and learning activities run well. The steps are as follows:
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c. Exercises
d. Ending the lesson
The application of the four basic language skills in teaching English to the fourth grade students are as follows:
a. Listening activities
The students learnt to pronounce words and sentences by listening and
repeating what the writer said. They also tried to answer the writer’s
oral questions. b. Writing activities
The students did writing activities by describing pictures and
arranging dialogue puzzle.. They also tried to answer the writer’s
questions by writing. c. Speaking activities
The students practiced the dialogue in front of the class to improve their speaking skills and to increase their self confidence in English. d. Reading activities
The students improved their reading skills through matching pictures and reading the dialogue and simple text.
In increasing students’ interest, attention, and motivation, the
2. The problems of the English Teaching to the Fourth Grade Students in SD N VII Wonogiri
a. The students’ problems 1. Short attention 2. Low self confidence 3. Less memory b. The teacher’s problems
1. No teaching aids 2. Handling the students 3. Limited time
3. The solutions to the problems of the English teaching to the fourth grade students in SD N VII Wonogiri
a. The solutions of the students’ problems
1. The teacher taught English by using interesting and chalenging games, so that the students kept focus to the lesson while playing the games.
2. The teacher always gave motivation and encouragements to the students, because it can increase their self confidence in practicing and learning English.
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b. The solutions of the teacher’s problems
1. The teacher provided the English teaching aids by herself, such as flash cards, pictures taken from magazines or newspapers, and puzzles.
2. The teacher created fun activities in teaching English by playing games, because it could decrease unrelated activities that might be done by the students.
3. The teacher made lesson plan before teaching in the class, because it helped the teacher in managing the material and allocated time well.
B. Suggestion
Based on the job training experience in SD N VII Wonogiri, the writer had some suggestion to the school and the English teacher of SD N VII Wonogiri. It is hoped that the suggestions gave valuable contribution for them.
1. For SD N VII Wonogiri
Hopefully, the school can provide various English teaching aids first, and then English laboratory soon, because it can improve the capability and
the quality of students’ English skills.
It is also expected that the school always maintains and improves
students’ academic and non-academic achievements that have been or will be
achieved.
2. For the English teachers of SD N VII Wonogiri
BIBLIOGRAPHY
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. Fourth Edition. New York: Longman.
---, 2001. Teaching by Principles: an Interactive Approach to Language Pedagogy. Second Edition. New York: Longman.
Brumfit, Cristopher, Jayne Moon, and Ray Tongue. 1995. Teaching English to Children: From Practice to Principle. New York: Longman.
Mukarto (dkk). 2007. Grow with English Book 4: An English Course for Elementary School Students. Jakarta: Erlangga.
Scott, Wendy. A, and Lisbeth H. Ytreberg. 1998. Teaching English to Children. New York: Longman.
Suyanto, Kasihani K.E. 2007. English For Young Learners: Melejitkan Potensi Anak Melalui English Class yang Fun, Asyik, dan Menarik. Jakarta: Bumi Aksara.
