The process of teaching learning english at the 1
stgrade of
SDN Sragen 3
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: Dewi Asih C 9303013
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
2 APPROVAL OF CONSULTANT
Approved to be examined before the Board Examiners English Diploma Program, Faculty of Letters and Fine Arts
Sebelas Maret University
Final Project report:
THE PROCESS OF TEACHING LEARNING ENGLISH AT THE 1ST GRADE OF SDN SRAGEN 3
Name : Dewi Asih
NIM : C 9303013
Supervisor:
Prof. Dr. M. Sri Samiati T (………..)
APPROVAL OF BOARD EXAMINERS
Accepted and Approved By The Board of Examiners, English Diploma Program, Faculty of Letters and Fine Arts
Sebelas Maret University
Report Title : THE PROCESS OF TEACHING
LEARNING ENGLISH AT THE 1ST GRADE OF SDN SRAGEN 3
Student’s name : Dewi Asih
NIM : C 9303013
Examination Date : 15 August 2006
The Board of Examiners:
Dra. Endang SA, MS ( ... )
Chairperson NIP.130 902 533
Dra. Nani Sukarni, MS ( ... )
Secretary NIP. 130 902 534
Prof. Dr. M. Sri Samiati T ( ... )
Main Examiner NIP. 130 246 685
Faculty of Letters and Fine Arts Sebelas Maret University
Dean
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MOTTO
DEDICATION
I W O U LD LIKE T O DEDICAT E TH IS FIN AL PRO JECT T O:
My beloved father and mother
I’m truly blessed to have such wonderful parents like you
My brother
I’m proud having a brother like you
6 ACKNOWLEDGEMENT
Alhamdulilillahirabbil ‘Alamin,
Thanks to Allah SWT for giving me everything in my life. Thank you for my wonderful parents and brother. They are the ones who have given me support during my work in finishing the report.
I would like to say thankfulness to these following people also:
1. The Dean of the Faculty of Letters and Fine Arts, Sebelas Maret University, Dr. Maryono Dwi Raharjo, SU
2. The Chief of Diploma Program, Drs. Bathoro MS, MA and my Supervisor, Prof. DR M. Sri Samiati. T
3. My Academic Consultant, Dra. Nani Sukarni, MS 4. All lecturers in the English Diploma Program
5. Mr. Heru Suparsono, S.Pd., Miss Listyo Wardani and all teachers at SDN Sragen 3, thanks for the opportunity and guidance during my job training. 6. Iin Daratista. We have some great times. Let’s make our story to be history for
our children. I find the truly friend on you. Thanks friend, I will never forget you.
7. Sadako, Lola, Bulunk Kaka Tua, and Jelux, I am very happy whenever with you. I can laugh, laugh, and laugh….. Don’t forget our relationship!!! Remember that we are challenging girls!!
8. All of my friends in my rental house, Amal, Elly, Hesti, Siwi, Iin and Mba Lupie, I love you all.
10.Ayank. Thanks for your support
Finally, I realize that this report still has many mistakes and errors, so as the writer, I have to say apologize for those mistakes, and as a human being, I still need any comments, inputs and corrections from the readers.
Surakarta, August
8 ABSTRACT
Dewi Asih, 2006. The Process of Teaching Learning English at the 1st Grade of SDN Sragen 3. English Diploma Program, Faculty of Letters and Fine Arts Sebelas Maret University.
This final project report aims to know the process of teaching learning English at the 1st grade of SDN Sragen 3. The process starts from presentation that consists of reviewing the last lesson and presenting the new material. The next step is explanation. The teacher explaining the material will be discussed. It is continued by the practice of doing assignments. It is used to check the students’ comprehension about the lesson. Evaluation is the last step of teaching learning English process. It is done to know how far the students can catch the lesson and to know whether the teacher succeeds or fails in teaching English.
Vocabulary and pronunciation are the students’ problems during the English teaching learning process. They find it difficult to memorize and to pronounce the new vocabulary. The teacher’s problem is handling the students. Some of them are noisy and impolite so it will bother the other students who are concentrating on the lesson.
Solving the students’ problems, the teacher uses three techniques. They are games, songs, and real objects. To solve the teacher’s problem, she asks the students to do some exercises and gives punishments to the students who are noisy and impolite in the classroom during the teaching learning process.
During the job training activities, the writer gets some useful experiences. There, she can understand how to handle the students in the classroom by applying the same technique as applied by the teacher.
TABLE OF CONTENTS
A. Background to the problem ...1
B. Objectives ...2
C. Benefits ...2
CHAPTER II : LITERATURE REVIEW...3
A Teaching ...4
1. General Description of the School...11
2. School Establishment History ...13
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4. The School Structural Organization...13
B. Job Training Activities...16
1. ELT Facilities and Resources Observation ...16
2. Classroom Observation ...16
3. Lesson Plan Making...19
4. Classroom Teaching-Learning Practice ...21
C. Discussion ...25
1. The Difficulties During Teaching-Learning English Process in SDN Sragen 3……….25
2. The Solutions to Overcome the Difficulties……....26
CHAPTER IV : CONCLUSSION AND SUGGESTION...29
A. Conclusions ...29
B. Suggestions...29
CHAPTER I INTRODUCTION
A. Background
English is one of the international languages. It is often used by some people when they want to communicate with other people from other countries. If some people from one country want to speak with another people from another country, but they do not know their languages, they can use English. So, English is very important for communication at the global level.
The government has improved the quality of our education. It has been decided that students of the first elementary school have to study English. Formally, this is different from what happened some years ago. We formally, studied English since the Junior High School. But, even today some kindergartens provide English lessons.
Besides the role of the government, we need the role of teachers. In the Elementary School, the main role is handled by the teacher. The teacher in this role is a person who determines the development of his/her students. A teacher must understand the process of teaching-learning English at the first grade before he/she will start teaching. And they also have to know the problems during the process of learning. So, the teacher can do the process of teaching-learning well.
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Diploma Program, The Faculty of Letters and Fine Arts, Sebelas Maret University. The writer takes the first grade students of SDN Sragen 3, considering that learners learn English lesson formally starting this grade. Based on the job training’s experience, the writer presents a discussion and report entitled” The Process of Teaching-Learning English at the 1st Grade of SDN Sragen 3.
B. Objectives
Based on the problem statements above, the objectives are as follows: 1. To describe the process of teaching learning English at the 1st grade 2. To describe the difficulties during Teaching-Learning English Process 3. To describe the techniques to overcome the difficulties
C. Benefits
It is hoped that the result of this final project will be useful for: 1. The English Teacher.
This report presents the techniques to overcome the difficulties during teaching-learning process. It is hoped that the teachers find it easier in teaching English as the Elementary School.
2. The Diploma Program, Faculty of Letter and Fine Arts Sebelas Maret University.
CHAPTER II LITERATURE REVIEW
Chapter II contains some theories and opinions to help the discussion in the next chapter. There are three theories used by the writer in this chapter. They are teaching, learning and young learners.
A. Teaching, containing
1. The definitions of teaching
2. The major areas necessary knowledge in the job of teaching 3. The five crucial areas of knowledge
4. The two items which teachers need to know B. Learning, containing
1. The definitions of learning
2. The internal and external factors in teaching and learning C. Young Learners, containing
11 A. Teaching
Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning (Brown, 2000: 7)
According to Kimble & Garmezy teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge and skill, causing to know or understand (Kimble & Garmezy,1963:133)
From the statements above we can conclude that teaching is helping the learner in learning something, causing to know and understand what the learner learns.
Clearly well-prepared teachers need to know a lot about the job they are to do before they can start making successful plans. There are six major areas of necessary knowledge in the job of teaching i.e. the language, skills, aids of learning, technique of teaching, kinds of activities and classroom management.
These areas are all vitally important for teachers and they all imply a lot of work particularly when a level is being taught for the first time. Without these areas of knowledge, a teacher is in a poor position to make decisions about lesson planning (Harmer, 1991:260)
Teachers must know the language they are going to teach. “Know” means that teachers must be able to use the language themselves, have an insight into the rules that govern its form, and the factor which affect its use.
appropriate for the levels of learners. These may include wall pictures, tape recorders, cassettes, books and material and of course, the board.
Teachers should choose the best technique and the steps to be applied in the classroom based on the situation and condition of the learners. They also should know the techniques used to solve the learners difficulties during the learning and teaching process in the classroom.
The activities have to enable the learners to drill their abilities in English. In getting the productive class, the teacher must be able to control over the class room and the factors that influence it.
According to Harmer, the teachers need to know a lot about the institution in so far as it is involved with their teaching. The teachers need to know the time, length and frequency, physical conditions, syllabus, exams, and restrictions (Harmer, 1991:261)
1. Time, length, frequency
Teachers should know the time, how long and how often classes take place. This is important since it will affect the planning.
2. Physical conditions
Teachers need to know what physical conditions exist in the place they are going to teach. For instance, it is no good taking in an electricity powered tape recorder if there is no socket for a plug in the classroom.
13 3. Syllabus
It is clearly important to be familiar with the syllabus the institution has for the levels being taught.
4. Examinations
It is also extremely important to know the types of examinations the students will have to take since a major responsibility of the teacher is to try and ensure that the students are successful in tests and exams.
5. Restrictions
Teachers should be aware of any restrictions imposed by the institution upon their teaching. Apart from the obvious restrictions of physical size and shape of the classroom, there might also be other limitations such as class size, availability of aids and physical conditions.
All five areas above are crucial to prepare the teachers before they start to teach.
Teachers also need to know who the students are and what they bring to the class (Harmer, 1991:262)
1. Who the students are
It is obviously important for teachers to know about the age, sex, and social background of the students.
b) Sex: It is important to know whether the students are girls or boys. In an ideal world the sex of the students should make no difference in the activities and the contents of the lesson.
c) Social Background: It is important to know whether the students are rich or poor; whether or not they are used to luxury or are oppressed by it. Teachers also need to know what kind of behavior is usual in the social class where they belong.
2. What the students bring to the class
Teachers need to know how the students feel about learning English and what they know. Again there are four major areas for them to investigate.
a) Motivation and attitude: Teachers need to know how the students feel about learning English and what their attitude to teachers and to their English teacher particular is.
b) Educational background: Clearly the content of the class will be different if the students come from different schools. Educational experience is also important.
c) Knowledge: Teachers has to know about various aspects of the students’ knowledge. For example teachers will obviously want to know how much English each students knows.
15 B. Learning
According to Kimble & Garmezy learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice (Kimble & Gormezy, 1963:133)
While according to Harmer Learning can be defined as “the process of accepting the knowledge” (Harmer, 1998:33).
Learning can be defined as an experiential process resulting in a relatively permanent change in behavior that can not be explained by temporary states, maturation or innate respond and tendencies (Stephen. B. Klein: 1996).
From the statements above we can conclude that in learning there is a process of giving and receiving knowledge from learner and teacher. There is also a change in behavior of the learner.
Teaching and learning can be influenced by two factors, i.e. internal and external factors.
1. Internal Factors a. Age
Language learning will be better if it begins under eleven years old. b. Motivation
The children need motivation to get success in English learning. c. First language background
The different system in the first language will make the students difficult to learn a second language
The success or failure in the previous learning affects students’
Complete facilities, like: the library, language laboratory, tape recorder etc, can help the children to drill their abilities in learning language.
17 1. Young learners are only just beginning their schooling, so that teachers
have a wide opportunity to mould their expectations of life in school. 2. As a group, young learners are potentially more differentiated than
secondary or adult learners.
3. They tend to be keen and enthusiastic learners, without the inhibitions which older children sometimes bring to their schooling.
4. Their learning can be closely linked with their development of ideas and concepts, because it is close to their initial experience of formal schooling.
5. They need physical movement and activity as much as stimulation for their thinking and the closer together these can be the better
From the statements above, in fact young learners are different from secondary or adult learners. They are enthusiastic learners and they need physical movements and activities to stimulate their thinking.
D. SDN Sragen 3
CHAPTER III
In this chapter, the main point of writing will be on discussing the activities done in the job training practice. Here, the writer divides Chapter III into 3 subchapters, covering school description, job training activities and discussion.
A. School Description 1. General Description of the school
SDN Sragen 3 is one of the schools owned by the government. It is regarded as the best Elementary School in Sragen. It has many achievements. The public have a high trust in the quality of students and the quality of the school. Automatically, the school fee is more expensive than other elementary schools. But it balances with the quality of the education there. Not all students can be easily accepted to study there. If they want to study there, they have to do the examination first. Then they are divided into two classes based on their intelligence. After that they can start to study there.
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30 students for class B, 30 students in the fifth grade for class A and 35 students for class B, 35 students in the sixth grade for the class A and 35 students for class B.
SDN Sragen 3 is provided with a small library completed with various books like: lesson books, myth books, fable books, magazines, newspaper, etc. The library functions to improve the students’ knowledge. Students can read and borrow the books free of charge. There is a librarian who helps the students if there any difficulties. When the classes have their break, many students come there. Some of the students like to read the books there but others prefer to borrow and read them at home.
Besides the library, there is a computer laboratory. It is used for the computer classes. There are twenty computers units. It is hoped that if the students graduate from SDN Sragen 3, they can operate the computer.
Near the computer laboratory there is a mosque. It is provided for the Moslems to pray. Beside the mosque there is a small cafeteria for the students. Some times the teachers also buy some foods or drinks there. It is not too large but it is very clean.
The regular classes start from 7.00 am until 12.00 am. There are also computer classes done twice a week. The students who join the computer classes are those sitting at the third grade until the sixth grade.
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preserve Indonesian culture by joining the traditional music art. The students can join one of the extracurricular or both of them.
2. School Establishment History
SDN Sragen 3 is one of the government educational institutions among 20 others elementary schools in Sragen Regency. It was built on February, 23rd 1950. It lies on a plain land which has a width about 2104 m² and its length about 1025 m².
Formerly, SDN Sragen 3 is also a place for teaching-learning activity. At first, it was a SR ( Sekolah Rakyat), a school built by the Dutch people. Then five years after Indonesia got its independence, it became the government property.
Considering that there were only two Elementary Schools in Sragen at that time, and there were many students who wanted to study there, therefore the government decided to build a school there.
3. School Location
The location of SDN 3 Sragen is very strategic. It is located on Jalan Aibda KS Tubun, Sragen, and Post Code: 57293. It is near the center of the city. It is easy to reach by land transportation. It is only 200 m from the main highway connecting Sragen Regency with the border of Solo area.
4. The School Structural Organization
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The structural organization chart of SDN Sragen 3 is as follow.
Picture 3.1 The structural organization chart
Some duties from the structural organization based on the positions are shown as follow:
1. Headmaster
a. Controlling the work of the teachers
b. Managing the school and making decisions 2. Committee
a. Helping the headmaster in doing his/her duties b. Overviewing all of the headmaster decision 3. Secretary
a. Arranging the school programs b. Typing the letters of the school. c. Arranging the school’s files
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4. Treasurer
a. Managing the school finance b. Distributing the teachers’ wage 5. Academic
a. Solving the problem faced by the students in learning. b. Preparing the lesson books for the students
c. Making the syllabus 6. Religion
a. Managing all programs related to the religion activities b. Managing the religion celebration days
7. Sport
a. Guiding the students in doing sport
b. Managing the sport activities such as class meeting competition and the sport champion
c. Helping the students in case of being sick 8. Arts
a. Helping the students to be more creative especially in arts b. Managing the activities related to art activities.
9. Library
a. Managing the circulation of the books.
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B. Job Training Activities
The Job Training Activities consist of four steps. They are ELT facilities and resources observation, classroom observation, lesson plan making and teaching learning practice.
1. ELT Facilities and Resources Observation
Improving the quality of the English skill of the students, SDN Sragen 3 provides ELT facilities like: the tape recorder, cassettes, wall pictures, books and of course board. The tape recorder and cassettes are used to practice the listening of the students and playing English songs. Pictures are placed on the wall. They include the names of animals, fruits, part of the body etc. They will make the students easy to memorize their names.
The other facilities are the teachers. There are three English teachers there. They had taught English lesson since four years ago. There are 12 classes. So, every teacher teaches four classes.
2. Classroom observation
The condition of the classroom is very important for teaching-learning process. The classroom of the first grade class is big enough. There are 30 chairs and tables. They are still in good condition. Besides the blackboard, there is a big cupboard to save the teacher and the students documents. The floor looks clean and the green wall makes the situation able fresh. The students do not feel hot because there are two big vans above.
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starts from 11.00 until 12.00. The writer was asked by the supervisor to do the observation first before she started teaching-learning practice.
In the first meeting of her observation, the writer sat in the corner of the classroom. She could observe in the way the teacher doing the process of teaching learning English.
There were four steps in the teaching-learning English process. They were presentation, explanation, practice and evaluation. material to the students. The teacher began to ask the students one by one to answer the question. If the students could answer all the teacher’s questions, it meant that they had understood what she had explained. b. Presenting the new material
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2 Explanation
After presenting the new material, the teacher explained the new lesson. The students mentioned the objects found in the garden using the mother tongue. Then the teacher wrote them on the blackboard and she translated them into English. She read them loudly and all students repeated them together. Then she asked the students one by one to read the words on the black board. It would practice their speaking. Then they had to write them in their task books. More often when the students wrote the words in English, it would practice their writing.
3 Practice
Practice was the step where the students had to apply what had been explained by the teacher previously by completely and doing the exercises. Exercises were based on the students’ hand books. In these books, the students could do the exercises. The exercises were completed with pictures in order to make students easier in understanding that exercises.
Before asking the students to do the exercises, the teacher gave some instructions about how to do the exercises. Then the students answered the exercises. The teacher and the students discussed the answer after the students finished doing the exercises. Sometime, if the time was up and the students did not finish the exercises yet, they could continue the exercises at home as home work.
4 Evaluation
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English to the students. The teacher gave tests to carry out the evaluation. The test was related to the material given and it was distributed every month after every topic was concluded.
3. Lesson Plan Making
The writer made the lesson plan first before she started to teach. The lesson plan consisted of what the teacher should do during teaching learning activities. She took the topic from the hand book. It was “Grow with English Book 1” and the topic was “in the Kitchen”. This is the form of lesson plan.
LESSON PLAN Level : First grade of elementary school Duration : 4 x 60 minutes
Topic : In the kitchen
Background Knowledge of the Field
Background knowledge of the field functions to introduce the theme and topic and prepare the students’ psychological readiness
Activities :
- Asking the students about objects in the kitchen in the mother tongue Example
- Apakah ada yang mengetahui bahasa Indonesianya “kitchen”?
- Kalau tidak ada yang mengetahui, sekarang saya akan memberitahu
kata kuncinya, kitchen adalah suatu tempat atau ruangan yang
digunakan untuk memasak.
- Kalian sudah mengetahui bahasa Indonesianya kitchen, sekarang
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Modeling
Modeling functions to explain the material will be given followed by question and answer about the material
Activities :
- Asking the students to observe the pictures in their books. - Asking the students to guess the pictures in their books. - Giving explanation about the meaning of each picture.
- Asking all students to repeat the vocabulary after the teacher reads them. - Asking the students to repeat again the vocabulary one by one.
- Giving a song about objects in the kitchen
- Giving some questions to check the students’ comprehension Example: What is this? (While pointing the picture)
What is that? Joint Construction Activities
Join Construction Activities functions to drill the students to work in pairs.
Activities :
- Asking the students to work in pairs
- Giving assignments to the students to read the short conversation
- Asking each pair practices and read the short conversation in front of class. Individual Construction Activities
Individual Construction Activities functions to drill the students to work individually.
Activities :
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- The students have to do the assignments by themselves.
- After all the students finish, they have to submit their assignments Closing
Closing functions to close the teaching-learning activities. Activities
- Giving homework related to the material - Saying thanks and good bye
4. Classroom Teaching-Learning Practice
The writer had to finish one topic for a month. The topic was “In the Kitchen”. There were four meetings.
a. The first meeting of the teaching-learning practice
After the writer finished the observation, she was asked to do the teaching-learning practice. This time she was rather nervous since the students were very crowded. Some of them run, screamed and laughed in the class. She started to say “Good morning students…..”, but there were only some students responding. Then she repeated again “Good morning students and this time she spoke louder. After that all students said “Good morning Mom”. She smiled because she got some responds from the students. Then she tried to introduce herself.
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objects found in the kitchen. All students could answer the questions. While they were mentioning the names of the objects in the kitchen, she wrote them on the blackboard. Then she translated them into English. After that she read the words one by one and the students repeated together. She asked the students to write them in their note books. This activity could practice their writing skill.
A song was provided in teacher’s book to make the students easy to song for the next meeting in front of the class.
b. The second meeting of the teaching-learning practice
In this meeting, the writer did not feel nervous anymore. She could control the classroom. It was like the previous meeting, the writer said greeting.” Good morning students…” and all students responded
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asked to the students to open their note book. After they opened their books, they could answer her question. “Kitchen Mom……..”All students spoke loudly.
After the students could remember the topic, the writer continued her question. She asked to the students to mention the objects in the kitchen. Some of them could mention all objects well but others still looked their note books. Suddenly, one of the students raised his hand and said “There is a home work Mom”. She smiled and said” thank you for remembering me”. The home work was singing a song in front of class.
The writer opened the presence book and called some students to sing in front of class. Some of them could sing well. Unfortunately, there were some students did not want to sing in front of class since they did not study to sing before the class began.
Closing the lesson of the second meeting, the writer asked the students to sing together. Singing a song could practice the speaking skill of the students. c. The third meeting of the teaching-learning practice
In the last meeting the students were able to mention the objects in the kitchen and sang a song. In this meeting, the writer gave pair and individual assignments.
The writer asked the students to read a short conversation with their pairs. Then they practiced in front of class. She corrected the pronunciation mistakes. Some of them were difficult to say “knife”.
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drawing the line. It was used to check the students’ comprehension about the objects in the kitchen.
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After the students finished doing their individual assignment they collected their assignments and submitted them to her.
d. The fourth meeting of the teaching-learning practice.
The fourth meeting was the last meeting of the teaching-learning practice. In this meeting, the students got a test. The material of the test was that which had been given from the first until the third meeting.
Before the writer started to give the test, the teacher gave a chance to the students to study for 10 minutes. When the time was up, the students prepared a piece of paper. It was used for answering the test. They were not allowed to open their note book or dictionary and neither to ask their friends. The students had to do the test by themselves. When the time was over, the students collected their papers and submitted them to the writer. The writer felt proud and happy because she found out that some students could answer all questions in the test.
C. Discussion
1. The difficulties during the process of teaching learning English at the 1st grade of SDN Sragen 3
1) The Student’s difficulties
In learning something, of course every person experiences difficulties, so do the students of SDN Sragen 3. The students have two difficulties. They are vocabulary and pronunciation.
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Both problems need to be attended to the English teacher. So the teacher has to solve these problems.
2) The teacher’s difficulty.
The teacher has difficulty during teaching learning English process. The difficulty is handling the students in the classroom. They are noisy and impolite. Automatically, it will bother the concentration of the other students. 2. The solutions to overcome the difficulties.
1) The solutions for student’s difficulties.
To solve the students’ difficulties, the teacher always pronounces the vocabulary word by word. Then the students repeat together. The teacher also gives games, songs and real objects to practice vocabulary and pronunciation. a. Games
Every game has to be related to the material given. Introducing the vocabulary about vegetables, the teacher gives “Basket Brake” game. The rules of this game are in the following explanation.
The students sit and make square shape. All of the seats are full. A
student will be a player; He/ she will pick the vegetables. The others
students will be the vegetables, for example: cabbage, carrot, potato, etc.
The player will pick or call one of the vegetables, for instance; “potato”
so potato will stand up and follow behind the player. He picks the other
vegetables again. After he/she thinks that his/her vegetables are enough,
he/ she will shout “break! “ . After that they look for the seats as soon as
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Another game is “Hang Man”. This game is usually done at the end of the lesson. The way to play this game is like this following paragraph.
The students are divided into three groups. Every group has a
chance to guess the letters in the hidden word. In every guess, every group
will be given a chance to guess one letter. If the guess is right, the group
will get a point. If it is wrong, the teacher will draw a head of the Hang
Man first. If the guess is wrong again, the teacher will draw neck, body,
hands and legs. If the legs are drawn, the game is over. Then the teacher
changes the hidden word. Then the students try to guess the hidden word
again until the time is over. The group who gets the biggest point will go
home first.
It seems that not all games are helpful for language learning. Many games involving physical activity are unsuitable, because they are too noisy for the classroom. Students will find it easier to remember the new vocabulary by using these games. In every game, it should have a prize. The prize must not be an object but it can be in the form of a point. For example: every group who gets the biggest point will be the winner. So, the students will have the spirit to win the game.
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By using songs, it can practice to memorize the vocabulary. The students can easier memorize the vocabulary than the explanation of the teacher. It can also lose the students bored. Still to remember that the song must related to the material. It can practice the pronunciation of the students too.
c. Real objects
The students are quicker to understand and remember the vocabulary if they know the real objects of the vocabulary.
The teacher uses big pictures, so all students can see clearly. The students’ books have been completed with some colorful pictures. There are also assignments to arrange some pictures. It makes them fun.
Sometimes the students are asked by the teacher to bring pictures related to the material to the class before the lesson. For instance, if the material for the next week is “Objects at Home” the teacher asks the students to bring the objects founded at home like: spoon, plate, glass, fork, etc. It should be better if they are made from plastics, so that the objects will not endanger the students.
2) The solutions to solve the teacher’s difficulty
29 CHAPTER IV
CONCLUSIONS AND SUGGESTIONS A. Conclusions
From the discussion in the previous chapter, the writer summarizes some important points of the process of teaching learning English to the 1st grade students of SDN Sragen 3. They are the process of teaching learning English, the difficulties and the solutions to overcome the difficulties during the process of teaching learning English to 1st grade students of SDN Sragen 3.
There are four steps in the process of teaching learning English to the 1st grade students of SDN Sragen 3. The process starts from presentation that consists of reviewing the last lesson and presenting the new material. The next step is explanation. The teacher explaining the material will be discussed. It is continued by the practice of doing assignments. It is used to check the students’ comprehension about the lesson. Evaluation is the last step of teaching learning English process. It is done to know how far the students can catch the lesson and to know whether the teacher succeeds or fails in teaching English.
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31 B. Suggestions
Based on the result of this final project report, the writer presents the suggestions to SDN Sragen 3, especially for the headmaster and the teacher. The number of the students is too big. It makes the teacher rather feels difficult to control and focus to give the lesson to the students. It would be better if students are divided into four or five groups, so that the teacher will be easy to focus on giving the lesson.
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BIBLIOGRAPHY
Brown, H. Douglash.2000, Principles of language Learning and Teaching. Fourth Edition. New York: San Fransisco State University
Brumfit, Cristopher; Jay, Moon and Ray, Tongue.1995. Teaching English to Children from Practice to Practice: New York: Longman
Harmer, Jeremy.1991. The practice of English Language Teaching. New York: Longman
---.1998. How to Teach English. New York: Longman
Kimble, Gregory A and Garmezy, Norman. 1963. Principles of General Psychology. Second Edition. New York: The Roland Press
Philip, Sarah. 1996. Young Learners. New York: University Press.
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