THE IMPLEMENTATION OF DEMONSTRATION METHOD
IN TEACHING ENGLISH TO YOUNG LEARNERS
GRADE OF SDN SUMBERREJO 02 MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO AND DEDICATION
~Standing in the hall of fame~
~and the world’s gonna know your name~
I dedicated this thesis to my beloved family: My dad, Siswadi Pranoto;
My Mom, Naning Wahyuningtyas;
My brothers, Shendy W. and Sony Karismawan. And also my sister in law, Anita.
Who always give me big motivation, support, guidance, and prayer for the success of my study and my life.
Alhamdulillah, all praise be to Allah, the Merciful and Charitable. Because of
His endless guidance and mercy, the researcher can finish this thesis.
The researcher would like to express her deepest gratitude to the following
individuals from whom I reached valuable things from the beginning up to the last
process of writing this thesis, they are:
1. Her first advisor, Iswahyuni,M.Pd., and her second advisor, Drs. Estu
Widodo,M.Hum., for their suggestions, invaluable guidance and advice
during the consultation period, and their comments and corrections during the
completion of this thesis.
2. The teachers and headmaster at SDN Sumberrejo 02 Malang who had gave
her the opportunity to conduct the research.
3. Special thanks goes to her beloved Dad (Siswadi Pranoto), her beloved Mom
(Naning Wahyuningtyas), brothers (Shendy and Sony), and her sister in law
4. Her lovely friends: Tante Peponk, Mas Je, Nduk Ita-Tari, who always fill up
my spirit and support me with their kindness.
Malang, April, 22nd 2013
TABLE OF CONTENT
APPROVAL SHEET ... i
LEGALIZATION ... ii
MOTTO AND DEDICATION ... iii
ABSTRACT ... iv
1.2 Statement of Problem ... 4
1.3 Hypothesis ... 4
1.4 Purpose of Study ... 4
1.5 Significance of Study ... 4
1.6 Scope and Limitation ... 5
1.7 Definition of Key Terms ... 5
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Teaching Method ... 7
2.2.1Role Play Method ... 8
2.2.2Art Method ... 8
2.2.3Question Answer Method ... 8
2.2.4Fieldtrip Method ... 9
2.2.5Playing Method ... 9
2.3 Demonstration Method ... 9
2.3.1Definition of Demonstration Method ... 9
2.3.2The Purposes of Demonstration Method ... 10
2.3.3How to Apply Demonstration Method ... 10
2.3.4The Advantages of Demonstration Method ... 12
2.3.5The Disadvantages of Demonstration Method ... 12
2.4 Young Learners ... 13
2.5 Teaching English to Young Learners (EYL) ... 14
2.6 Demonstration Method in Teaching to Young Learners ... 16
2.7 The Curriculum of English to Young Learners ... 17
2.8 The English Syllabus used in SDN Sumberrejo 02 Malang ... 18
2.9 Previous Research Findings ... 19
CHAPTER III: RESEARCH METODHOLOGY 3.1 Research Design ... 21
3.2 Population and Sample ... 23
3.3 Data Collection ... 23
3.3.1Research Instrument ... 23
3.3.2Procedure of Data Collection ... 24
3.4 Data Analysis ... 25
4.2 Research Findings ... 30
4.2.1The Result of Pre-Test of The Experimental and Control Groups ... 31
4.2.2The Result of Post-Test of The Experimental and Control Groups ... 33
4.2.3The Result of Hypothesis Testing ... 35
4.3 Discussion ... 37
CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusion ... 39
5.2 Suggestion ... 39
5.2.1For English Teacher ... 39
5.2.2For the Next Researcher ... 40
REFERENCES ... 41
LIST OF TABLE
Table 3.1 Nonrandomized Control Group, Pretest-Posttest Design ... 22
Table 4.1 Pretest Score of Experimental Group ... 31
Table 4.2 Pretest Score of Control Group ... 32
Table 4.3 Posttest Score of Experimental Group ... 33
Table 4.4 Posttest Score of Control Group ... 34
Table 4.5 The Result fo Group Statistics ... 36
Table 4.6 The Result of Independent Sample t-test ... 36
Table 4.7 Data in Counting Standard Deviation ... 76
LIST OF APPENDIX
Appendix 1. English Syllabus at 4th Grade of SDN Sumberrejo 02 Malang ... 43
Appendix 2. Teaching Learning Activities in Experimental Group ... 52
Appendix 3. Teaching Learning Activities in Control Group ... 60
Appendix 5. Students Worksheet ... 68
Appendix 6. The Counting of Standard Deviation ... 77
Appendix 7. The Counting of Standard Error ... 79
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1 CHAPTER I
This chapter provides the basic ideas related to the background of study,
statement of problems, purposes of the study, scope and limitation, and definition of
1.1Background of Study
Nowadays, teaching English to Young Learners becomes trend. English
becomes one of the main subjects in elementary school. In elementary school,
English is taught from the first grade up to the sixth grade. On the curriculum of
elementary school, the materials given in English class are based on the theme
(thematic), which are simpler for the early two grades and being more complicated
for grade three up to grade six. According to Yamin and Ansari (2009:61), “Thematic
learning process is compatible for first and second grade of elementary school
because the students in these levels perceive everything in a holistic”. Besides, Yamin
and Ansari (2009: 64 and 70) said that the students in the third grade up to the sixth
grade tend to focus on receiving the material based on the curriculum and reaching
the curriculum target. It can be said that the teacher has a big job to determine the
best teaching method used in each class to make the students understand the material
easier. The teacher’s job is to find ways, within framework of classroom teaching, in
which the different teaching methods, each with its own advantages for different
Based on the researcher’s observation in the English Class in the 4th grade
SDN Sumberrejo 02, during the teaching learning activities, the teacher often used
the static methods; the teacher explained the material in the beginning of the class,
after that, the students must do the task. This kind of activity made them bored
quickly. The other fact was that the students could not understand the material easily.
When the teacher explained the material, the students payed close attention to it.
However, when the teacher asked some questions related to the material, almost all
students were passive. The teacher must repeat to explain the material and ask the
question twice or more. The fact showed that only some students were active
answering the question correctly. In addition, when the students got some difficulties
during finishing their task, almost all of them preferred to be silent. This caused the
students score low under Minimum Passing Score (KKM) which is 65. Minimum
Passing Score (KKM) is the minimum score the students have to pass to indicate that
they understood the material. In fact, many students could not reach the score 65 or
There are many teaching methods which can be applied in teaching English to
young learners in elementary school. Demonstration method can be an alternative
teaching method on it. Arindawati and Huda (2004: 73) explained that demonstration
method is one of alternative teaching methods that can be applied in 4th grade of
elementary school. Through demonstration method, the students will be on the fresh
and fun but serious activities that can make them understand the material more easily
experience themselves through observing, listening, touching, tasting, and smelling
(Yamin and Ansari, 2009: 14-15).
There are some previous research findings related to demonstration method.
The first research was done by Maksidaturrohmah (2004). She wanted to find out
whether or not demonstrating grammar using flannel board gives better result on the
students’ English achievement at SDN Suruhkandang III Kademangan Blitar. The
research showed that demonstrating grammar using flannel board significantly gives
better result to the students’ English achievement.
The other research was conducted by Hayah (2011). She wanted to find out
the effectiveness of silent demonstration to improve students understanding on
writing procedure text in the seventh grade students of MTs Hasan Kafrawi Pancur
Mayong Jepara in the academic year of 2010/2011. The result of the study showed
that silent demonstration was an effective method in improving students’ procedure
writing in MTs Hasan Kafrawi Pancur Mayong Jepara. From those two previous
research findings, it can be concluded that demonstration method could be an
alternative method in teaching English aimed to give significant effect on students’
This study hopefully is able to increase the reader’s spirit in developing their
knowledge, especially in teaching English. This study is aimed to give the ideas that
teaching method is a part of teaching contains of recurrent instructional processes,
applicable to various subject matters, which usable by more than one teacher. In this
case, the researcher emphasizes on demonstration teaching method in SDN
demonstration method in teaching English to Young Learners at the 4th grade of SDN
Sumberrejo 02 Malang.
1.2Statement of Problem
Through this study, the following question is expected to be answered is
“Does the demonstration method have a significant effect on students’ English ability
at the 4th grade of SDN Sumberrejo 02 Malang?”
In order to give tentative answers of the result problem, the hypothesis are
1. Null Hypothesis (Ho): Demonstration method does not have a significant
effect on students’ English ability at 4th
grade of SDN Sumberrejo 02 Malang.
2. Alternative Hypothesis (Ha): Demonstration method has a significant effect
on students’ English ability at 4th
grade of SDN Sumberrejo 02 Malang.
1.4Purpose of Study
Based on the statement of problem, the purpose of the study is to know
whether the implementation of demonstration method has a significant effect on
students’ English ability at the 4th grade of SDN Sumberrejo 02 Malang.
1.5Significance of Study
It is hoped that the study will give some following contributions
for who will conduct the similar research in teaching English for Young Learners in
elementary school. Practically, for the students, learning English through
demonstration method can improve students’ English ability. In addition, for the
English teacher of SDN Sumberrejo 02 Malang, the researcher hopes that this study
can give the alternative method in teaching English especially English to Young
1.6Scope and Limitation
The scope of this study focused in the implementation of teaching method in
teaching English to Young Learners at SDN Sumberrejo 02 Malang. To limit the
study, the researcher focuses on the implementation of demonstration method based
on the curriculum in teaching English to Young Learners at the 4th grade students of
SDN Sumberrejo 02 Malang for the academic year 2012/2013.
1.7Definition of Key Terms
To focus the discussion and to reach its correct understanding, the researcher
will explain some definition of terms. Below are some terms that are relevant
1. Demonstration Method
Demonstration method is a kind of teaching method by performing or
demonstrating something. (Arindawati and Huda, 2004:42)
The teacher need to performing or demonstrating the material in the class to
facilitating the students to learn something by doing or practice it. Commonly,
demonstration method is used to explain the procedure systematically.
2. English to Young Learners
Rixon (2003:38) said that English to Young Learners, that is, for children
within the age range that attends elementary or primary school.
3. English Ability
The meaning of English ability here shown from the students’ score as the