Septiana Kurnianingsih C9307156

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THE METHODS USED IN TEACHING ENGLISH FOR

SECOND GRADE OF ELEMENTARY SCHOOL

STUDENTS AT SD BRATAN 1 SURAKARTA

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree in the English Diploma Program, Faculty of Letters & Fine Arts,

Sebelas Maret University

By

Septiana Kurnianingsih C9307156

ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY SURAKARTA

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perpustakaan.uns.ac.id digilib.uns.ac.id

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MOTTO

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DEDICATION

I dedicate this final project for my parents

I will make you proud of me

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PREFACE

All the praise is only for Allah SWT. I realize that Allah has given me

strength and spirit so I can finish my final project report.

This report entitled The Methods Used in Teaching English for Second Grade of Elementary School Students at SD Bratan 1Surakarta is written by

the writer to fulfill the requirement in obtaining the English Diploma Degree. This final project report discusses the method used in teaching English at SD Bratan 1

Surakarta including its problems and solutions.

The writer realizes that this final project report is far from perfect. For that

reason the writer would like to accept any comments and suggestion to improve my final project report. By reading this final report, it is expected to give the readers benefits and informations.

Surakarta, May 2012

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ACKNOWLEDGEMENT

Finally, I have finished my final project report. The writer would like to

express the gratitude and appreciation to all people who always give help and

support:

1. Drs. Riyadi Santosa, M.Ed, Ph.D the DEAN of Faculty of Letters and Fine Arts, Sebelas Maret University

2. Yusuf Kurniawan, S.S., M.A. as the Head of English Diploma Program

3. Dra. Ida Kusumadewi, as the supervisor of my final project report, thank for the time, guidance, advise, suggestion, and patience during the writing

process of this final project report so it can be finished right in time.

4. All Lecturers of English Diploma Program who gave their best in

educating me.

5. Much. Nur Daim,S.Pd.SH M.Pd, the Headmaster at SD Bratan 1 Surakarta

who gave me chance to conduct a two month job training.

6. Nur Salim, S.Pd, the English teacher of SD Bratan 1 Surakarta who gave me guidance and suggestion in teaching English.

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8. My families especially for my beloved mother and father, thank you for giving me so much love, power, support, and care to finish my final

project.

9. My sister (liyut) who always makes me fed up but I care of you.

10.M3 management: Lia (kajol), Ryan (my soulmate), Putri, Novel, I find the truly friendship with you all.

11.My close friend, Diana, thank you for being my irreplaceable friend.

12.Rian Aldilla Fahmi, thank you for always accompaniying me.

Surakarta, May 2012

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ABSTRACT

Septiana Kurnianingsih. 2012. THE METHOD

S

USED IN TEACHING ENGLISH FOR SECOND GRADE OF ELEMENTARY SCHOOL STUDENTS AT SD BRATAN 1 SURAKARTA. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report is written based on the two month job training done at SD Bratan 1 Surakarta which has been done by the writer on January 25, 2010 till March 13,2010. The goals of this report are to describe the methods used in teaching English Lesson for second grade and to find out the problems and the solutions of English teaching method at SD Bratan 1 Surakarta.

The methods used by the writer in teaching English lesson are grammar translation method, and direct method. The writer chose grammar translation method to teach writing. She applied this method in the main stage of teaching learning process. Meanwhile the writer applied direct method to teach speaking and listening. This method was applied in the pre teaching stage and when the writer gave instructions to students.

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CHAPTER I

INTRODUCTION

A. Background

The general purpose of the writer in writing the final project report is

as partial requirement in obtaining degree in the English Diploma Program, Faculty of Letters and Fine Arts of Sebelas Maret University. In order to

experience the real implementation of the teaching theory especially for elementary school students, the writer has done a two month job training at SD Bratan 1 Surakarta. As a result of the training, the writer wrote this final

project report.

Generally, this final project report describes the kinds of methods

used to teach second grade of elementary school students. Every teacher their own different methods which they think appropriate and effective to be implemented to the object learners.

Before doing the job training, the writer assumed that second grade elementary student’s lesson focused on teaching vocabularies, such as things

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In fact, the writer found different phenomenon in SD Bratan 1. The teacher could deliver the simplest grammatical lesson by using the appropriate

method. Most of the students do not face serious problem in understanding the explanation. For example, the students could differ how to answer ‘yes/no

question’ with a complete sentence.

This phenomenon leads the writer to choose the topic of this final project report entitled “The Methods Used in Teaching English for Second

Grade of Elementary School Students at SD Bratan 1 Surakarta”.

B. Objectives

According to the background above, the objectives are :

1. To describe the methods used in teaching English for second grade of

SD Bratan 1 Surakarta.

2. To find out the problems and the solutions of English teaching method at SD Bratan 1 Surakarta.

C. Benefits

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It is expected that this final project report and job training done by the writer will give benefit in order to become feedback for the writer and

the English teacher at SD Bratan 1 Surakarta. Besides, this final project report can give suggestions of the problems and solutions in

teaching English. Moreover, this can give encouragement to enhance the quality in teaching English at SD Bratan 1 Surakarta.

2. The students of English Diploma Program

It is hoped that this final project can be a contribution for the students of English Diploma Program as an additional knowledge about the

English teaching method at elementary school. 3. The readers

It is also hoped that this final project report can give some information

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Teaching is the way to deliver materials, knowledge or information from the teacher to the subject learners. In order to reach the success of teaching

activity, there must be a good feedback from the students. The practice of teaching itself can be through different strategies appropriate with the condition

of the subject learners.

According to Douglas Brown, “teaching is guiding and faciliting learning,

enabling the learner to learn, setting the condition for learning. Your understanding of how the learners will determine or philosophy of education, your teaching style, your approach, methods, and classroom techniques” (Brown

, 2000: 7). In addition, Douglas states that “ teaching may be defined as showing or helping someone to learn how to do something, giving instruction,

guiding in the study of something, providing knowledge, causing to know or to understand.”

Meanwhile, dictionary has its own definition of teaching. Oxford Advance Learner’s Dictionary defines teaching as “the work of teacher.” (Oxford

Advance Learner’s Dictionary seven edition: 2005). Howard describes teaching

as “an activity that tries to help someone to acquire change or develop skills, attitudes, ideals, appreciations, and knowledge”. (Howard, 1968:18).

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It can be concluded that teaching is teacher’s activities in transferring

information to his/her students. Teacher has an important role as a main media

in supporting, and guidance her / his students in teaching activity. It intends to get students know what material they learn.

B. Young Learner

Students at early age are called young learners. At their age, learning

another language beside their mother tongue is a something new to do. Fred genesee says that “Young learners are children between approximately four and

twelve years of age”. (Genesee,1994:1). In addition Halliwel states that “Young children do not come to the language classroom emty-handed. They bring them an already well- established set of instinct, skills, and characteristics which will help them to learn another language”. (Halliwel, 1992:3). Susan halliwel also

identifies the characteristics of children. They are:

Children are already very good at interpreting meaning without necessarily understanding the individual words

Children already have great skill in using limited language creatively

Children frequently learn indirectly rather than directly

Children take great pleasure in finding and creating fun in what they do

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Children take great delight in talking.

(Halliwel, 1992:3)

Meanwhile, Wendy A. Scout also has his own definition about young learners. He divided the type of young learners into two classifications, five to seven year olds and eight to ten year olds. “We have divided the children into

two main groups throughout the book – the five to seven year olds and the eight to ten year olds.” Scout (2000:1). Scout mentions the characteristics of those

children as listed below.

They can talk about what they are doing

They can tell you about what they have done or heard

They can plan activities

They can argue for something and tell you why they think what they think

They can use logical reasoning

They can use their vivid imagination

They can use a wide range of intonation patterns in their mother tongue

They can understand direct human interaction

(Scout, 2000:1)

The characteristics of eight to ten year olds according to Scout are as

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Their basic concepts are formed

They can tell the difference between fact and fiction

They ask questions all the time

They rely on the spoken word as well as the physical world to convey

and understanding meaning

They are able to make some decision about their own learning

They have defined views about they like and do not like doing They are able to work with others and learn from others”.

(Scout, 2000:4)

Statements above suggest that young learners are the beginners in learning english, they need a longer time and more sequences process in understanding and accepting something new. They have their own way in understanding the

materials by using the simplest way because each students have different characteristics . Students age is also brings effect in learning english, students

have different capability based on their age.

C. The Method in Teaching English

In order to get success in teaching learning process, method is really needed. In choosing the appropriate method, the teacher should consider the condition of the class and the students. Oxford Advance Learner’s Dictionary

defines method as “a particular way of doing something”. (Oxford Advance

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definition of method is “a generalized set of classroom specifications for accomplishing, linguistics objectives. Methods tend to be concerned primarily

with teacher and student role and behaviors and secondarily with such features as linguistic and subject –matters objectives, sequencing, and materials”.(Brown

2001:16).

Moreover, Thornbury is classified the teaching method into three parts.

They are Grammar- Translation, Direct Method, and Audolingualism.

1. The Grammar – Translation Method

Grammar translation, as its name suggest, took grammar as the starting

point for instruction. Grammar translation courses followed a grammar syllabus and lessons typically began with an explicit statement of the rule, following by exercises involving translation into and out of the mother

tongue. If the students do not know the answer, the teacher guides them to revise.

2. The Direct Method

The direct method prioritized oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching. The learners, it

was supposed, picked up the grammar in much the same way as the children pick up the grammar of their mother tongue, simply by being

immersed in language. If the students do not know the answer or make error, the teacher tries other way to explain the material.

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Audiolingualism derived its theoretical base from behaviorists psychology, which considered language as a simply a form of behavior, to

be learned through the formation of correct habits. Habit formation was a process in which the application of rules played no part. The audiolingual

syllabus consisted of a graded list of sentence patterns, which, although not necessarily labeled such as, were grammatical in origin. Scott

Thornbury (1999:21).

Besides, Brown idintifies teaching methods into three methods. They are grammar translation method, direct method, and audio lingual method.

1. The grammar translation method

It is the most popular method because the test of grammar rules and translation are easy to construct and can be objectively scored.Richard and rogerds state that grammar translation method is “remembered with distance

by thousands of school learners, for whom foreign language learning meant

a tedious experience of memorizing endless list of an unsual grammar rules and vocabulary and attempting to produce perfect translation of stilted or

literaly." (Richard and Rogerds, 1986:4).

2. The direct method

Richard and Rodgers summerized the principles of the direct method as

listed below

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Only everyday vocabulary and sentences were taught

Oral communication skill was built up in a carefully traded progression organized around question and answer exchanges between teachers and students in a small intensive class.

Grammar was taught inductively

New teaching point were taught trought modelling and practice Concrete vocabulary was taught through demonstration, objects and pictures.

Both speech and listening comprehension were taught. Correct pronunciation and grammar were emphasized."

(Richard and Rodgers, 1986:9-10)

3. The audiolingual method

The characteristic of the audio lingual method may be summed up in the following list.

"New material is presented in dialogue form

There is dependence on mimicry, memorization of set phrases and over learning

Stuctural pattern are taught using repetitive drills Vocabulary is strictly limited and learned in context There is much of tapes, language tabs and visual aids. Great importances is attached to pronunciation

Very little use of mother tongue by teacher is permitted Successful responces are immediately reinforced

There is a good effort to get students to produce error free utterences

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CHAPTER III

DISCUSSION

A. SD Bratan 1 surakarta

A.1. Description and brief history of SDN Bratan I Surakarta

SD Bratan 1 Surakarta was built on 01 Juli 1953. This school is one of government elementary schools in Surakarta. It is located at Tegal Keputren RT

05 RW V Pajang, Laweyan, Surakarta. Mr. Muh Daim has become the headmaster for five years.

The school has 448 students. It has 25 teachers including the headmaster

and the staff. Each class has a classroom teacher; it means that there are ten teachers who are responsible as classroom teachers.

A.2. Visions and Missions of the school

The vision of SD Bratan 1 Surakarta is to create students who are pious, intelligent, cultured, beneficial to the religion, and has a life skill is highly

competitive

The missions of SD Bratan 1 Surakarta are:

Carrying out: Active, Creative, Efficient, and Fun or Contextual Teaching Quantum.

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Giving and providing support to all students

Applying participatory management involving all school societies,

stakeholders who care about education.

Developing students believe and spirit to be religious and civilized

Supporting and helping students in gaining their potential skills .

B. The Activities during the Job Training

B.1. Class observation

The writer had job training for two months, on January 25, 2010 to March

13, 2010. The writer held a week of class observation, on the last week of January2010. About a week the writer observed the teaching learning process

from the first grade to the sixth grade done by the English teacher of that school. It aimed at knowing the real condition and the characteristics of the students of

each class.

The writer did the observation by sitting in classes when the English teacher of SD Bratan 1, Mr. Nur Salim taught English lesson. The writer observed

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as a new English teacher to the students. He asked the writer to sit on the teacher’s

chair in front of the class while he was teaching.

The writer made a note about the situation of each class and the characteristics of the students of each class. The condition of each class is very

good in supporting teaching learning process. Every class has a door, some windows, a fan, a whiteboard, and a cupboard. Besides, the wall of each class is full of pictures, animal pictures, fruits pictures, alphabet in English text. An

unusual thing, the students put their exams on the envelopes and hung those on the wall. .

The teaching learning process started at 07.00 to 11.00 for first and second year students and 07.00 to 12.30 for third to six year students. On Friday, the classes began at 07.00 to 10.00 for first and second year students and 07.00 to

11.00 for third to sixth year students. On Saturday, the school began at 07.00 to 09.00 for first and second year students and 07.00 to 10.00 for third to sixth year

students. The extracurricular activities began after the teaching learning activities is over. The extracurricular activities offered are Boy Scout, drum band,

karawitan, and English lesson.

The unforgettable moment during the observation was when the teacher finished the teaching learning process. About 40 students line in front of the class to shake the teacher’s hand. It becomes a daily routine and teaches them how to

respect their teacher.

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The English lesson at SD Bratan is given only once a week of each class,

35 minutes for one teaching hours.The writer held three meetings in a week. Yet, the writer had to come to the school every day because she had to obey the headmaster’s regulation.

The writer taught class IIB every Thursday at 8.10-8.45 am. In choosing the material, the writer was given authority as it is connected to the syllabus. The

writer taught names of bugs, kinds of fruits and color, kinds of clothes, held an exam, kinds of animals and how to answer yes no question, and held remedial test.

The writer taught class IIB and IVB at the same day, on Thursday at 11.05 am-12.30 pm. The writer taught the characteristics of face, kinds of clothes and the word “may”, kinds of animals, held an exam and held remedial test.

The last class taught by the writer was class IIIA, on every Friday at 07.35-8.10 am. The materials taught were, names of months, time, preposition,

and held an exam.

B.3. Making Lesson Plan

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learning process so that the objectives of the lesson can be reached more easily. The writer was asked to make lesson plan also during the job training. Firstly, the

writer made lesson plan in English but the English teacher of the school suggested me to remake it in Indonesian. He told me that before holding English lesson the

writer should show the lesson plan to the headmaster and when it is written in Indonesian it would be more understandable.

The writer taught three classes every week for two months. It means that

the writer had to prepare three lesson plans in every week till the job training was over. In making lesson plan, the English teacher guided the writer how to make

lesson plan. He also gave an example of a good lesson plan. It had to contain four basic skills of English, speaking, listening, reading, and writing.

In making lesson plan, the writer should consult and discuss with the

English teacher. He gave the writer an authority in choosing the material since the materials were connected to the syllabus, for that reason the writer used student’s textbooks. The books entitled “dimensi” and “grow with English”. Besides, the

writer searched the material from the internet also, it was allowed as the material

was related.

C.DISSCUSSION C.1. The Method Used

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perpustakaan.uns.ac.id digilib.uns.ac.id gets the same application as the source language or mother toungue. It means that, students learn English through direct interaction. That is why direct method

contains of oral interaction between teacher and subject learners. In practicing those interactions, translating sentences, English words are not allowed and there

are no analyses of grammatical rules also. (Brown 200 :21).

Teaching English lesson should contains four elements of English basic skills namely listening, speaking, reading and writing. The direct method contains

of oral interaction that is why the writer chose this method to teach speaking skill and listening skill to the students. In practicing direct method, the use of mother

tongue, Indonesian, was not allowed. For that reason, the words used by the writer were only the common words because second grade students still have limited vocabularies.

The writer applied direct method while greeting the students at the beginning of teaching learning process or also called BKOF (Building Knowledge

of the Field) and giving instructions to the students. It aims at gaining students's speaking and listening skill.

The writer greeted the students to precede the teaching learning process. It

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fully spoken in English. The greeting which was done between the writer and the students was:

Teacher : "Good morning students?" Students : "Good morning miss"

Teacher : "How are you today?"

Students : "I'm fine thank you, and you?" Teacher : "I'm fine too, thank you"

The writer also held a short conversation, shorter than greeting, at the end of teaching learning process. The students were accustomed to give response in

the target language directly.

Teacher ; "OK, see you tomorrow" Students : "See you"

Besides, giving little instructions were always done by the writer. Students could reply the instructions by doing response of those commands. For example,

when the writer said "open your book page 76!", the students opened their book directly. It taught them how to listen English words well.

2. Grammar Translation Method

Grammar translation method is a teaching method which translates sentences from the source language to the target language or mother tongue. This

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perpustakaan.uns.ac.id digilib.uns.ac.id That is why the writer applied this method to teach writing. The students should

write simplest grammatical sentences. Actually, for second grade students, grammatical sentences were not really necessary as the students could understand what the teacher meant. Yet, it was better if the students were be able to write the

simplest one. They could write "yes, it is and no, it is not".

The writer applied the grammar translation method in the main stage of

teaching learning process, when she explained the material to the students. It was the most important part of teaching learning process.

Firstly, the writer asked the students to open their book. She wrote names of clothes on the white board. For example, she translated "trousers” into “celana

panjang", "skirt” into “rok", "shorts” into “celana pendek", and etc. It aimed at

adding student's vocabularies and showing them how to write English words in the right form.

After that, the writer translated a simple sentence, "it is a jacket” into “ini

sebuah jaket". Then, the writer explored the material by changing the sentence into interrogative form. She translated "is it a jacket?” Into “apakah ini sebuah

jaket?". At the first time, students were confused about the word "is". Actually, simple present did not include in the second grade student's syllabus. In order to avoid this misunderstanding, the writer told them that "it" had to be followed by

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automatically. The writer also translated "yes, it is” into “ya, benar" and "no, it is

not” into “bukan, tidak benar".

After explaining the material, the writer drew some pictures and some questions on the white board. For example she drew a tie and wrote a question beside the picture, "is it a belt?”. The students could write "no, it is not" for the

answer. It means that second grade students could write a simple grammatical sentence.

Besides, this method was applied when the writer taught reading skill in the main stage of teaching. The writer translated the text after asking students to

read the simple dialogue or simple paragraph. It aimed at adding students's vocabularies by translating English words.

Firstly, the writer asked students to open their book. She asked them

listening to her while she was read a simple paragraph. It had to read for more than once to accustomed them hearing English words. After that, the writer asked

students read that paragraph. Then, she wrote difficult words on the white board and translated them. Next, the writer translated all sentences of that simple paragraph. For example, she translated "I have a skirt" into "saya mempunyai

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D.The Problem in English teaching method for the Second Grade Students at SD Bratan 1 Surakarta

The writer has found some difficulties in teaching during the job training. However, the writer can manage them properly. The problems faced are as follows

1. The Different Capability of Students

Each students have their own capability in understanding the material. Some students found difficulties in understanding the material but some students did not. The

difficulties included memorizing the English words, pronuncing, spelling, and writing English.

Memorizing the English words

Indonesian people use Indonesian as their mother tongue. It causes English

is not familiar with them. They regard that it is a new strange language and difficult to understand. For that reason, memorizing the English words

becomes a weakness in learning English. The students found difficulty in remembering English words. To solve this problem, the writer did a simple quiz in every meeting. The writer asked the students to write English words

and the translation on their book. They have become accustomed to identify English words.

Pronouncing

There is difference in saying English letters and Indonesian letters. The

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conversation. It caused the students could not pronounce English words correctly. To solve this problem, the writer taught how to pronounce English

words clearly by saying those in many times.

Spelling

Introducing English alphabets is very important. The students always did mistake in spelling vocal alphabets. For example, they did not spell “ i” for alphabet “e”. Actually, misspelling letters leads to mispronounce English

words. To solve this problem, the writer repeated spelling English alphabets

more than two times. The writer asked the students to repeat after her. The writer did it in every meeting.

Writing English

It is the biggest problem found by the writer. Almost students found it difficult to write English words. They cannot differentiate between

pronouncing and writing. For example, when the teacher held a quiz, she said “shorts”, but the students wrote “’ syorts”. Students also did mistake in

asking “yes/no questions”. When the writer checked students's exam, she found that some students could not answer those questions properly. They should wrote "yes, it is or No, it is not" but they wrote "It is yes or It is Not".

To solve the problem, the writer spelt the English letters first before asking them to write the English words on their book. She also reviewed the

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2. Big Classroom

Sd Bratan 1 Surakarta has big class. Each class is occupied by forty students.

The writer faced difficulties in delivering materials because handling many students is not easy. The students who sat in the back row cannot hear the teacher’s

explanation clearly. To solve it, she did not always stand in front of the class. In explaining the material, the writer move around the class so all students could hear

what they said clearly. The writer had to speak loudly also.

3. Limited Time

The writer has only 35 minutes in every meeting. Delivering new language to

students needs much time. Sometimes, the time was over when the writer had finished the lesson yet. To solve this problem, the writer made back up lesson plan.

4. Handling uncooperative Students

The characteristic of each student is different. There are several students become trouble maker in a class. They like playing and disturbing their friends than

paying attention to the teacher. It disturbed concentration of other students. The lesson could not run smoothly in a noisy class. To solve this problem, the writer gave

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CHAPTER IV

CONCLUSION AND SUGGESTION

A.

Conclusions

Based on the discussion in chapter III, there are some conclusions that can be concluded from this final project report. The conclusions are:

1.

In teaching learning process, the writer needs to use methods to

deliver material. The methods used in teaching learning process are direct method and grammar translation method.

The direct method is a teaching method which is used by the teacher to teach English by using the target language. It means that, the used of mother tongue is not permitted. The teacher should speak using

target language and students should give feedback in the same way. The teacher chooses direct method to teach listening skill and speaking skill. It

is applied at the beginning of the teaching learning process, at the end of the teaching learning process, and when the writer give instructions to

students.

Besides, the writer applied grammar translation method in teaching writing. This method is appropriated to gain students ability in the written

test. By applying this method, the writer expected that students can write about a simplest grammatical sentence. The grammar translation method

was applied when the writer explained the material.

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2.

Some problems are faced by the writer during the job training at sd bratan

1 surakarta. They are :

a. Different capability of each student including memorizing the English words, pronouncing, spelling, and writing English.

b. Big classroom

c. Limited time

d. Handling uncooperative students

3. The writer also finds out the solutions of those problems. They are :

a. The solution taken by the writer in handling the different capability

of each students such as:

1. The writer should hold a quiz in every meeting. The writer should ask them to write the English words and the

translation on their book.

2. The writer should teach how to pronounce English words

clearly by saying those in many times.

3. The writer should repeat spelling English alphabets especially for vocal alphabets so often. The writer asked the

students to repeat after her.

4. The writer should spelt the English words first before

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b. The writer should not focus only in front of the class. The writer should move around the class in order to the students can hear her

voice clearly.

c. The writer should prepare back up plan by preparing more than one

lesson plan.

d. The teacher should give punishment to the uncooperative students

and give reward to the good students.

B. Suggestions

Based on the result of this final project report, the writer presents the suggestion to:

1. Sd Bratan 1 Surakarta

To get a maximal goal in teaching English, it is better if SD Bratan 1 Surakarta complete its facilities such as, game equipment, or

cassette. By using those aids, the teaching English lesson can be more fun and it improves the variety of teaching English. So far, English extracurricular activities are only held for sixth grade students, it is

better to hold English extracurricular activities for other grades. It is expected to make students more familiar with English and to increase

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2. English Diploma Students

While conducting job training, the writer got a lot of experiences.

The writer learnt how to be a good teacher, handled many children with different characteristics, and applied in a job world directly.

Through this, it is expected that facing the job training, especially in teaching should be considered. Not only getting experiences it gives

Septiana Kurnianingsih C9307156

THE METHODS USED IN TEACHING ENGLISH FOR

SECOND GRADE OF ELEMENTARY SCHOOL

STUDENTS AT SD BRATAN 1 SURAKARTA

MOTTO

DEDICATION

PREFACE

ACKNOWLEDGEMENT

ABSTRACT

S

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

CHAPTER III

DISCUSSION

CHAPTER IV

CONCLUSION AND SUGGESTION

A.

1.

2.