Teaching simple present tense for the 5th graders of SD Negeri 01 Plesungan, Karanganyar Umiyatun C9308066

(1)

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

commit to user

TEACHING SIMPLE PRESENT TENSE FOR THE 5

TH

GRADERS OF SD NEGERI 01 PLESUNGAN,

KARANGANYAR

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:

Umiyatun C9308066

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

(2)

commit to user

(3)

commit to user

(4)

commit to user

iv MOTTO

Every challenge is not a stumbling block but opportunity that would eventually lead to the success and fulfillment

(5)

commit to user

v

DEDICATION

I would like to dedicate this final project report for:

(6)

commit to user

vi PREFACE

I would like to say Alhamdullilahirobbil’alamin to Allah SWT for the

opportunity, ability and guidance to finish this final project report. I would also

like to say thank to all people giving me the support and encouragement in writing

this final project.

In this final project report, I describe my job training experience in

teaching simple present tense to the fifth grade students of SD Negeri 01

Plesungan, Karanganyar. I describe the teaching and learning process of simple

present tense. I also discuss the obstacles and the solutions while the job training

process.

This final project report might far from perfect and there are some faults

inside. However, the critics and suggestions are expected for the improvement of

report. Hopefully, this final project report will be beneficial to the readers.

Umiyatun

(7)

commit to user

vii

ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin. All praise for Allah SWT the Almighty. I

would like to say my deepest thanks to:

1. The Dean of the Faculty of Letters and Fine Arts, Sebelas Maret University,

Drs. Riyadi Santosa, M. Ed, Ph.D

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

highest dedication to English Diploma Students.

3. My Academic Supervisor, Dra. Nani Sukarni, M.S, I thank you for your

support during my study in English Diploma Program.

4. My Supervisor, Dra. Sri Kusumo Habsari, M.Hum, Ph.D, I thank you for your

advices, guidance and patience in helping me to finish this final project report.

I do apologize for all of my faults.

5. All Lecturers of English Diploma Program. I thank you for giving me the

precious knowledge.

6. The Headmaster of SD Negeri 01 Plesungan, Karanganyar, Mrs. Sundahyani,

M. Pd. I thank for accepting me to have the job training in your school.

7. Mrs. Betti Nur Khasanah, S.Pd, my job training supervisor. I thank for the

opportunity given, guidance and advice.

8. All of the teachers, administration staffs, and the students of SD Negeri 01

Plesungan, Karanganyar. I thank you for your help, guidance, and advice. I do

apologize for my mistakes during the job training.

9. My Beloved Parents, Rakidi and Warsiti. I thank you for your prayer and

(8)

commit to user

viii

10. My Big Family. I say thank for the support, prayer, advice, encouragement

and love to stay awake in facing the obstacles in my life. I am proud of you

all.

11. My Sweetheart, Wisnu Bayu Aji. Thanks for giving me support, laugh and

love.

12. The English Diploma Students of 2008 year. For all my friends in class A, B,

and C. Thank for love and laugh.

13. My Big Family of class B, Rima, Aulia, Anisa, Risky, Agustin, Ferry,

Zulfikar, Dodi, Danil, Boma, Mahatma. Thanks for all your help, your

suggestions, and so on. I will remember our togetherness.

14. Thanks to my guidance readers who always help me checking my

grammatical mistakes.

15. Thanks for all staffs, mbak Heni, mbak Devi, mbak Susi, mbak Desi for the

advice and help.

16. For all people who I cannot mention here, thank you.

Finally, I realize that this final project report still has many mistakes, I do

(9)

commit to user

ix ABSTRACT

Umiyatun. 2012. Teaching Simple Present Tense for the 5th Grader of SD Negeri 01 Plesungan, Karanganyar. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report is written based on my job training experience which has been done for a month in SD Negeri 01 Plesungan, Karanganyar. The data of this final project report are collected by doing twice observation and also by teaching the students directly. The objectives of this report are to describe the teaching process of simple present tense and describe the obstacles and solutions found out during the job training process.

In the process of teaching simple present tense, I delivered the material directly. First, I gave the students a warming up to attract the students’ attention to focus on the lesson. After brainstorming session, I taught the simple present tense material directly in front of the class. I taught the positive, negative, and interrogative pattern of simple present tense. I gave some examples and I also taught the way to arrange the sentence.

(10)

commit to user

x

TABLE OF CONTENTS

TITLE ... i

APPROVAL OF CONSULTANT ... ii

APPROVAL OF THE BOARD OF EXAMINERS ... iii

MOTTO ... iv

DEDICATION ... v

PREFACE ... vi

ACKNOWLEDGMENT ... vii

ABSTRACT ... ix

TABLE OF CONTENTS ... x

CHAPTER I: INTRODUCTION A. Background ... 1

B. Objectives ... 3

C. Benefits ... 3

CHAPTER II: LITERATURE REVIEW A. Teaching ... 5

B. Learning ... 6

C. Teaching English to Children ... 7

D. Teaching Simple Present Tense ... 13

CHAPTER III: EXPERIENCE AND OBSTACLE A. Description of SD Negeri 01 Plesungan, Karanganyar ... 14

(11)

commit to user

xi

B. The Activities During the Job Training ... 18

1. Class Observation ... 18

2. Lesson Plan Making ... 19

3. Teaching and Learning Process of Simple Present Tense ... 20

A. Pre - Teaching... 20

B. While - Teaching ... 23

B. 1. Exploration ... 23

B. 2. Elaboration ... 24

B. 3. Confirmation ... 25

C. Post - Teaching ... 25

4. The Obstacles and Solution During the Job Training... 26

CHAPTER IV: CONCLUSION AND SUGGESTION a. Conclusion ...29

b. Suggestion ...32

BIBLIOGRAPHY

(12)

TEACHING SIMPLE PRESENT TENSE FOR THE 5TH

2012. Teaching Simple Present Tense for the 5th Grader of SD

Negeri 01 Plesungan, Karanganyar. English Diploma Program,

Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report is written based on my job training experience which has been done for a month in SD Negeri 01 Plesungan, Karanganyar. The data of this final project report are collected by doing twice observation and also by teaching the students directly. The objectives of this report are to describe the teaching process of simple present tense and describe the obstacles and solutions found out during the job training process.

In the process of teaching simple present tense, I delivered the material directly. First, I gave the students a warming up to attract the students’ attention to focus on the lesson. After brainstorming session, I taught the simple present tense material directly in front of the class. I taught the positive, negative, and interrogative pattern of simple present tense. I gave some examples and I also taught the way to arrange the sentence.

In the job training process, I faced some obstacles; the obstacle in choosing material, the obstacle in handling the students, the

obstacle in having limited time, the students’ difficulty in using English as the communication and the students’ difficulty in understanding the simple present tense. The teaching and learning process of SDN 01 Plesungan, Karanganyar was successfully done. In the end of teaching and learning process, the students had a good mark for the last assessment.

1

Mahasiswa Jurusan DIII Bahasa Inggris Dengan NIM C9308066

2

(13)

world. This language has become a need for almost of people in the world to use

in communication in this globalization era. Some of them use English as a daily

language and some of them use English in certain occasions such as at the office,

official occasions, etc.

English needs to introduce for early age; it means that English should be

introduced to the children or young learners, so they are able to be an expert in

English as their second language. By introducing English for early age, the

children or young learners will understand the language, so there will not any be

technical problems, such as mother tongue slip or mispronunciation. Young

learners need a teacher as their slip of mother tongue assistance and guidance, so

they will learn English with less difficulty and also in fun way. It will make the

children learn English because they like it, not because they have to do it. The

children need activities which are exciting and encouraging their curiosity.

Besides, they need to involve in active class; not only sitting and listening but also

practice something and they need to be appreciated by their teacher as well

(Jeremy Harmer, 1998).

In Indonesian, almost of people learn English as one of the lesson in their

school since they were in elementary school. Some of them start learning English

(14)

commit to user

2

at the first grade and some of them start learning English at their fourth grade in

elementary school until they are at the third grade of senior high school or even

they still learn English in a college. However, there are also some kindergarten

schools having English as the lesson to teach to the students.

One of the important components of education system is the curriculum,

because it becomes the orientation of the education unit; especially the

headmaster and the teacher. Education in Indonesian had implemented the

competency based on the curriculum that suitable for the competence of the

students. A number of elementary schools, especially in urban area have

introduced English in the curriculum. Teaching English to the elementary school

means that the teacher introduces English as a new lesson. Most of the English

materials in the elementary schools are learning vocabulary. However, the

teachers have to introduce the pattern of sentence to make them understand the

English sentence pattern.

Teaching young learners is very different from teaching adult because their

characteristics and their abilities are quite different. Teaching young learners need

to be patient, because the teacher must understand the students’ characteristics to

draw the students’ attention. Teaching young learners is interesting, therefore I

decide to do my job training at SD Negeri 01 Plesungan, Karanganyar.

In elementary school the students have to learn English sentence pattern;

simple present tense especially. The teacher introduces simple present tense for

(15)

commit to user

3

of English sentence is quite difficult, because English has different sentence

pattern from Indonesian. The teacher must be creative to deliver the materials. It

is expected to help the students understand the materials easily.

Based on the experiences during the job training, I write a report entitled

“Teaching Simple Present Tense for the 5th Graders of SD Negeri 01 Plesungan,

Karanganyar”

A. Objective

The objectives of this final project are:

1. To describe the teaching process of simple present tense for the 5th grader of

SD Negeri 01 Plesungan, Karanganyar.

2. To describe the obstacles found out and the solutions during the job training

process in SD Negeri 01 Plesungan, Karanganyar.

B. Benefit

This final project is expected to be beneficial for many sides among others, there

are shown as follows:

1. The English teacher in SD Negeri 01 Plesungan, Karanganyar

Hopefully this final project report could be a reference for the English

(16)

commit to user

4

2. The 5th graders of SD Negeri 01 Plesungan, Karanganyar.

This report is expected could be beneficial to the 5th graders of SD Negeri

01 Plesungan, Karanganyar to learn English more.

3. The English Diploma Program, Faculty of Letters and Fine Arts,

Sebelas Maret University

This final project is expected could be a guidance and reference for

the students of English Diploma Program in writing a final project

(17)

relationships. Sometimes a teacher becomes a friend to play, a guide to study and

a parent to share. The teachers have to be creative to make the students enjoy and

focus on the lesson. James Raths, John R. Pancella and James S. Van Ness in their

book entitled Studying Teaching state “teaching is decision-making in interaction,

and the product of the teacher’s decision are the response and interaction of the

students” (Raths, Pancella and Van Ness, 1967:21). It means that teaching is a

teacher acts to make the students enable to create an interaction to the others.

Teacher acts will be very influence to the learners. The students’ understanding

and response are based on the teachers’ performance in delivering the knowledge.

The equality of the students’ response in class can measure how good the teaching

process is.

In relation with the previous quote, Douglas Brown states “teaching is

showing or helping someone to learn how to do something, giving instruction,

guiding in studying of something, providing with knowledge, causing to know or

understand” (Brown, 2000:7). This means that teaching is some activities done by

the teacher and learners to create a partnership and share their knowledge each

other. The teacher becomes guidance to the learners in learning something and

also provides some activities to make the students understand the knowledge.

(18)

commit to user

6

From those statements above, teaching are used to make a relationship

among the teacher and students. The teacher creates the students’ interaction to

the other and improves the knowledge, motivation and also encouragement. The

teacher has very significant role and gives big influence on the students in

teaching and learning process. The teachers’ act is very influence on the students’

comprehension in understanding the knowledge. The students are expected to be

active in the class. The teacher can make some activities to build their attention,

such as by giving a chance to express their idea and opinion and asking them to

explain their experiences. The lesson achievement can be shown by the students’

responses.

B. Learning

Learning is an activity for accepting and understanding something. Learning

is not only in formal situation but from the outside the class, society and family as

well. According to Ivan Illich in Jeremy harmer’s book The Practice of English

Language Teaching states “learning is the human activity which least needs

manipulation by others. Most learning is not the result of instruction. It is rather

the result of unhampered participation in a meaningful setting” (Harmer,

2002:70). Based on the statement, learning is a process of understanding

something and it requires participant from another one. Learning does not only

happen in formal situation, but it may also occur from interaction among the

(19)

commit to user

7

In a learning process, the students need a teacher to facilitate them in

understanding the knowledge and achieving the goals of learning process. Brown

also gives his conclusion about learning: learning is as process of acquisition and

memorizing something to get the information. That means that learning is a

process of receiving information or knowledge, saving the knowledge in storage

system and then applying the knowledge by doing some activities or practices.

Learning needs to be active, consciously focusing on the material and able to

practice in real situation. Learning is actually permanent but sometimes the

learners are easy to forget the material, therefore learning involves some forms of

practices and also reinforces it (Brown, 1994:7).

From the definitions of learning above, it can be concluded that learning is a

process of accepting and understanding knowledge by doing some activities in an

informal or formal situations. Learning is content of studying, understanding and

then practicing something. It may also change the students’ behavior, because by

learning something they will get the newest information and they might practice

it.

C. Teaching English to the Children

Teaching English to the children is different from teaching English to adult.

The children tend to change their mood every other minute, and they are

extremely difficult to sit still. The children prefer playing to studying but they are

able to imitate what the teachers say or do. On the other hand, they are able to

(20)

commit to user

8

H. Ytreberg (1990: 1-2), pupils are categorized; five to seven and eight to ten

years old. Five to seven years old, pupils are assuming that they are in the level

one / the beginner stage. They also have each characteristic as follow;

- First characteristic is the pupils are able to talk about what they are doing.

This mean that the pupils are able to tell their experience, but they do not

understand what the aim and why they must do it, such as; they do not

understand what the aim of studying in the school. It is shown that they tend

to play in the class.

- Second characteristic is the pupils are able to tell about what they have done

or heard. Actually, the students in this age like to tell everything about what

they have done and heard, but sometimes they do not understand and they

cannot filter what they have heard. For example: they tend to tell everything

that they know although it’s not real and less polite.

- Third characteristic is the pupils are able to plan the activities. The children

usually active in this age, they like to do everything. They are also able to

make a plan activity such as making an appointment with their friends,

doing their homework etc.

- Fourth characteristic is the pupils can argue for something, tell you why

they think like that and what they are thinking about. Actually the children

are mostly active in this stage, so they are able to give some arguments

about their agreement and disagreement. For example: they will complain if

(21)

commit to user

9

- Fifth characteristic is the pupils are able to use their vivid imagination. In

this age, the pupils are usually reaching out their imagination. They like

dreaming something and sometimes it is irrational, for example: when the

teacher explains about astronaut, they will imagine to be an astronaut, etc.

- Sixth characteristic is the pupils are able to use a wide range of intonation

pattern in their mother tongue. Usually they are expert in their first language

and it makes they get the difficulty to understand the second language.

Therefore, the teachers must be patient in teaching the students. The

teachers also have to perform the process of teaching and learning in

creative way to achieve the goals in teaching the students.

- Seventh characteristic is the pupils are able to understand direct human

interaction. In this stage, the pupils know how to interact each other. They

have understood how to use language properly and how to associate to the

other.

Eight to ten years old children can also be called a beginner, or they may

have learned the foreign language for sometimes. In this stage as Scoot and

Ytreberg (1990: 3-4), the pupils are having some characteristics as follow:

- First characteristic is the pupils are able to tell the different between fact and

fiction. Actually they do not understand clearly about fact and fiction, but

they are able to tell the difference of them.

- Second characteristic is the pupils are communicative. They like to ask

(22)

commit to user

10

Especially, if the teacher teaches an interesting lesson, they will excite to

focus on the lesson.

- Third characteristic is the pupils are able to make some decision about their

own learning. They know what they have learned. Basically, the pupils are

able to understand the lesson quickly. They are able to understand the

instructions in the class and make decision about their own learning. For

example: they are able to do their homework individually by looking for the

answer in the textbook. It means that they are capable to appreciate what

they have learned.

- Fourth characteristic is the pupils are able to develop their mind to give a

feedback of situation in the class. They are able to understand and also

complain something weird that they find in the class.

- Fifth characteristic is the pupils are able to work in group and learn from

other. In this stage, the pupils have realized that they must cooperate to do

their task together. They also realized that they are able to learn and share

something from their friends (Scoot and Ytreberg, 1990: 3-4).

Brown also states “to success in teaching the children a second language is

required specific skills and intuition that are different from those appropriate for

adult teaching” (Brown, 2001:87). It means that the teacher must have a method

that suitable for the children. It is expected to draw the students’ attention to join

the lesson process. The children are different from adult, the teacher should learn

more about children’s characteristics to get their attention. How much they enjoy

(23)

commit to user

11

Based on the statement above, Wendy A. Scoot and Lisbeth H. Ytreberg

(1990: 5-7) also give some best ways to teach the children:

- The first way is the teacher does not only rely on spoken word only, but also

giving more activities and some objects which enable to make the students

understand the lesson easier. The teacher can add some objects such as:

pictures and some objects around the school to support the teaching and

learning process.

- The second way is playing with the language. The teacher must be creative

in delivering knowledge, because the students are usually interested to join

the lesson if they enjoy. The teachers are able to use songs, storytelling, and

games to create an interesting lesson. Therefore, it is able to make the

students pay more attention to the class.

- Third way is using language as language. Most eight to ten years old have

awareness about their own language. The information which is delivered

often accompanied by other clues such as some facial expressions and

movement. These clues are useful to help the learners in understanding the

language.

- Fourth way is making variety in the classroom. The teachers must be

creative and are able to create variety in teaching, for example; to make

variety of interesting activities, variety of delivering the knowledge to avoid

the students get bored and lazy in the class.

- Fifth way is routine. The students in this age are very easy to forget the

(24)

commit to user

12

Therefore the teacher must often drill and repeat the materials many times to

make them remind and familiar with the material.

- Sixth way is encouraging the students that learning is not a competition but

cooperation. The teacher is able to give more encouragement to the students

about the cooperation, give the students opportunity to work in-group, but it

does not mean that they must work in-group all the time. In this way, the

teachers have to avoid giving a reward and prize to the students.

- Seventh way is in using grammar. The teacher must introduce grammar as

simple as possible and interesting. For this age, the teachers have to deliver

the knowledge gradually, because the children have the level of difficulty in

learning the pattern of grammar. How good the student’s ability in

mastering the foreign language is based on the teachers’ performance in the

class.

- Eighth way is in giving an assessment. Giving formal assessment is

important in knowing the student’s progress. The teacher may tell the

students’ parents about what their children have done. This assessment is

also able to help the children to know their work and encourage them to

learn more (Scoot and Ytreberg, 1990: 5-7).

Based on statements above, it can be concluded that teaching children is

different from teaching adult. The teacher should know the student’s

characteristics first, understand them, and then look for the best way to teach

(25)

commit to user

13

material, because how the teacher’s capability in conveying material will affect to

the students’ attention.

D. Teaching Simple Present Tense

Grammar is part of study form in a language structure. Language has each

structure of sentence pattern, for example Indonesian has different sentence

pattern from English. Grammar is concerned on the level of sentence, because

language has the level of difficulty. Thornbury states “grammar is a process for

making a speaker’s or writer’s meaning clear when the information is lacking”

(Thornbury, 1999:4). From the statement, it means that grammar is an important

thing in making sentence, especially in written skill. When the structure of

sentence is incorrect, it will make the reader misunderstanding. According to

McKay (1987) in David Nunan’s book concludes three different views in teaching

grammar;

The first view is teaching grammar needs the formal explanation of

grammar rules. The teacher needs to give the explanation of grammar rule

directly. The guidance of the teacher will help the students to comprehend in

English correctly and appropriately. Sometimes some people do not notice

grammar rule in teaching practice, but it does not mean that grammar is not

important in communication. Grammar is usually needed in formal

communication and writing skill.

The second view is teaching grammar is basically matter of providing

(26)

commit to user

14

process of analogy rather than explanation. The teacher needs to build the students

to be active by giving a chance to practice English. The learners will remember

easily if they practice it in communication. The learners’ achievement in

mastering the structure of sentence depends on their seriousness in understanding

and practicing it.

The third view is teaching grammar is a matter of giving students the

opportunity to use English in a variety of realistic situation. The teachers have to

make the students familiar with English expressions by making a conversation

with the students in every meeting. The teachers also have to build the students’

attention in responding the teachers’ instruction. Sometimes the teacher also needs

to give the students an opportunity to share among the students each other in a

group. (Nunan, 1991: 154)

Based on the statements above, teaching grammar can be concluded as a

process to help the students in understanding the structure of sentence and it also

needs the teachers’ assistance. The teachers have to provide the lesson with some

drills such as; asking the students to practice the language in communication. The

teachers’ performance in the class gives big effect to the students in understanding

a language correctly and appropriately.

Simple present tense is a kind of simple grammar. It is usually taught for the

beginner learners in elementary schools. Simple present tense is usually used to

explain the fact of situations and daily habit. Thornbury explains that to teach the

beginner, simple present tense is able to teach by using Realia. Realia is a

(27)

commit to user

15

fruits are able to teach by using pictures of fruit or real fruit. By explaining realia,

simple present tense is able to teach in detail below;

Simple present tense can be delivered by showing many objects directly,

such as: showing some pictures, showing the things around them and the students

are expected to explain the object clearly. It is aimed to attract the students focus

on the lesson. The teachers are able to ask the student’s opinion about the things

and then write it down in the white board to discuss. The teacher also provides the

students some vocabularies to be a clue in producing sentence by themselves. The

teachers can divide the students into some groups to tell some objects that

provided. It is aimed to build the speaking skill among the learners each other.

Therefore, all of the students will have a chance to express their opinion about

those things. The teacher also must pay more attention to the students’ attention in

teaching and learning process. The achievement of teaching and learning process

is supported by the teacher’s ability in delivering the material (Thornbury,

(28)

commit to user

16

CHAPTER III

EXPERIENCE & OBSTACLE

In this chapter, I am going to explain the detail of my job training activity; the

description of the elementary school, the process of teaching simple present tense, the

obstacles found during the job training and the solutions.

A. Description of SDN 01 Plesungan, Karanganyar

1. General Description

SDN 01 Plesungan is one of public Elementary schools in Karanganyar, located

in Mayor Achmadi Street, Plesungan village, Gondangrejo, Karanganyar. It was built

in 1951. This School is one of National Standard School. The headmaster of the

school is Mrs.Sundahyani,M.Pd. She is the seventh headmaster of SDN 01

Plesungan.

SDN 01 Plesungan has a wide area (3514 m²). It has four buildings, consisting

of the first building for headmaster room and teacher room, the second building for

six classrooms and two toilets for students and teachers, the third building for library

and the fourth building for an auditorium. It also has a canteen behind the teacher

room. In the middle of the buildings, there is a schoolyard used for sport activity and

assembly. All of the rooms are still in good condition.

(29)

commit to user

17

In the last academic year of 2010/2011, SDN 01 Plesungan has 185 students,

consisting of 99 boys and 86 girls. There are 15 staffs; seven class teachers, six

subject teachers and three administration staffs. This elementary school also has two

extracurricular activities for the students, there are; scout and traditional dancing.

In improving their education system, SDN 01 Plesungan has vision and mission

for the students and teachers motivation. The vision of SDN 01 Plesungan is to

“produce the creative and intellectual students based on faith and piety.”

Meanwhile, the missions of SDN 01 Plesungan are as follows:

1. Making optimum the teaching and learning process to create the best,

independent, creative, innovative, well-mannered, social-minded and

broad-minded graduation, therefore the students are able to compete in

the next level of education.

2. Building faith through religion education.

3. Creating a conducive, healthy, and democratic learning environment

through the effectivities of teaching and learning process at school.

4. Developing the spirit of competitiveness and fair achievement in

competition.

5. Keeping and developing traditional-cultural arts by holding

non-academic activities.

6. Building the social instinct as the basic of patriotism by doing out bond

(30)

commit to user

18

B. The Activities During the Job Training

1. Class Observation

Job training activities was done on 24th of January to 26th of February 2011. I

did the observation in SDN 01 Plesungan, Karanganyar two weeks before doing the

job training, on January 10,2011. The first observation, I interviewed the headmaster

and the English teacher. They explained that the students were indiscipline and they

were not very clever. They suggested me to teach the 5th grade students. Besides

giving information about the students, the English teacher also asked me to prepare a

lesson plan before teaching the students. The English teacher showed me the example

of lesson plan and she explained the way to make it. The English teacher also advised

me to develop the material and look for the best way in delivering the material to

make the students enjoy the class activity and understand the material easily.

The second observation on January 19, 2011, I joined the English lesson class.

The fifth grade consisted of 33 students there are; 18 boys and 15 girls. The fifth

grade class is equipped with 19 desks available for the students and the teacher’ desk

is placed in front of the class. The fifth grade class has two doors; the first is the main

door and the second door is separating of the 5th grade and 6th grade classroom. The

class does not have fresh air, because there are only have some small windows. It is

also equipped with a white board and cleaning equipments; broom and feather duster.

The dimension of this classroom is 9m long and 10m wide. It is an ideal classroom

(31)

commit to user

19

I also observed the students’ attention during the teaching and learning process.

The 5th students looked really indiscipline and difficult to handle. Most of them often

played in the class and chatted each other during the lesson process. The 6th grade

students also disturbed the teaching and learning process of the 5th grade by their

presence through the second door. The class condition was not conducive and good

for teaching and learning process.

2. Lesson Plan Making

The lesson plan is made based on the curriculum and syllabus. The function of

lesson plan is to guide the teacher in teaching and learning process. Although the

lesson has been arranged based on textbook and worksheet, the teachers need to make

lesson plan to organize the lesson process.

In teaching the fifth grade students, I used two books from the school as my

reference; PANDU worksheet and textbook entitled “The Smart English 2”. The

teacher asked me to continue the material in the worksheet. Then, I read the material

while comparing with the syllabus. I found the material in the worksheet was not

written in the syllabus. Then, I asked the teacher which material I should use, whether

the material based on syllabus or from on worksheet. Finally, the teacher asked me to

(32)

commit to user

20

3. Teaching and Learning Process of Simple Present Tense

I had an opportunity to teach the fifth grade students on Wednesday at 11.20 -

11.55 a.m. Before teaching the students, the teacher informed me the steps I had to do

for teaching and learning process. First, I had to make RPP (Rancangan Proses

Pembelajaran) or lesson plan to organize the teaching and learning process. She also

gave me some suggestions to handle the class. I had prepared the lesson plan one day

before teaching and learning process started.

On Wednesday, January 26, 2011, I got responsibility to teach and handle the

class as an independent teacher. In this opportunity, I was free to practice my lesson

plan in the class. My supervisor, the English teacher, also joined the class to monitor

the teaching and learning process. First, she introduced me to the class. I felt glad

when I saw the students paid attention to me and they tried to attract my attention by

asking many questions.

During the job training activity, I did some steps in teaching and learning

process to achieve the objective of the study; Pre-Teaching, While-Teaching and

Post-Teaching. Those activities are explained in details below:

A. PRE – TEACHING

First, I greeted the students to create the cheerful atmosphere and to know the

student’s readiness in participating the class activity. First time I greeted the students,

(33)

commit to user

21

Teacher : Good morning students?

Students : Good morning teacher.

Teacher : How are you today?

Students : ……….

The students just kept silent, they could not answer my greeting. Then, I taught

them how to answer a greeting as follow;

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.

After greeting the students, I asked them whether there was any homework or

not. If there was not any homework, I reviewed the last materials and then told them

the material to learn on that day. During the teaching and learning process, the class

was very noisy. Besides, the presence of the students from another class who tried to

join the class, the fifth grade students were also difficult to handle. There were

students who drew something, made their friend crying, and chatted each other.

Therefore, I needed much time to make the students concentrate on study.

While observing the student’s capability and their enthusiasm, I discussed the

material in the worksheet and making a short conversation. To make the students

(34)

commit to user

22

warming up related to the material. The first, I gave the students warming up by

asking them about kind of transportations, such as;

- “Students, can you mention kind of transportation?”

- “What is a land vehicle?”

- “Can you give the examples of air vehicle?”

The second, I attracted them by showing some pictures of transportation. I

printed some colorful pictures to put it on the whiteboard. Then, I asked them to

describe the picture in simple sentence. I used English as the Instruction. When the

students looked confused, I translated the instruction in Indonesian. Sometimes the

students answered my question in English by looking for the answer in their book

first.

The next session, I asked the students to open their worksheets by using

command in English; “Students, open your worksheet page 23, please!” and then I

asked the students to read the short text in the worksheet which related to the topic. I

asked all of them to read the dialogue after me. After that, I invited some volunteers

to read the text individually. I also checked their pronunciation. After reading the

text, I asked them to translate each sentence and when there was any difficult word, I

helped them to translate it. The purpose of translating each sentence is to make the

(35)

commit to user

23

For the next step, I decided to teach the simple present tense material to the

students because this material was written in the worksheet. Moreover, the short text

and dialogue in the worksheet were using simple present tense. I used mostly mother

tongue in delivering the material because English was a new language for them and

they got the difficulty in accepting the material. I looked for new method in

delivering the materials. It was aimed to create new atmosphere to make the students

focus on the lesson.

B. WHILE - TEACHING

In this part, I explain the process of teaching and learning simple present tense.

Based on the lesson plan, in the while - teaching I did three activities, there are:

b. 1. Exploration

I explained the pattern of simple present tense in Indonesian to make the

students understand the materials easily. I also explained the objective of learning

simple present tense. Each pattern was introduced gradually. First, I introduced

positive pattern with the examples. After that, I explained the negative pattern and the

last was the interrogative pattern. I introduced the material slowly to make the

students understand. I wrote some sentences on the whiteboard and I asked the

(36)

commit to user

24

Positive sentences

1. I go / goes to school by cycle

2. She put / puts a book on the table

Negative sentence

1. Jenny do / does not read the book.

2. We do / does not drink alcohol

Interrogative sentence

1. Do / does they come to my house yesterday?

2. Do / does he play football?

I also ordered them to make a note because the students had difficulty in

accepting materials. They forgot the previous pattern easily when I had explained the

next pattern. Therefore, in teaching the young learners I had to teach patiently.

b. 2. Elaboration

In this step, I shared the copy of the note of simple present tense. I introduced

simple present tense again with other examples. Then I asked the students to answer

the exercise in the note. While the students were busy with their works, I walked

around the class to check the students’ work and correct their mistakes. Here the

teacher played an important role as the facilitator, instructor and guidance for the

(37)

commit to user

25

b. 3. Confirmation

In this step, I discussed the exercises in the note. I invited the students to write

the answer on the whiteboard then discussed it together. I also encouraged some of

passive students to answer the question by giving good mark. Here, some of the

students looked understand enough. They answered the exercises correctly. Besides, I

also gave them homework to make them study at home.

C. POST - TEACHING

I finished the class by reviewing material and asking them whether there was

any difficult material or not. I asked the students by saying, “Any questions so far?”

When the students still looked confused, I would explain it again. Then, I gave the

conclusion of the topic, and ended the class by saying “thank you” and “see you”.

My first great experience was when the students kissed my hand before leaving

the class at the end of the teaching and learning process. It showed that the students

respected me although during the lesson they were so difficult to handle.

The teaching and learning process to the fifth grade students could be

concluded run well. The students were cooperative enough in the process of teaching

and learning. Many students were having big curiosity and active enough but there

were still some uncooperative students in the class. Therefore, I had to paid more

(38)

commit to user

26

C. The Obstacle and Solution During the Job Training

Based on my experience in teaching English to the fifth grade students, I had

some obstacles. The obstacles and the solutions were presented in following detail;

1. The obstacle in choosing material and the solution

The first, I checked the syllabus before making the lesson plan to make

sure that the topic taught was suitable with the syllabus. There, I found that the

material from the teacher was unsuitable with the syllabus. When I asked the

teacher which material I should use, she asked me to make the lesson plan and

to deliver the material based on the worksheet whereas it was not written in

syllabus. In my opinion, the teacher did not focus on the syllabus because she

was not an English teacher but she was a religion teacher. To solve the

problem, I made the lesson plan based on the worksheet. I simplified the

process but all of the materials were still covered. Therefore, I could continue to

the next material which was suitable to the syllabus.

2. The obstacle in handling the students in the class and the solution

The fifth grade students were difficult to handle, some of them liked

drawing something, chatting and also fighting each other during the teaching

and learning process. The class situation was so noisy because the sixth grade

students also disturbed the process of teaching and learning by their presence

through the second door. Therefore, the teaching and learning process did not

(39)

commit to user

27

students and I also gave them a thread by calling the headmaster when they

ignored my instructions. Besides, I encouraged them to learn English by

explaining the importance of learning the lessons, especially English. Then, I

would continue the lesson after the students could focus on the lesson.

3. The obstacle in having limited time and the solution

I only had one hour (1 x 35 minutes) to deliver the material. The teacher

asked me to teach the topic in one meeting, but I actually needed two meetings

to deliver the topic. It was because I spent approximately 10 minutes to prepare

the class ready for accepting the material. In my opinion, 25 minutes was not

effective to deliver the material to the students. To solve the obstacle, I

simplified the process of teaching and learning by giving the copy of the note

and the exercises. Then, I shared the copy to the students in the class to discuss.

Therefore, the students did not spend much time to make a note and the

material could be delivered optimally.

4. The obstacle in using English as communication and the solution

English was a new language for the students and it was difficult enough

to study by young learners. The students did not understand my instructions

when I told them in English. I should translate the instruction into Indonesian to

make them understand. Therefore, I tried to make them familiar in using

(40)

commit to user

28

in English in every meeting. I also corrected their pronunciation when they

responded my instructions.

5. The obstacle in teaching simple present tense and the solution

The students got difficulty in understanding the simple present tense

pattern. It was because English has different sentence structure from

Indonesian. When I explained the negative pattern, they forgot the positive and

interrogative pattern and it happened repeatedly. Therefore, I explained the

material and drilled the students with some exercises many times. I also always

(41)

students’ characteristic, I did the observations twice. The first observation was to

ask the headmaster and English teacher and the second was to join the teacher in

the class. In teaching and learning process, the class situation was not conducive. I

needed much time to prepare the students ready to study.

On January 26, 2011 was my first experience in teaching English in SDN 01

Plesungan, Karanganyar. I taught the students on Wednesday at 11.20 - 11.55 a.m.

Before teaching the material, my supervisor asked me to make lesson plan to

manage the process of teaching and learning. In making lesson plan, I got an

obstacle in choosing the material. The teacher asked me to continue the material

in the worksheet, but it was not written in the syllabus. Therefore, I prepared the

material based on the worksheet.

I taught the simple present tense to the students because this material was

written in the worksheet. Moreover, the short text and dialogue in the worksheet

were using the simple present tense. Therefore, I decided to teach the simple

present tense to make the students understand the structure of English sentence. I

taught the positive, negative and interrogative pattern of simple present tense. I

(42)

commit to user

30

taught the pattern in front of the class directly. I gave some examples of the

sentences and explained the way to arrange it. I repeated the explanation many

times because the students got difficulty in understanding the pattern. I gave the

students the copy of the note to manage the process be optimum and I always gave

the students homework to make them study at home.

I had some obstacles during the teaching and learning process. The first

obstacle was in choosing the material. Before the teaching and learning process

began, I had to make a lesson plan to arrange the material to teach. The teacher

asked me to continue the material in the worksheet but it was not written in the

syllabus for the fifth grade. Finally, I made the lesson plan based on the

worksheet. To continue to the next material which was suitable to the syllabus, I

delivered the last material in the simpler process.

The second obstacle was in handling the students in the class. The class

situation was not conducive for the students in accepting the material. Besides, the

fifth grade students who were difficult to handle, the annoyance was also from the

other class who tried to join the fifth grade class. To make the students focus on

the material, I should be strict to the students and sometimes I gave them a thread

of calling the headmaster.

The third obstacle was still in relation with the previous obstacle, there was

I had limited time. I only had one our (1 x 35 minutes) to teach the students. I had

spent approximately 10 minutes to make the students ready to study. In my

opinion 25 minutes was not enough to deliver the material to the students. To

(43)

commit to user

31

gave it to the students in the English class. Therefore, I could deliver the material

optimally and the students did not spend much time to make a note by themselves.

Fourth obstacle was the students’ difficulty in understanding the

instructions. The students could not understand my instruction in English. When

they looked confused, I translated my instruction into Indonesian. To minimize

the students’ misunderstanding continuously, I made the students familiar with the

words by practicing the simple instructions and the expressions in English for

every meeting.

The fifth obstacle was in teaching the simple presents tense. It was the main

obstacle in this job training. In my opinion, studying simple present tense was not

easy for young learners because English was a new language for them and it had

different sentence structure from Indonesian. Therefore, the students got difficulty

and they needed much time to understand this material.

In teaching the simple present tense, I gave the students the copy of the note

and I also taught the material directly. I taught the positive, negative and

interrogative pattern of simple present tense directly. I repeated the explanation

many times. I drilled them with some exercises in the class and I also gave them

homework to make the students study at home. I needed four meetings to deliver

the simple present tense material. Finally, I knew that they had understood enough

when they did an assessment at the last meeting and it was not so bad, because

(44)

1. The Teachers of SDN 01 Plesungan, Karanganyar

The teachers in SDN 01 Plesungan, Karanganyar should pay more

attention to the syllabus in choosing the material to teach. Syllabus is made

based on the competence standard of the students. If there is any material in

the handbook and worksheet is unsuitable with the syllabus, the teacher

should not use it. The teachers have to adjust the material to teach with the

syllabus.

2. To the English Teacher

The English teacher is expected to realize that teaching English to

young learners is important. It will be more maximum if English is given

through practicing in daily communication, such as greeting, command, and

polite request. Practicing English either inside or outside the classroom will

be more beneficial for improving students’ capability. The students will be

familiar with the expressions and capable to practice it.

3. To the English Diploma Program, Sebelas Maret University

The English diploma program is expected to give more references or

offer seminar of each mainstream to enrich the students’ knowledge. So far,

there is no enough material given in the class, especially for the students

who take the teaching mainstream. Considering that the students do not

(45)

commit to user

33

making, it makes the students get the obstacle during the job training

process. It will be better for the English diploma program to add the up to

date lesson plan as an additional material for helping the students in facing