Nathalia Susan Novia C9307059

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THE EFFECTIVENESS OF USING PICTURES IN

ENGLISH VOCABULARY TO THE FIRST GRADE

STUDENT OF SD BRATAN I

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:

Nathalia Susan Novia C9307059

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

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

Everything will become clear to you when you see things through

another’s eyes.

----Brother Bear



Dreams are like stars. You can’t t

ouch them, but if you follow them, they

will lead you to your destiny. ----Space Buddies

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DEDICATION

I would like to dedicate this final project to:

My beloved parents “Papa and

Mama

”

My lovely brother

My best boyfriend

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commit to user PREFACE

This final project report was made based on the job training that the writer

did in SDN Bratan I Surakarta. The title of this final project is “The Effectiveness

of Using Pictures in English Vocabulary to the First Grade Student of SD Bratan

I. This final project report is written by the writer to fulfill the requirement in

obtaining the English Diploma Degree.

In general, this final project report explains about the application of using

pictures in teaching English vocabulary in SDN Bratan I Surakarta and also about

the problems and the solutions in teaching English vocabulary for the first grade

students. The reason the writer is interested in discussing the topic, is whether

using pictures in helping the students receive new English vocabularyis effective.

Finally, the writer hopes that this final project report will be useful for all

of the readers, especially for the people who have interest in teaching English

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ACKNOWLEDGEMENT

First of all I would like to say thanks to My Jesus Christ, due to His mercy

and aid, I have been able to complete this final project. However, this final

project would not have finished without the assistance of many individuals.

Therefore, I would like to express my great thanks to:

1. The Dean of Faculty of Letters and Fine Arts and My Supervisor of final

project, Drs. Riyadi Santosa M.Ed.,Ph.D. for his time, support, advice,

suggestion, correction and motivation during the process of finishing this

final project. You’re the best supervisor ever!

2. The Head of English Diploma Program, Yusuf Kurniawan, SS, MA for

his guidance, support, suggestion and motivation.

3. My Academic Supervisor, Dra Rara Sugiarti, M.Tourism for his guidance

and suggestion during my study.

6. All the lecturers of English Diploma Program for sharing their knowledge.

7. My Beloved Parents, Papa and Mama for their love, support and pray. I

hope I’ve made youproud. I’ll always love you!

8. My Lovely Brother, Happy Armadino for the support, pray, advice and

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9. My Best Boyfriend, Aditya Dilaga for your support, advice, patience,

kindness, time, love that you have given to me. I LOVE YOU SO

MUCH!!

10.Mbak Rita and Mbak Susi (SLC) and Mbak Heni (TU) for their

assistance and suggestions.

11.All of my friends in Diploma English Program, especially in Class b who

can not be mentioned one by one. I am so glad to know you all.

12.All my friends in campus area, Linggar, Fila, Yunox, Bowo, Yoyok,

Amoy for being my best partner. Sari, Vina and Ester for the best

friendship. I will never ever forget you all!

13.My Best Friends, Ditha, Risang, Tea and Anung for support, pray and

suggestions. I will always remember all the best moments and millions

jokes that we have made. No matter how far we separated, you guys are

always in my heart.

At least but not least, I would like to thank everyone whom I can not

mention, for help in accomplishing. Hopefully, this final project can be

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ABSTRACT

Nathalia Susan Novia.2011. The Effectiveness of Using Pictures in English Vocabulary to the First Grade Student of SD Bratan I. Diploma Program, faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report was written based on the job training in SD Bratan I Surakarta. The aim of this final project are to know the effectiveness of using pictures in English Vocabulary to the first grade student of SD Bratan I Surakarta, to describe the problems faced by the writer and students and also give the solution for the problems.

The writer did some activities during the process of teaching vocabulary to the first grade students of SDN Bratan I Surakarta. The activity consists of warming up, presentation, practice, and assessment. In teaching vocabulary, the writer used the techniques of teaching vocabulary. The techniques were using real objects, using pictures, and mimes.

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commit to user 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 ... 2

C. Benefits ... 2

CHAPTER II: LITERATURE REVIEW A. Teaching and Learning Process ... 3

B. Teaching English Vocabulary to Young Learners ... 7

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CHAPTER III: DISCUSSION

A. Description of SDN Bratan I ... 11

1. Description and brief History of SDN Bratan I Surakarta ... 11

2. Vission and Missions of The School ... 12

3. Extracurricular Activities ... 13

B. Job Training Activities ... 13

1. Class Observation ... 13

2. Lesson Plan……….. 14

3. Teaching and Learning Process………... 16

4. The Effectiveness of Using Pictures in English Vocabulary ... 21

CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusion ... 23

B. Suggestion ... 27

BIBLIOGRAPHY

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CHAPTER I

INTRODUCTION

A. Background

In elementary school, children just study Basic English. They study about

English Vocabulary and English basic grammar. In learning those items, pictures

will be helpful for children in developing their learning. They will understand

better when they have something (object) associated with. Picture is one of media

to introduce English to young learners. Wendi A.Scott and Lisbeth H. Ytreberg, in

their book, 1990: 108, explain that “Most activity for younger learner should

include movement and involve sense. You will need to have plenty of object and

pictures to work with.” By using pictures, students will be motivated more to

learn English.

Considering the situation above, the writer was interested and decided to

complete the job training in SD Bratan I in Laweyan district, Surakarta regency.

In the elementary school, English is taught as a compulsory subject. The writer

focused on her teaching which used pictures in the first grade as the source of the

data in the final project. The writer found out the use of pictures is highly

effective.Based on the explanation above, the topic that will be discussed in this

final project is The Effectiveness of Using Pictures in English Vocabulary to the

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B. Objectives

There are objectives from this research which are formulated as

follows:

1. To describe the application of using pictures in teaching English

skills to first grade students of SD Bratan I Surakarta.

2. To find out how effective is using pictures in teaching English

skills to the first grade students of SD Bratan I.

C. Benefits

There are the benefits which are obtained from this research is expected

to be beneficial for:

1. The English teacher of elementary school

- The result of this final project can help the teacher to develop

her/his teaching method.

- To give another choice of method to teach English to young

learners.

- To find an alternative to make students more motivated in learning

English.

2. SD Bratan I

- This final project can give positive input to SD Bratan I Surakarta

to improve the quality of English Teaching there.

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CHAPTER II

LITERATURE REVIEW

A. Teaching and Learning Process

Teaching is the most significant part in learning process, involving active

communication and interaction between teacher and students. Similarly, Wright

(1987) says “Teaching is essentially social activities, implying relationship

between teacher and learner, learner and learner”. In teaching process students are

able to take part in such interaction either interacting with teacher or their friends

themselves, and receive considerable knowledge or skill desired. A good teacher

can become a special motivator for their students.

Meanwhile, learning is an activity, particularly experienced by the

students during the process of learning in obtaining knowledge. Nana Sudjana

(1996) states that “Learning is process signed with the presence of someone

changes. The change as a result of study can be shown in various forms, such as

change in knowledge, understanding, behavior and attitude, skill ability, and the

other aspect of change that is studied by the learner”.

Teaching and learning can be influenced by two factors: internal factors

and externals factors.

1. Internal Factors

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Language learning will be better started at eleven years old.

At the 11 years old, children are considered quicker to master the

language. Because they are good at the acquisition of morphology

(the smallest unit of language forms) and syntax (word order and

sentence).Children begin to enter the formal operational period. In

that period, children get the ability to think abstractly, reason

logically, and draw conclusions from available information.

b. Motivation

Children need motivation to get success in English

learning. Motivation to learn who is owned by a child is able to

encourage, stimulate or move the children to learn something or

engaged in activities to achieve their goals. Similarly, the child's

motivation toward English learning to encourage them to learn the

language more deeply.

c. Intelligence

The student’s intelligence shows whether the children are

able to face the challenge or not. Children's intelligence level is not

formed and patterned from birth and is strongly influenced by

environmental factors. Environment can increase or decrease the

level of intelligence of children, especially in times of beginning of

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d. First Language Background

The different concept of the first language will make

students difficult to learn second language. Mastery of a language

by a child first begins with the acquisition of language, often called

the mother tongue (L1). Language acquisition is a very long

process since children do not know a language until fluent. Child’s

mother tongue is occupied since the beginning of his life through

interaction with fellow members of the community language, such

as family and community environment.

e. Experience

The success or failure in the previous learning affects

student’s expectation and attitudes. Failure in dealing with children

often make a child not dare try. That's because the child is afraid to

fail again.

2. External Factors

a. Language Environment

Children can be supported by the environment around them

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and peer supports. A quiet classroom conditions can make children

more easily understand the material that has been submitted by

teachers. In addition to the school environment, family

environment also plays a role in the learning process of children.

b. Teacher

The success of children’s learning is determined by the

roles of the teachers in teaching activities. Ways in which teachers

in giving lessons and coaching are often very large impact on

students, in completing his studies.

Teaching and learning is part of education systems. The effectiveness of

teaching and learning depends on the teacher and the learners. The teacher gives

the material of the subject that is learned, while the learners learn about the

subject they are learning. Wright (1987) defines teaching and learning as

essentially social activities, implying role relationship between the teacher and the

learners, learners and learners.

In teaching and learning, there is an interaction between the teachers and

the learners in the teaching and learning process. Therefore, teaching and learning

are one unity of studying activities which is related to transfer the knowledge and

information to the learners in the education system.

According to Oxford Advanced Learner’s Dictionary, the word of

teaching is defined as “a process of giving instruction of knowledge, skill, subject,

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or helping someone to do something, giving instruction, guiding in studying

something.

From the whole definition above, it can be concluded that the teaching

and learning support each other. In teaching, the teachers can increase the

progress of the learners by giving instruction and guiding to do something.

Meanwhile, learning is the process of getting knowledge or skill through study.

The learners can develop their skills, and understanding values through the

instructions that is given by the teacher in studying.

B. Teaching English Vocabulary to Young Learners

Teaching English to children is different from teaching it to adult. Adult

learns English grammar and apply it into complex sentences. Vocabulary is very

important to be learned if we want to learn a foreign language. As Linda Taylor

(1990) said, “Vocabulary is central to language teaching and learning.” Learning

vocabulary is necessary in every stage of language teaching and learning,

moreover in early stages. By learning vocabulary, the learners can show the

improvement of their new language clearly. Michael McCarthy (1990) states that

“no matter how well the students learn grammar, no matter how successfully the

sound L2 (second language) are mastered, without word to express a wider range

of meaning, communication in L2 (second language) cannot happen in any

meaningful way.”

In the same way, Scott Thornbury (2002) says “If you spend most of your

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most improvement if you learn more words and expressions. You can say very

little with grammar, but you can say almost anything with words.” From the

statement above, we can conclude that vocabulary is very important in learning

new language. If the learners do not master vocabulary at all, they will also not

master the new language smoothly.

Teaching vocabulary to young learners is different from teaching

vocabulary to adult. Teacher is suggested to use objects in presenting meaning, as

stated by Scott and Yterberg (1990) “since the physical world is the main means

of conveying meaning to young children, a wide variety of teaching aids is

necessary in the foreign language classroom.” It means in teaching vocabulary to

young learners, a teacher should show the real object or picture to make the

learners easily understand and can encourage their curiosity.

C. Techniques of Teaching Vocabulary

Techniques are very important to the teachers in the process of teaching

and learning. Teaching vocabulary is clearly more than just present new words. It

needs an appropriate technique of presentation to bring new words into classroom.

Michael McCarthy (1990) says, “We concentrated on vocabulary presentation in

the classroom very much from the teacher’s point of view, but success in

vocabulary lesson crucially depends on the interaction between teachers and

learners, and on the work the learner themselves put into the assimilation and

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is very important, but the learners also have reasonability to make the teaching

and learning process successful. They should be active to support the lesson.

When good techniques are mixed with the enthusiasm of the learners, it

will be a successful teaching and learning process. There are some techniques of

presentation based on the Practice of English Language Teaching written by

Jeremy Harmer (1991):

a. Realia

One way of presenting words is to bring the things they

present into the classroom-by bringing “realia” into the classroom.

Words like “ruler”, “ball”, “book”, etc. can obviously be presented

in this way. The teacher holds up the object, says the word and

then gets the students to repeat.

b. Pictures

Bringing in pen into the classroom is not a problem

bringing in a car, however, is. One solution is using pictures.

Pictures can be used to explain the meaning of vocabulary items.

Teacher can draw things on the board or bring in pictures.

c. Mime, action, and gestures

Actions, in particular, are probably better explained by

mime. Concepts like running or smoking are easy to be presented

in this way.

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Teacher can present the meaning of “empty” by contrasting

it with “full”, “cold” by contrasting it with “hot”, etc. Teacher may

present these techniques with picture or mime to the contrast in

meaning we ensure the learners’ understanding.

e. Enumeration

Teacher can say “clothes” and explain this by enumerating

or listing various items.

f. Explanation

Explaining the meaning of vocabulary items can be very

difficult, especially at beginner and elementary levels. But with

higher level students such a technique can be used.

g. Translation

Translation is a quick and easy way to present the meaning

of words but it is not without problem. The first problem is it is not

always easy to translate words. The second problem is, even when

translation is possible, it may make it a bit easy for learners by

discouraging them from interacting with the word.

All of these presentation techniques either in combination

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CHAPTER III DISCUSSION

A. Description of SDN Bratan I

1. Description and brief history of SDN Bratan I Surakarta

SDN Bratan I is one of the elementary schools in Pajang. It is

located at Tegal Keputren RT 05 RW V Pajang, Laweyan. SDN Bratan I

was established on 01 Juli 1953. Now, SDN Bratan I is led by a

headmaster, H. Much. Nur Daim, SPd.SH.MPd.

SDN Bratan I occupies a charity land with 2145 m² in wide. The

school building consists of the headmaster room, teachers’ room, and

eleven classrooms. There are also other rooms such as: library, mushola,

karawitan room, computer laboratory and bathrooms.

SDN Bratan I has 22 teachers. Eleven teachers are classroom

teachers. Each of them has a class to be handled and they teach most of the

subjects in their class. Other 11 teachers are responsible for teaching

particular subjects such as: religion, English, computer, sport, and arts.

The total number of the students in SDN Bratan I is 448 students.

231 students are girl and 217 students are boy. The teaching and learning

process in SDN Bratan I is held six days a week. From Mondays to

Thursday, begins at 07.00 to 11.00 for first and second years students and

07.00 to 12.30 for third to six years students. On Friday, the classes begin

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at 07.00 to 10.00 for first and second years students and 07.00 to 11.00 for

third to six years students. On Saturday, the school begins at 07.00 to

09.00 for first and second years students and 07.00 to 10.00 for third to six

years students.

2. Visions and Missions of the school

a) Vision

“Creating the students who pious, faithful, virtuous character noble,

intelligent, cultured and has a life skill is highly competitive.”

b) Missions

1. Implementing learning: Active, Creative, Efficient, and Fun

(PAKEM) or Contextual Teaching Quantum.

2. Encouraging and helping students to recognize their potentials

that can develop intelligence and skills optimally.

3. Growing and providing motivation intensively to all students of

the school.

4. Applying a participatory management involving the entire

school community and community components / stakeholders

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5. Growing confidence and the understanding of the teachings of

the religious affiliations and culture so that it becomes the

source of wisdom in action.

3. Extracurricular activities

SDN Bratan I is holding some extracurricular activities to gain the students potential outside the academic potential. The extracurricular are:

 Boyscout

 Drumband

 English

 Computer

A. Job Training Activities

1. Class Observation

Class observation was done in the first week of job training activity. In

this activity, the writer observed the classroom condition and also the teaching

and learning process. The object of this activity is first grade classes.

The purpose class observation was to get the data about first grade

classes needed by the writer to make the final project report. The writer also

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Based on the writer’s observation, the student’s habit is good. It can be

shown from their attitude in every morning. Almost all of the students do not

come late, especially the first grade students. The students always shake the

teacher’s hand.

After hearing the bell ringing, the students form a line and enter the

classroom orderly. And then, when the teacher enters the class, the leader of the

class gives a command to all of the students to greet the teacher. Before the

teaching and learning process is started, the class leader always leads them to

pray first. It can be seen that all of the students in SDN Bratan I Surakarta have a

good motivation in teaching and learning activities.

Besides from the student’s habit, the writer also observed about the

classroom condition. The classrooms are enjoyable and comfortable for the

students. The classrooms are completed by some basic facilities, such as

blackboard, whiteboard, cupboard, teacher’s desk. Some tables and chairs for the

students. It is also completed by some additional facilities, for example pictures

of animals, fruits, alphabets, and transportations equipments with English text, so

it can help the students in learning English. The classrooms are always clean,

because each classroom makes cleaning group. However, there are two school

janitors who clean the classes everyday.

2. Lesson Plan

Before giving the material, the teacher should prepare it first. Therefore,

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material. Lesson plan consist of Warming Up, Presentation, Skill Practice, and

Assessments. Those are will be explained below.

1. Warming Up

In warming up, the writer asks some questions related to the

material that will be explained. It is used to invite the students to

the material. Besides giving some questions, the teacher also use

Warming Up to give a short explanation about the material.

2. Presentation

Presentation is used to give the clear explanation about the

material. There are a lot of activities in this part, such as reading,

writing, listening and speaking. In this part, the teacher also can

use some media of teaching to help the teacher explains the

material easily.

3. Skill Practice

Skill Practice is part of Presentation. It is used to help the teacher

when explaining the material. In this part, the teacher can use

songs, pictures, and games. Skill Practice can make the teaching

and learning process is more enjoyable and attractive for the

students.

4. Assessments

An assessment is used to check the student’s progress to the

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gives some exercises to the students. They can do it in group or

individually.

However, lesson plan will not always proper with the teacher’s want. It

is caused by some factors, such as time, condition of the students and also

condition of the classes.

3. Teaching and Learning Process

English lesson in SDN Bratan I has been taught since 1999, but around

in academic 2002 English is taught from the first grade up to sixth grade classes.

In SDN Bratan I Surakarta, English is taught by a teacher coming from English

educational background, Nur Salim, S. Pd.

When taking the job training, the writer chooses to teach first, third and

fifth grade students. But, the writer chooses focus to first grade students for this

final project. The first grade on the SDN Bratan I Surakarta consists of 2 classes,

they are IA and IB. When taking the job training activity, the writer was also

helped by another teacher. So, it can help the writer to teach the material easily.

After making the lesson plan, the writer applied it in the class. The

allocated time for English was 30 minutes for one lesson. The process of teaching

and learning English consists of: Warming Up, Presentation, Skill Practice, and

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The Writer : “Good morning Students?”

Students : “Good morning Miss...”

The Writer : “How are you today?”

Students : “I’m fine, thanks and you?”

The Writer : “I’m fine too, thank you”

The conversation above was used to make the students

familiar with English. After that, the writer chose a class leader to

give command and lead them to pray. After praying together, the

writer checked the student’s attendance. The writer asked about the

previous material to the students. From this part, the writer could

observe whether the students have learned the material or not.

After that, the writer continued to the next material or repeated the

last material, if it has not finished yet.

The Writer : “What color is the cupboard?”

Students : “Brown”

The Writer : “David, what color is your bag?”

David (name of student) : “Black, miss!”

In warming up questions, the question was given in

Indonesian language or translated it word by word because the

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reading skill was taught when they read the text.

After that, the writer explained about how to spell the word

in correct pronunciation. Firstly, the writer read the word one by

one and then read the letter one by one. It was repeated about three

up to four times. Besides, the writer also translated the meaning of

the word. The writer asked the student first, if they could not

translate the word, the writer helped them to translate it. For

example:

The Writer : “WHITE – W-H-I-T-E –Putih”

The Students : “WHITE – W-H-I-T-E –Putih”

Repetition in spelling can help the students memorizing the

word easily. The writer also related the word with a simple

sentence. Sometimes, the writer also illustrated it with pictures.

Therefore, it was not too difficult for the students to understand the

meaning of the words.

3. Skill Practice

Skill practice is a part of Presentation. In this step, the

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lesson during the presentation. In this section, the writer asked the

students randomly. The writer brought a flashcards and asked

about the name and the color of those pictures. The writer took one

of flashcards, and then asked the student who was called his or her

name. The writer chose about five students to give some questions.

For example:

The Writer : “Adit, what picture is it?” (Put a Red Car picture)

Adit : “It is a car”

The Writer : “Then, what color is the car, Adit?”

Adit : “Red –Merah”

In this section the writer gave applause to the students if

they could answer it well. Then, other students also gave applause

to their friends. By giving applause to the students, they will feel

appreciated and get supported from the teacher and their friends.

4. Assessments

After the writer explained the material, the writer checked

whether the students understood or not by doing some practices.

These practices can improve their skill in English. They are

Speaking Practice, writing Practice, Reading Practice, and

Listening Practice.

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These practices are the same as brainstorming or skill

practice. The writer asked the students some questions, and

then the students answered them. It can help the students to

practice dialogue with other people. For example:

The writer : “Dita, what is the color of Tea’s ruller?”

Dita : “Yellow”

Sometimes, the students answered it in a short. So, the

writer helped the students gave the correct answer.

The writer : “It is YELLOW”

Dita : “It is YELLOW”

The writer also corrected the student’s pronunciation, if

there was a wrong pronunciation.

b) Writing Practice

In writing practice, the students were helped to have a

skill in writing. There were some modes that the writer used in

writing practice. For example, the writer drew some pictures on

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Sita : “What color is Indah’s book?”

Bagas : “It is _E_

Reva : “Adi, what the color is Lina’s ruler?

“Is it BLUE?”

Adi : “No. It is not BLUE,

It is _ _ _ _ _ _

c) Reading Practice and Listening Practice

In reading practice, the writer asked the students to read

a short dialogue text related to the material. The writer asked

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loudly, and the students should listen to it carefully. After that

the students repeated it together. By repeating the word, the

students the word, the students could increase their listening

skill.

The writer also translated it into Indonesian language, it

could help the students understand about the meaning of each

words. However, the writer also checked the student’s

pronunciation.

5. Ending of Lesson

Before ending the lesson, the lesson, the writer reviewed

all of the material generally. The writer also gave the time for the

students to ask some questions if there was any material that they

did not know well.

After finishing all of the material, the writer closed the

lesson by saying “okay, I think enough for today and see u next

week” and the students replied by saying “thank you and see u..”

4. The Effectiveness of Using Pictures in English Vocabulary As a visual media, pictures always has big role in stimulating one’s mind

to create new ideas about something on the picture. It can also help the children

who usually like playing very much focus on something. Remembering that

children can easily get bored in doing some activities, the final project also

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Using pictures necessary in teaching vocabularies to young learners, like

elementary school students. During the job training, the writer used pictures in

teaching vocabularies to the students. The pictures were used to attract the

student’s attention in learning new material. The pictures helped her in explaining

the materials and introducing new vocabularies. She used pictures as visual media

to make the students easier in understanding the material and memorizing

vocabulary. The students could focus more on the lesson when the writer showed

the pictures while explaining the materials.

Pictures also stimulate the students to do something with language. By

seeing the pictures, they could be motivated to write or say something about the

objects on them. They would improve their minds and create new idea about the

objects.

Besides, the use of the pictures could also make the teaching and

learning process more fun and enjoyable. Children always love games and the

writer could create games by using pictures. Games could also stimulate the

students to express their idea working either individually or in group. Game is

taught the students to memorize the vocabularies and apply them in sentence.

The explanation above shows that using picture is necessary and

effective in teaching vocabularies especially to the first grade students of SDN

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CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on discussion in chapter III, there are some conclusions that can

be drawn from this final project. The conclusions are as follows:

1. The Effectiveness of Using Pictures in English Vocabulary to the first grade students of SDN Bratan I

The use of pictures in English vocabulary to the first grade students

of SDN Bratan I consist of some activities. They are:

a. Warming up

Before beginning the lesson, I greeted the student first. After that, I

checked the students’ attendance and discussed the homework if

they have homework. I began the lesson by asking some simple

questions to know the students’ background knowledge about the

material. In this part, I did not use pictures yet in order to save the

time.

b. Presentation

In introducing the vocabulary I always used pictures and

sometimes used songs too.

c. Skill practice

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In this part I gave the students some exercises. The exercises were

done in group. The forms of the questions are adjusted to the skill

focus, which are reading skill, writing skill, speaking skill, and

listening skill. For doing each skill the students have to pay

attention with the pictures I gave or I attached and to answer each

question, the students only had time 15 seconds.

d. Assessment

I checked the students’ individual understanding by giving them

exercise done individually. The exercises consist of specified skill,

such as:

 Reading and writing

The students practiced reading skill by reading the

questions and comprehend on the pictures in each question,

and then they should write the answers according to the

instruction.

Speaking

The speaking activities included practicing the dialogue

also contain question and answer activity. In practicing the

dialogue, the students should do it in front of the class. In

question and answer, I showed a picture and asked the

students what the picture was then the student should

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Listening

In this activity, I said a word then the students should show

the picture which I said by putting a tick on their answer.

Ending the lesson

At the end of lesson, I did some activities, such as:

- reviewing all material quickly

- giving homework

- saying good bye

2. The problems of using pictures in English vocabulary to the first grade students of SDB Bratan I

a. The problem of the students

Memorizing the English words

Pronouncing the words

Writing English

b. The problem of the teacher

Big class

Handling the students

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a. The solution for the problems of the students

Memorizing the English word

Teacher asked the students to say the word for several times and do

exercise a lot. If it was possible, I inserted the new vocabulary in

the teaching and learning process regularly.

Pronouncing the word

The writer asked the student to repeat the words for a couple of

times. When the writer heard mispronouncing, she fixed it

immediately.

Writing English

The writer wrote the vocabularies on the whiteboard then asked the

students to write on their own book and when in their assignment

there were some spelling mistakes, cut the point then fixed it.

b. The solution for the problems of the students

Big class

The writer moved around the class, spook loudly, and checked the

students work.

Handling the students

The writer created an interesting teaching and learning activity by

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B. Suggestion

Based on the observation that I did in SDN Bratan I Surakarta, I have

some suggestions which may be useful for SDN Bratan I Surakarta itself, the

English teacher of SDN Bratan I, and for the students of SDN Bratan I. The

suggestions are such as follows:

1. SDN Bratan I Surakarta

It will be better if SDN Bratan I Surakarta makes each class only 30

students or not more than 35 students. It will make the teacher easily

control the students or create a conductive situation so, the students can

learn maximally. SDN Bratan I Surakarta should also complete the

English teacher with more source books, picture for imitation object to

help her/him in explaining the material.

2. The English teacher of SDN Bratan I Surakarta

Teaching English to young learner is different from teaching English to

adult since children differ in characteristics, learning capability, and

attitudes. It requires the teacher to have teaching strategies. The teacher is

suggested to be creative and creative, should be patient in facing the

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explanation especially colorful pictures to make the students interest with

the material. The teacher should also create an enjoyable situation when

teaching to avoid the students’ boredom.

3. The students of SDN Bratan I Surakarta

The students must pay attention to the teacher when the teacher when the

teacher explains the material. The students must also motivate themselves