APPENDIX A
LESSON PLAN
Lesson Plan I
School : SDN 067690 MEDAN
Subject : English
Class : V A
Topic : Things around environment, school tools, food, animals, and
vehicles.
Time : 2 x 35 minutes
A. Standard Competence
Comprehend and express simple instruction and information.
B. Basic Competence
Comprehend the meaning and the function of words in daily context.
C. Indicators
1. Pronounce the words correctly.
2. Spelling the words correctly.
3. Describe characteristic the name of things properly.
D. Objectives
3. The students are able to identify name of things by its characteristic
properly.
E. Material
Flash Card about the things around environment, school tools, food,
animals, and vehicles.
F. Source/Media
• Source :
-My apple course’s book – Work book
• Media : Flash card; pictures of the things around environment, school
tools, food, animals, and vehicles.
G. Method of Teaching
1. Lecturing
2. Demonstration
3. Discussion
4. Grouping
5. Questioning-Answering
Teacher’s Activities Student’s Activities
• Opening
1. Teacher greeted the students.
2. Teacher checked the student’s
absence
1. The students responded the
teacher.
2. The students answered it.
• Main Activities
1. The teacher asked students read
about characteristic of things
(ex: the things around
environment, school tools,
food, animals, and vehicles)
that she gave.
2. The teacher asked students to
comprehend about meaning of
words.
3. The teacher divided students in
the classroom in some group.
4. The teacher asked some
students of group to mention
about characteristic of a word
to the other team.
5. The teacher gave exercises to
1. The students read about
characteristic of things
together.
2. The students translate about
the text through opening
dictionary and asking.
3. The students tried to work
cooperatively.
4. The other students listen
about their friend said and
guess the word correctly.
5. The students answered the
do the students.
• Closing
1. The teacher gave the conslusion
about the lesson.
2. The teacher closed the teaching
learning process and greeted.
1. The students noticed the
conclusion.
2. The students greeted the
teacher.
Medan, January
2016
Headmaster of SDN 067690 MEDAN Researcher
Lesson Plan II
School : SDN 067690 MEDAN
Subject : English
Class : V A
Topic : Things in Classroom
Time : 2 x 35 minutes
A. Standard Competence
Comprehend and express simple instruction and information.
B. Basic Competence
Comprehend the meaning and the function of words in daily context.
C. Indicators
1. Pronounce the words correctly.
2. Mention the name of things in the classroom.
3. Define the characteristic and function of things in the classroom.
D. Objectives
1. The students are able understanding about the meaning of word.
3. The students are able to identify the characteristic and function of the
things in the classroom.
E. Material
Real Object;things in the classroom.
F. Source/Media
• Source :
-My apple course’s book – Work book
• Media : Real Object, picture of things in classroom.
G. Method of Teaching
1. Lecturing
2. Demonstration
3. Discussion
4. Grouping
H. Learning Activities
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
• Opening
1. Teacher greeted the students.
2. Teacher checked the student’s
absence
1. The students responded the
teacher.
2. The students answered it.
• Main Activities
1. The teacher asked students to
look things in the classroom.
2. The teacher asked the students
to identify the characteristic and
function of the things.
3. The teacher asked students to
make group as they did.
4. The teacher asked students to
describe to another team about
their object in simple words.
5. The teacher gave exercises to
the students.
1. The students mention the
things in the classroom.
2. The students described about
the things.
3. The students work
cooperatively.
4. The other team tried to guess
the correct answer.
5. The students answered the
exercises.
• Closing
1. The teacher gave the conslusion
about the lesson.
1. The students noticed the
2. The teacher closed the teaching
learning process and greeted.
2. The students greeted the
teacher.
Medan, January 2016
Headmaster of SDN 067690 MEDAN Researcher
APPENDIX B
DIARY NOTES
- Meeting I
In the first meeting, the writer with the English teacher gave students an
orientation test. During the test, many of them seemed very difficult to do the test
because they did not have good preparation. Many of them did not know about
meaning of words. Because in the situation, they did not allow to open dictionary.
Because the test was just for measuring their vocabulary mastery. They were really
surprised about that. Some student’s tend to ignore the test but the teacher try to
persuade them to finish the test by giving a gift.
- Meeting II
In the second meeting, the students did not give a good response because they
still imagine about the difficulties lesson in the last test. They were so noisy in the
class. Then, the writer explained about the topic. Some of them seemed lazy and the
others paid attention and listened her explaining in front of the class. In cycle I
session, the writer gave them a pre-test before playing a guessing game. They were
so confuse and tried to discuss with their friends and the English Teacher about the
question and answer. After the test, the writer gave some instructions and
information to prepare before playing a guessing game for next meeting.
In third meeting, here all of students started to play the guessing game.
Firstly, the writer gave instructions in playing the game. The writer worked with the
teacher divided the student in 4 groups and there was 7-8 students in each group. She
gave them some flashcards in each team. The flashcard was about familiar object in
environment, such as: animals, plants, tools, etc. One team had 5 words. The students
were given time to discuss about their own word. After that, one team presented in
front of the class and gave some clues about the things to another team. The other
team got one point if they can guess the answer correctly. As playing the game, the
students were so excited be participated in this session. In the last session in cycle-I,
she gave them post-test vocabulary to see the differences their score before and after
playing the game.
- Meeting IV
In this time, the student were so happy to discuss about the last activity they
did. They were so curious about their scores in a test in last week. In cycle-II
session, the students would play a guessing game more but in the different
way. The differences were just in the vocabulary. In this session, the
vocabulary just focused on the things in the classroom. The writer made a
discussion with students about the things in the class and make a describing
word in simply words. After discussing, the students wrote about the
describing words that be read by the writer. Then, the writer divided the
words into some groups. One group had 5 words as usual they did before.
Each group should know and understand about their words. It was needed as
- Meeting V
In this session, each team had some words to be described to the other teams.
They played the game as they did in cycle-I session. The rules of game were same.
During playing the game, the students were so enthusiastic. They were more
interested to mention word by word in English about the things in the classroom to
their friends. And the others were focus to listen what their friend said in English in
front of the class. Even not all of them mastered the describing words in English but
they tried to ask with their friends. All of the students seemed so enjoy playing in
every part of this game. They paid more concentration and less of noisy than they
were in first meeting. In this time, they played well and used the time effectively to
guess the matched object and guess what object it was. And at the end of game, the
writer gave them a test as a final test in cycle-II session. It was used to see a
comparison with their tests that they did before and to know how about their
improvement in mastering vocabulary. For this test, the students answered the test
Appendix C
1. The researcher came on the class on time.
2. The researcher greeted the students before
gave the lessons.
3. The researcher gave motivations to the
students before starting teaching and learning
vocabulary.
4. The researcher presented and explained about
the material well.
5. The researcher used a media to present the
material.
6. The researcher gave a chance to students to
ask about the questions.
7. The researcher asked the students which one
part that they don’t understand yet.
8. The researcher observed students’ activities
and behavior while the class was running.
9. The researcher asked some of students to come
in front of class to do teachers’ instruction.
10. The researcher asked the students to do
exercise.
11. The researcher concluded the material during
teaching and learning process.
12. The researcher using the time effectively.
13. The teacher close the class on time.
√
1. Students listened/payed attention to the
researcher’s and teacher’s explanation about
the topic by using guessing game as media in
front of the class.
2. The students asked to the researcher about the
topic.
3. The students used dictionary to help them do
their exercise.
4. The students was active in asking the question
about the material.
5. The students was enthusiastic during learning
vocabulary using media.
6. The students cooperated in their group during
What am I?
I am in the sky. I am small. I am bright. I am twinkle. I make the sky beautiful every night.
What am I? am always in your birthday party. Touch me with anything sharp. I sound “ Daaar “ papers in me. You always bring me to school. You write on me. Sometimes you read me.
What am I? everywhere. You can sit inside me. Please wear my belt when you want to go.
What am I?
I have buttons. I have numbers. I beep and ring. I ring “ Kriiing. Kriiing “. You can talk to your friend by me. What am I?
What am I?
I am heavy. I have some pockets. I save your tools and books. You always carry me to school. You put me on your back and shoulder sometimes.
What am I?
I am pointed. Sharpener is my partner. I can write anything on your papers. You always bring me to school. You put me in pencil box
What am I?
I am sweet. I am soft and cold. I can be melted. I am in a cup, stick, or cone. I have some tastes, chocolate, vanilla, and strawberry. What am I?
I am black. I am a pair. You use me on your foot. You take me to school. You tie and untie me.
What am I?
I am long. I am straight. I have numbers and centimeters. Using me to make a line.
What am I?
I have four legs. I am brown. I am made from wood. You can sit on me. I am in your classroom.
