ABSTRACT
Mengajar simple present tense kepada anak-anak berusia 11 tahun yang duduk di bangku kelas 5 SD tidaklah mudah. Di usia tersebut, mereka lebih suka bermain dibandingkan belajar. Namun sejak usia dini, belajar simple present tense adalah suatu keharusan. Simple present tense adalah tense yang paling dasar dan biasa digunakan dalam percakapan sehari-hari, oleh karena itu, mereka sudah harus mengenal
simple present tense agar kelak ketika mereka sudah menginjak bangku SMP atau SMA mereka sudah bisa mengerti kalimat-kalimat dalam Bahasa Inggris.
Ketika saya mengajar anak kelas 5 di SDK Paulus, saya mengalami kesulitan dalam mengajar mereka. Setelah saya teliti dan amati lebih jauh, hal ini disebabkan oleh beberapa faktor, yaitu saya tidak mempunyai pengalaman dalam mengajar simple present tense, cara mengajar saya tidak mengakomodasi cara belajar anak secara keseluruhan, dan juga simple present tense itu sendiri adalah materi yang baru untuk mereka. Tentu saja semua kesulitan saya dalam mengajar Simple Present Tense kepada anak-anak itu menimbulkan dampak negatif, yaitu saya sering merasa kesal ketika mengajar karena anak- anak sulit untuk menerima pelajaran, anak-anak gagal dalam ujian, dan anak - anak cepat merasa bosan.
Setelah saya melakukan penelitian, saya menemukan tiga solusi untuk mengatasi kesulitan saya dalam mengajar simple present tense
kepada anak-anak kelas 5 SDK Paulus. Solusi pertama yang saya temukan yaitu mengajar Simple Present Tense dengan menggunakan cerita yang menarik. Solusi kedua yaitu mengajar simple present tense
TABLE OF CONTENTS
A. Background of the Study B. Identification of the Problem C. Objectives and Benefits of the Study D. Description of the Institution E. Method of the Study F. Limitation of the Study G. Organization of the Term Paper CHAPTER II. PROBLEM ANALYSIS... 6
D. THE EXAMPLE OF GRAMMAR TEST E. TABLE OF THE TEST RESULTS
F. THE EXAMPLE OF STORY FOR STORYTELLING G. THE EXAMPLE OF THE SONG
H. THE EXAMPLE OF MAP OF SITUATIONAL CONTEXT I. YEARLY GRADUATION BOOK OF SIXTH GRADE
CHAPTER I
INTRODUCTION
A. Background of the Study
After explaining a few times, I gave them handouts to practise in class. I found thirteen students who had a difficulty in learning simple present tense. The thirteen students often got confused in using the rules of simple present tense and failed the test.
I choose the topic “Overcoming My Difficulty in Teaching Simple Present Tense to the Fifth Grade Students at Paulus Elementary School” because simple present tense is very important for them to know as learners since it is the basic grammar of English. This topic will be interesting to discuss because this problem leads to several causes and effects. Moreover, in this Term Paper, I am going to analyze the potential solutions in order to solve the problem.
B. Identification of the Problem
In this term paper, I would like to discuss several questions as follow:
1. Why did I have difficulty in teaching simple present tense to the fifth grade students at Paulus Elementary School ?
2. How did my difficulty in teaching simple present tense to the fifth grade students at Paulus Elementary School influence the learning process?
C. Objectives and Benefits of the Study
The first objective of this study is to know the causes of my difficulty in teaching simple present tense for the fifth grade students at Paulus Elementary School. The second objective is to know the effects of my difficulty in teaching simple present tense for the fifth grade students at Paulus Elementary School. The third objective is to find solutions to overcome my difficulty in teaching simple present tense for the fifth grade students at Paulus Elementary School.
The first benefit of this study is to give readers some information on how to teach simple present tense effectively, especially for those who want to be new teachers in Elementary School. The second benefit is to help the teachers in Paulus Elementary School to handle the students who have difficulty in learning simple present tense. The third benefit is the study itself can help me to teach better. I can find the potential solutions of my problem. The potential solution is very beneficial for me to improve my teaching skill.
D. Description of the Institution
highly dedicated. In addition, they are bachelors in education. The students of Paulus Elementary School are not only equipped with knowledge but also they are virtuous, honest and responsible. The motto of Paulus Elementary School is “love that is always remembered by the students of Paulus Elementary School”. The vision of Paulus Elementary School is “to become a superior school that embodies human beings who have love; on top of that, the mission is to provide Christian education service quality and competitiveness to form
honored, cheerful, faithful, and smart students” (source: Bertumbuh Menang).
E. Method of the Study
The data that I used in making this Term Paper are from library research taken from both printed and electronic source and field research serving as my relevant theories to support my idea about how the causes and effect make the problem. Then, I will explain how the potential solutions can solve the problem. In addition, I will also explain how the solutions can give positive and negative effects.
F. Limitation of the Study
elementary students. My internship started from 08.00 am until 14.00 pm. The subjects of research are the students and the teacher.
G. Organization of the Term of Paper
CHAPTER FOUR
CONCLUSION
In this chapter I would like to discuss the conclusion based on the
previous chapters. As I have explained before, the problem that I analyse
is my difficulty in teaching simple present tense to the fifth grade students at Paulus Elementary School. This problem was caused by three factors. The first cause is I did not feel confident when teaching simple present tense to the students. The second cause is I did not accomodate the learning styles of the students. The third cause is while learning English, students are influenced by their mother tongue which is Indonesian. The problem that I had also led to three effects. The first effect is I felt annoyed, the second effect is thirteen students failed the English test, and the third effect is the students got bored.
simple present tense by providing situational contexts that are relevant to the students’ daily life.
After analyzing the positive and negative effects of those potential solutions, I choose the first, the second, and the third potential solution as the best solutions to help me overcome the difficulty in teaching simple present tense to the fifth grade students at Paulus Elementary School. The reason why I choose the three potential solutions is because based on my internship journal, the students in my class are divided into three different learning styles. Not everyone is suitable with only storytelling, song, and situational contexts. When I teach simple present tense using interesting stories, the students will be able to pay more attention in learning simple
present tense. Besides, they can remember the rules of simple present
tense more easily and quickly. When I teach simple present tense using songs, the students will enjoy the process of learning. When I teach simple present tense by providing situational contexts that are relevant to the students’ daily life, I can clarify the meaning of simple present tense more easily. Therefore, the combination of the three potential solutions is the best solution to solve my problem.
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