Wulan Nur Utami C9308072

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THE ENGLISH TEACHING AND LEARNING PROCESS

FOR THE FOURTH GRADE STUDENTS OF SD ISLAM

AL-HILAL KARTASURA

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:

Wulan Nur Utami C9308072

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

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

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APPROVAL OF CONSULTANT

Approved to be examined before the Board of Examiners,

English Diploma Program, Faculty of Letters and Fine Arts

Final Project report:

THE ENGLISH TEACHING AND LEARNING PROCESS FOR THE FOURTH

GRADE STUDENTS OF SD ISLAM AL-HILAL KARTASURA

Name : Wulan Nur Utami

NIM : C 9308072

Supervisor,

Dr. Sri Marmanto, M.Hum (...)

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APPROVAL OF THE BOARD OF EXAMINERS

Accepted and Approved by the Board of Examiners English Diploma Program, Faculty of Letters and Fine Arts

Report tittle : THE ENGLISH TEACHING AND LEARNING PROCESS FOR THE FOURTH GRADE STUDENTS OF SD ISLAM AL-HILAL KARTASURA

Student’s name : Wulan Nur Utami

NIM : C 9308072

Examination Date : January 24th, 2012

The Board of Examiners:

1. Dra. Nani Sukarni, M.S (...)

Chairperson NIP.195103211981032002

2. Dra. Susilorini, M.A (...)

Secretary NIP.196506011992032002

3. Dr. Sri Marmanto, M.Hum (...)

Main Examiner NIP.195009011986011001

Faculty of Letters and Fine Arts Sebelas Maret University,

Dean

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commit to user MOTTO

- Hari kemarin adalah pelajaran, hari ini adalah kenyataan, dan hari esok

adalah harapan.

- ALLAH tidak akan menguji umatnya melebihi batas kemampuan umat itu

sendiri.

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commit to user DEDICATION

I would like to dedicate this final project

report to:

 My beloved mother and father

 My beloved my sisters and my

brother

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PREFACE

First of all, the writer wants to thank God for His blessings and the

guidance during finishing the study in English Diploma Program, Faculty of

Letters and Fine Arts, Sebelas Maret University Surakarta.

Secondly, the writer wants to thanks all of parties who have given supports

and helps to finish this final project entitled “The English Teaching and

Learning Process for The Fourth Grade Students of SD ISLAM AL-HILAL

KARTASURA”.

The writer is interested in discussing the topic because she wants to know

how to process of the English teaching and learning for children especially in the

Elementary school. In this case, the writer chooses SD ISLAM AL-HILAL

Kartasura as the place to do the job training.

Finally, the writer believes that this final project is far from perfect.

Therefore, the writer also nicely welcomes any criticism from the readers for the

betterment of this final project report.

Kartasura, 2012

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commit to user ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin. All prise for Allah SWT the Almighty. I also would

like to say my deepest thanks to:

1. The Dean of 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. Endang Sri Astuti, M.S. I thank you for

your support during my study.

4. My Supervisor, Dr. Sri Marmanto, M.Hum. I thank you for your advice

and guidance in finishing this project report.

5. All lecturers of English Diploma Program for giving me valuable

knowledge.

6. The Head Master of SD ISLAM AL-HILAL Kartasura, Mulyani,

A.Ma.Pd. I am grateful to you for accepting me to have the job training.

7. Mrs. Purwanti, S.Pd, all of the teachers and administration staffs of SD

ISLAM AL-HILAL Kartasura. I am so grateful for your help, guidance,

and support. I do apologize if I made mistakes during the job training.

8. The students of SD ISLAM AL-HILAL Kartasura. Thanks for being good

students during the job training.

9. My beloved parents, Edy Saifudin and Sarsini. I am so grateful to you for

everything you do for me. I am proud to be your daughter.

10.My lovely younger sisters and brother, Mega, Maya, Mifta, and Idham.

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11.My friends in the shop, Dian, mbak Anik, and Cempaka. I thank you for

your support and I apologize if made mistakes for you.

12.My friends in the campus, Thiny, Adik, and all of my friends. Thanks for

your support and help.

13.The Big Family of 2008 year especially in class B, thanks for love and

laugh.

Finally, I realize that this report still have mistakes and errors, I apologize for it.

Kartasura, 2012

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ABSTRACT

Wulan Nur Utami, 2012. The English Teaching and Learning Process

for The Fourth Grade Students of SD ISLAM AL-HILAL Kartasura. lesson and presenting the new material. The next step is explanation. The writer explains the material to be discussed. It is continued of doing assignments. It is used to know the students comprehension about the material. It is done to know how far the students can catch the lesson and to know whether the writer succeeds or fails in teaching English.

There were three problems which occured during the English teaching and learning process. They were the problems of the students and the problems of the writer. The students’ problems were non linguistic that consists of understanding material and noisy class, and linguistic that consists of pronunciation, spelling, and grammar. Meanwhile the writers’ problem was the methodology which was used by the teacher and the writer was same, but the applications were different.

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C. Teaching Learning Process ... 6

D. Young Learner ... 6

E. Teaching English to Children ... 7

F. Method of Languge Teaching and Kinds of Method ... 7

CHAPTER III : DISCUSSION...12

A. The Profile of SD ISLAM AL-HILAL ... 12

A.1 Description of SD ISLAM AL-HILAL ... 12

A.2 Extracurricular of SD ISLAM AL-HILAL ... 13

B. The Activities During the Job Training in SD ISLAM AL-HILAL ... 14

B.1 Class Observation ... 14

B.2 Preparing the Material ... 15

C. Teaching and Learning Process at the 4th Grade in SD ISLAM AL-HILAL ... 16

D. The Supporting Factor, Problems, and Solutions ... 20

D.1 The Supporting Factor ... 20

D.2 The Problems and Solutions ... 21

CHAPTER IV : CONCLUSION AND SUGGESTION...23

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A.1 The Teaching and Learning Process for 4th Grade of SD ISLAM AL-HILAL Kartasura ... 23 A.2 The Problems and Solutions Occuring in the The teaching and

Learning Process for 4th Grade of SD ISLAM AL-HILAL . ….24 B. Suggestion ... 26

BIBLIOGRAPY...27

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THE ENGLISH TEACHING AND LEARNING PROCESS FOR THE FOURTH GRADE STUDENTS OF SD ISLAM

AL-HILAL KARTASURA

This final project report aims at describing the process of teaching and learning English at the fourth grade of SD ISLAM AL-HILAL Kartasura. The process starts from greeting then presentation that consists of reviewing the last lesson and presenting the new material. The next step is explanation. The writer explains the material to be discussed. It is continued of doing assignments. It is used to know the students comprehension about the material. It is done to know how far the students can catch the lesson and to know whether the writer succeeds or fails in teaching English. There were three problems which occured during the English teaching and learning process. They were the problems of the

students and the problems of the writer. The students’ problems

were non linguistic that consists of understanding material and noisy class, and linguistic that consists of pronunciation, spelling,

and grammar. Meanwhile the writers’ problem was the

methodology which was used by the teacher and the writer was same, but the applications were different.

Solving the students’ problems, the writer used some techniques.

The first, the writer gave simple games and repeated the explanation several times, then the writer gave the exercises to know the students comprehension about the material. To solve the

writers’ problem, the teacher should give special attention to

students during the lesson. Besides, the teacher asked the students

1

Mahasiswa Jurusan Sastra Inggris dengan NIM C9308072

2

Dosen Pembimbing

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1 CHAPTER I

INTRODUCTION

A. Background

At this time, in era globalization, the countries in the world try to become the

developed countries. Many aspects are developed to increase development of the

country. One of them is cooperation with many countries in the world.

English language is an international language accepted in the whole world. It

is a medium of communication in interacting with different people from different

countries. Therefore, every country has people to learn English to help them as a

tool of communication through the world. It is impossible if everyone uses the

mother tongue, another person will not understand the meaning because she or he

has different culture of language. Learning English is not easy, it takes time and

process.

Indonesian is one of the countries that decide English language in the

curriculum of education. Elementary schools have become the first place where

the children start to learn English. In this age, the children are easier to learn

something, but it is normal if they find difficulties in learning English. Indonesian

and English language have different form, structure, accent, and pronunciation. It

makes difficulties in speaking, writing, and memorizing every English word.

Learning English includes in four basic skills. They are listening, speaking,

reading, and writing. All of the skills support each other. Listening skill learnt by

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reading skill learnt about understanding the text and pronunciation the word in the

text, and writing skill learnt about the method on writing with correct grammar.

In the teaching process, a teacher should have a good skill. She or he must

have an acquisition in English language, so the teacher can teach correct grammar,

pronunciation, reading to children.

Based on the explanation above, the writer did the job training as an English

teacher in SD ISLAM AL-HILAL KARTASURA. In this school, English is

taught from the first class to the sixth class. The job training is conducted to

observe and describe the English teaching and learning activity in SD ISLAM

AL-HILAL KARTASURA. The data of this final project report were obtained

from writers’ observation and experience when teaching in the fourth grade

students. Based on the description above, the writer described her experience in a

report entitled “The English Teaching and Learning Process for The Fourth

Grade Students of SD ISLAM AL-HILAL KARTASURA”.

B. Objectives

The objectives of this final project report are:

1. To describe the teaching and learning activities for children at the fourth

grade in SD ISLAM AL-HILAL KARTASURA.

2. To find out the difficulties and to give solutions of English teaching and

learning activities for children at the fourth grade in SD ISLAM

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C. Benefits

The writer hopes that this report will be beneficial for:

1. SD ISLAM AL-HILAL KARTASURA

The writer hopes this report will give useful input to SD ISLAM

AL-HILAL KARTASURA in increasing the quality and the facility to support

the English teaching and learning activity.

2. English teacher

It is important that the English teacher knows and understands the

students’ competence in English teaching and learning process.

3. Readers

The writer also hopes that this report is useful and gives some advantages

to the readers who want to know about English teaching and learning

process at elementary school.

4. English Diploma Program

This project can give additional references to everybody who needs

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4 CHAPTER II

LITERATURE REVIEW

In this chapter, the writer applies some definitions that support and explain

description about contents this research.

A. Teaching

Teaching is an activity of transferring knowledge and information between the

teacher and students. According to Douglas in his book Principle of Language Learning and Teaching, “Teaching means to give someone, giving instruction, guiding to the study of some thus, providing with knowledge, causing to know or

to understand” (Brown, 1994:7). In the Oxford Dictionary, teaching is to give instruction to somebody or give somebody knowledge (1991:425).

According to Jeremy Harmer, teaching as “the activities done by someone to

give knowledge or to help someone else to understand something”. Harmer

continues that to be a good teacher is not easy. There are some issues that the

teacher should point out.

1. make an interesting lesson

2. love his or her job

3. have his or her own personality

4. have a lot of knowledge

5. be an entertainer in a positive sense, not in a negative sense.

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From the opinion above, we can conclude that teaching is a process of guiding

someone to learn something. The teacher has more interesting and skill learning

process. Young learners need something different in their learning English. This

can be done by a teacher teaching with fun activities in their learning, both a

teacher and students are responsible to success of learning process.

B. Learning

Learning means a process of getting information and knowledge as a result of

teaching. According to B. Klein, “learning is an experiential process resulting in a

relatively permanent change in behavior that cannot be explained by temporary

states, maturation, or innate response tendencies” (B.Klein, 1991:2).

In the book Principle of Language Learning, Douglas Brown explained that

there are some understandings about learning.

1. Learning is acquisition or getting

2. Learning is retention of information or skill

3. Retention implies storage systems, memory, cognitive organization

4. Learning involves active, conscious focus, and acting upon events

outside or inside the organism

5. Learning is relatively permanent but subject to forgetting

6. Learning involves some form of practice, perhaps reinforced practice

7. Learning is a change in behaviour

(Brown Douglas, 2001:7)

Nana Sudjana states that learning is a process signed with the presence of

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forms, such as change in knowledge, understanding, behaviors and attitude, skill,

ability and the other aspect of change that is studied by the learner (1996:5).

From the opinions above, it can be concluded learning process has big role in

developing young learner’s IQ, skill, characteristics, ability to do something,

change in behaviour and so on.

C.Teaching Learning Process

“A teaching learning process is a clinical setting where the teacher performs

the skill to achieve objectives, and seeks to make genuine differences in the

student’s life” (Barlow, 1985:31). In the definition above, the process is organized

by teacher, deals the particular goal to the students, and students have experiences

from teaching.

The teacher should know the preparation, which has to do in teaching

learning process. He or she should use techniques, which will make him confident

to explain the material to the students in front of the class. After the teacher

explains in front of the class, the teacher evaluates it to improve the potential of

teaching in the next meeting.

D. Young Learners

Young learners are “children from the first year of formal schooling (five/six

years old to eleven/twelve years old)” (Philip, 1993:5). Young learners or

primary level students are those who begin learning at the kindergarten or the

elementary school. According to Scott, there are some characteristics of young

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1. They understand the situation more quickly than they understand the

language used.

2. Their own understanding comes through hands and eyes and ears.

3. They have a very short attention and concentration span.

4. They are often very happy playing and working alone.

5. They are enthusiastis and positive about learning.

(Scott, 1990:2)

Wendy A. Scott explained, “there is a big different between what children

five years can do and what children of ten can do, some people develop early

some later, some childrens develop gradually other it leaps and bounds” (Scott,

1990:2).

From the statement above, it can be described that young learners are

children who are five to twelve years old and they have different characteristics

from adult. In these ages young learners begin to know the new environment and

they begin to learn every thing that they want it. Young learners are students of

elementary school.

E. Teaching English to Children

Teaching English to children is not easy. Maley said that “teachers of young

learners need a special skill. Many of which have little to do with the language,

which becomes a by product of learning activities rather than a center piece

(Philip, 1993).

The children use skills and instincs to help them in understanding the new

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having a ready imagination and creating fun in what they do, meanwhile the

children’s instinct is the enormous capacity in finding and making fun.

According to Brumfit, there are two important things for teachers. Firstly,

teachers need to study the language. Teachers have to achieve the language in a

proper way. However teachers here are introducing a new brand of language to

children. It means teachers have to teach more in vocabulary, spelling, and

pronunciation rather than foreign culture itself.

Secondly, teachers must have a good competence, skill, and methodology

in teaching children. Teachers need to emphasize the role of story, dance,

role-play, and puppet activity, model making and so on. Teachers will need to center

much for teaching in topical rather than formal organization (Brumfit, 1995:viii).

Teachers must give instruction to the children to get succesful teaching

process. Teachers also need to be able to manage the teaching and learning

activities in their class in order to their class is fun and active of student.

F. Methods of Language Teaching and Kinds of Method

English Language Teaching (ELT) has various methods or approaches. A

teacher can choose one of the methods dealing with a particular goal, or he can

combine them together. According to Cole and Chan, “methods are sets of

teaching plans, strategies, and techniques used to organize classroom practice”

(Cole and Chan, 1994:4).

Kind of methods in the book entitled “Techniques and Principles in Language

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1. Grammar Translation Method

This method is used for the purpose of helping students read and appreciate

foreign language literature. The characteristics of this method are:

The ability to communicate in the target language.

Emphasizing vocabulary and grammar.

Primary skills at reading and writing.

The use of the native language by the students and the teacher.

2. Direct Method

The direct method has one basic rule that is no translation allowed.

The characteristic of this method are that:

Reading in the target language should be taught from the beginning

language instruction.

Object (e.g. realia of pictures) present in the immediate classroom

environment should be used to help students understand the meaning.

The native language should not be used in the classroom.

The teacher should demonstrate, not explain and translate.

3. Audio Lingual Method

This method concerns pronunciation, pattern drills, and conversation practice.

The characteristics of this method are that:

The aim is the students can be able to use the target language

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The narrative language and the target language have separate linguistic

systems.

Students should learn to respond to either verbal stimuli.

Speech is more basic to language than the written form.

4. Communicative Approach

This method involves real communication. The characteristics of this method

are that:

The target language is a vehicle for classroom communication.

The goal is to enable students to communicate in the target language.

Students should be given an opportunity to express their ideas and

opinions.

5. Community Language Learning

Community language learning is based on two basic principles: learning is

person and learning is dynamic and creative means that a teacher considers not

only their student’s intellect, but also she has some understanding of the

relationship among student’s feelings, physical reactions, instinctive

protective reactions, and desire to learn. The characteristics of this method are

that:

Building relationship with and among the students is very important.

Any new learning experience can be threatening.

Teacher and student are whole person, means that a teacher considers not

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the relationship among student’s feelings, physical reactions, instinctive

protective reactions, and desire to learn.

(Larsen and Freeman, 2000:11-136)

From the explanation above, the most suitable language methodology used

in teaching fourth grade students at SD ISLAM AL-HILAL KARTASURA is

Grammar translation method.

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12 CHAPTER III

DISCUSSION

A. The Profile of SD ISLAM AL-HILAL KARTASURA

A.1 Description of SD ISLAM AL-HILAL KARTASURA

SD ISLAM AL-HILAL is an elementary school, which forms a public

school. It is located in Sedahromo Lor Kartasura. It was built in 1967. Now, SD

ISLAM AL-HILAL is led by Mulyani, A.Ma.Pd.

The vision of this school is “Terwujudnya siswa yang beriman, bertaqwa,

cerdas, terampil, sehat, dan berprestasi”. SD ISLAM AL-HILAL does not only

prepare the intellectual ability for students but they have also a good morality to

the God. SD AL-HILAL was built in an area 497 square meters. The school

consists of three buildings. The first building is classrooms and office, the second

building is a library, a room of extracurricular equipments, and a laboratory, and

the third building is the mosque.

The first building has two floors. The first floor is office, a computer class,

and first grade. The second floor is classrooms to second grade until sixth grade.

The second building has two floors. The first floor is a library, and the second

floor is a laboratory and the other room is used to keep equipments of

extracurricular. The mosque building has two floors and its name is” Mushola Al

-Manfaat”. It can be used for public. If the Dhuhur time has arrived, the students

and teachers pray together.

The activities in this school start from at 07.00 a.m to 13.00 p.m. The first

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to sixth grade begin activities from at 07.00 a.m to 13.00 p.m. This school has 17

teachers and a school guard. Mulyani, A.Ma.Pd is the headmaster in this school

and Purwanti, S.Pd is an English teacher.

The structure Organization of SD ISLAM AL-HILAL KARTASURA

School Commiittee

A.2. Extracurricular of SD ISLAM AL-HILAL

SD ISLAM AL-HILAL has some extracurriculars. There are Pramuka,

Qiro’ah, Rebana, Marching Band, etc. Pramuka is joined by all students, except to

first and second grade. This activity is done every Friday. Qiro’ah is the

extracurricular that it learns how to read the Al-Qur’an with correct and reading

with voice of rhythm. This activity is followed by all students, and it is done every Headmaster

A librarian A school Guard

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Sunday morning. Rebana is the extracurricular that learns how to use musical

instrument of rebana well. This activity is done every Saturday. Marching Band is

the extracurricular that it is interested by students. The training is done every

Saturday, and they show it every event likes national Independence Day, etc.

Every extracurricular has teachers who have skill in every sector.

B. The Activities During The Job Training in SD ISLAM AL-HILAL

Kartasura

B.1. Class Observation

Class observation at SD ISLAM AL-HILAL Kartasura was done by the

writer at the time of job training. English lesson is taught from first grade until

sixth grade. The writer observed the situation and condition at the institution in

order to obtain adequate data related to English teaching process. The writer had

done the job training from February 1st until March 31th 2011. The writer focused on in fourth grade. The time allocation of English subject for the fourth grade is

one hour fifteen minutes a week on Thursday. There are 28 students in the fourth

grade. The condition of classrooms (the fourth grade) is good enough. It has door,

windows, pictures, whiteboard, tables, chairs, bookcase, etc.

The students of fourth grade are very enthusiastic about the lesson that

their teacher has taught. Although they are very enthusiastic and they have strong

motivation, sometimes they are uncooperative and hard to control. The student’s

attitude is good enough. It can be seen from the student’s response: hearing the

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beginning the lesson. After the lesson is over, they leave the class, and then they

shake hand with their teacher.

In the teaching learning process, the teacher uses grammar translation

method. First, she reads the material. Second, she translates into Indonesian

language. She asks the students to repeat the text after the teacher. After the

teacher finishes explaining the material, the students do the exercises.

B.2. Preparing the material

Based on the present curriculum, English teaching and learning for the

fourth grade is taught as compulsory subject. The curriculum used is KTSP

(Kompetensi Tingkat Satuan Pendidikan). The writer used a book published by

Yudhistira entiltled “Speed Up English 4”. This book contains explanation of the

materials and tasks that have to be done by students.

As explained in Chapter II, the teacher should know what is going to do

with the students. In this case, the teacher should prepare the material. Besides,

the teacher has also to pay attention the material dealing the syllabus. The

materials are arranged systematically in Lesson Plan. The lesson plan contains the

topic, level of students, length of time, language skills, and procedures.

The writer used Grammar translation method in the teaching and learning

process. The writer applied 50% English and 50% Indonesian language. In the

presentation, writer explained materials by using English language, and then she

translated material into Indonesian language. In the communicative expressions

such us: greeting, command, and order, the writer used more English than

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C. Teaching and Learning Process at the 4th Grade in SD ISLAM

AL-HILAL Kartasura

The writer prepared the Lesson Plan in doing the process of teaching and

learning. The material was taken from the book “Speed Up English 4” by

Yudhistira containing four English language skills. They are speaking, listening,

writing, and reading.

The process of teaching and learning at the fourth grade students in SD

ISLAM AL-HILAL Kartasura is as follows:

1. Warming Up

The first step in Lesson Plan was Warming Up. It was done to make the

students interested in the lesson. They must be directed and guided in order to

create a conducive condition both students and teacher. Besides, it can help the

students to catch the theme.

The writer began with greeting to open the lesson. The example of

greeting mentioned as follows:

The writer : “Good morning students?”

The students : “Good morning, Miss Wulan”.

The writer : “How are you today?”

The students : “I am fine, thank you. And you?”

The writer : “I am fine too. Thank you”.

The next was brainstorming. It was done to attract or stimulate students in

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because the students would not be confused and bored with the lesson during the

process of teaching and learning.

The topic was about “Shopping”, it can be practiced such as:

The writer : “Have you ever gone shopping?”

The students : “Yes, I have”.

The writer : “What did you buy?”

: “Nanda, What did you buy when you were shopping?”

Nanda : “I bought T-shirt with my mother, Miss....”

The writer : “And you Farid?”

Farid : “I bought the fruit.”

The writer : “There are many things to buy when we are shopping”.

2. Presentation and Explanation

After the students were interested in the question above, the writer ordered

the students to open their handbook. The writer mentioned the topic to the

students, and then she presented it in front of the class.

a. Reading skill

The writer appointed the students at random likes appointing by virtue of

date. The example, if this today is 5th, so the student who has absent 5 number is chosen. Then, the writer had chosen one more by virtue of month of calendar.

After that, they read the text in their handbook.

The writer gave vocabulary after the students read the text. Translating the

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not know. Vocabulary is very important to students in order to understand the

meaning of the text. One of the reading activities was Read the dialog below!

For example:

Mirna : Excuse me, I would like to buy mango. May I have some?

Fruit seller : Sure. How many mangoes do you want?

Mirna : I’d like five kilograms of mango, please.

Fruit seller : No problem. Here are five kilograms of mango. Do you

need anything else?

Mirna : No, I don’t. How much is it?

Fruit seller : Seven thousand rupiahs.

Mirna : Can I pay six thousand rupiahs for five kilograms of

mango?

Fruit seller : Sorry, you can’t. That is a fixed price.

After the students read the text, the writer gave some words to be looked

for its meanings. Then, the writer ordered by students to interpret the text by

together.

b. Writing skill

The writer gave the pattern before the students moved the next page. The

writer explained about the pattern until the students understood well. Giving some

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For example:

After the writer explained the pattern, she always asked the students what

they had understood with her explanation.

3. Practice

The writer ordered the students to interpret the text in order to understand

the content of text. After interpreting the text, the writer ordered the students to

answer the questions about the text. The writer usually gave students the time to

do the exercises. Next, the writer gave opportunity to students to write their work

in front of class. Sometimes, the writer appointed students one by one as

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Writing activity

In this activity, the writer gave the pattern and some examples before she

ordered the students to do the exercises. The writer emphasized at the correct

writing.

4. Closing the material

After the students practiced the exercises, the writer gave homework to the

students. Then, the teacher ended the lesson. The writer closed the meeting by

greeting, as follows:

The writer : “Well, this time is over. Thank for your time today.

Don’t forget to do the homework at home.

See you next week. Good bye.”

The students : “Bye.”

D. The Supporting Factor, Problems, and Solutions

During the job training as an English teacher, the writer found some

factors supporting the process: however, she also found the problems in the

English teaching and learning process of fourth grade students in SD ISLAM

AL-HILAL Kartasura.

D.1. The Supporting Factor

There was one factor supporting the English teaching and learning

activities. The school had decided not to interfere in the method or the way the

writer taught. So, the writer could be more creative in developing the teaching

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D.2. The Problems and Solutions

There are three problems which were found by the writer during the job

training.

1. Non linguistic

The students are noisy

Some students are noisy when they are listening and doing the exercises.

They usually interrupt the other students who try to concentrate on the lesson. It

makes the class noisy. Therefore, the writer gives suggestion for teachers to give

the simple game. It is done in order to the students can focus on the material.

Understanding material

Level of understanding by students is different. Some of them have good

understanding and less understanding. Therefore, the teacher can repeat her

explaination for students until they understand the content of material. The teacher

must ask for students about her explaination what they have understood with her

explaination or not.

2. Linguistic

Pronunciation

Many students read the text improperly. The pronunciation is one of their

problems in reading the text. They just spell every letter. The writer gives the

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Spelling

The students have problems to remember spelling English words. They

tend to spell according the words like in Indonesian language. The solution is the

teacher always spells the words several times and asks the students to write the

some words on their books.

Grammar

Grammar is the biggest problem by students. Most of them do not know

what they write despite the examples. The solution is that the teacher must explain

the grammar inch by inch until they understand and the teacher can give many

examples in order to understand.

3. Methodology

The methodology which is used by the teacher and the writer is same. But,

the applications are different. The teacher uses little English language in the class;

she seldom uses game to interest for the students.

The writer always uses English language in the class and then she

translates it into Indonesian language. The writer makes the students active in

speaking English. She also uses simple games to make the students understand

and more enthusiastic.

To solve the problem, the teacher should give special attention to students

during the lesson. Besides, the teacher asked the students to move in front of the

teacher. The students especially the uncooperative students always give the

questions so that they focus on the lesson. Moreover, the teacher also gives

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23 CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

From the objectives and discussions in the previous chapter, the writer

summarizes some important points of the English teaching and learning process for

children at SD ISLAM AL-HILAL Kartasura.

A.1 The Teaching and Learning Process for 4th Grade of SD AL-HILAL

Kartasura

As explained in the previous chapter, the English teaching and learning

process at the fourth grade in SD ISLAM AL-HILAL Kartasura has purpose that

introduction to students so that they can understand the basic of English and they can

face the English in the next class. In the teaching and learning process, the writer used

Grammar Translation Method. Before the writer taught English, she prepared the

material and made the Lesson Plan. The lesson plan contains the topic, the level of

students, and length of time, languages skills, and procedures.

The procedures in the teaching and learning process are:

a. Warming Up

The activity was done to make the students interested in the lesson. The

teacher guided and directed the students to the theme in order to create the conducive

situation both the teacher and the students. Warming up was done by greeting and

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b. Presentation

The writer presented and explained the material to the students dealing with

the handbook entitled “Speed Up English 4”.

c. Practice

After the writer explained the material and gave some examples, the writer

continued giving exercises to the students. The exercises were taken from “Speed Up

English 4”.

d. Closing

The final in the process of teaching and learning is closed. After finishing the

exercises, the writer ended the lesson.

A.2. The problems and solutions occurring in the Teaching and Learning

Process for 4th Grade of SD AL-HILAL Kartasura.

During the job training, the writer found some difficulties both non linguistics

problem and linguistics problem.

1. Non linguistic

a. The students are noisy

Some students are noisy when they are listening and doing the exercises.

Therefore, the writer gives suggestion for teachers to give the simple game. It is done

in order that the students can focus on the material.

b. Understanding material

Level of understanding by students is different. . Therefore, the teacher can

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2. Linguistic

a. Pronunciation

Many students read the text improperly. The writer gives the suggestion by

teacher to emphasize the correct pronunciation for students.

b. Spelling

The students have problems to remember spelling English words. The

solution is that the teacher always spells the words several times and asks the students

to write the some words on their books.

c. Grammar

Grammar is the biggest problem by students. Most of them do not know what

they write despite the examples. The solution is that the teacher must explain the

grammar inch by inch until they understand and the teacher can give many examples

in order to understand.

3. Methodology

The methodology which is used by the teacher and the writer is same. But, the

applications are different. A little does the teacher use English language in the class,

most of the time she uses Indonesian language. The writer always uses English

language in the class and then she translates it into Indonesian language. To solve the

problem, the teacher should give special attention to students during the lesson.

Besides, the teacher asked the students to move in front of the teacher. The students

especially the uncooperative students always give the questions so that they focus on

the lesson. Moreover, the teacher also gives homework to students in order to study

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B. Suggestion

Based on the conclusion, the writer wants to give some suggestions as follows:

1. The English Teacher

The English teacher should be creative and make variation in teaching like

games, songs, using English more in the class. The English teacher must be

able to manage the class and control the students well in order to create the

conductive class.

2. SD ISLAM AL-HILAL Kartasura

SD AL-HILAL Kartasura should have many facilities and the media related to

English class activities. The facilities and the media help the students like

game equipment, a story book, and picture cards can increase the students

motivation to study English.

3. English Diploma Program

English Diploma Program should have relationship with other institutions.

Besides, the English Diploma Program has to give much longer time to the

students to find and to do the job training, so that they can really understand