THE PROCESS OF TEACHING ENGLISH TO THE

4TH

GRADE STUDENTS OF

SDN KARTASURA 07

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:

Fitri Mahdawati

C9307122

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2010

ii

APPROVAL OF CONSULTANT

Approved to be examined before the Board of Examiners,

English Diploma Program, Faculty of Letters and Fine Arts

Sebelas Maret University

Final Project report:

THE PROCESS OF TEACHING ENGLISH TO THE 4TH

GRADE

STUDENTS OF SDN KARTASURA 07

Name : Fitri Mahdawati

NIM : C9307122

Supervisor

Drs. Agus Hari Wibowo, M.A. (……………...…………...)

Supervisor NIP. 196708301993021001

iii

APPROVAL OF THE BOARD OF EXAMINERS

Accepted and Approved by the Board of Examiners

English Diploma Program, Faculty of Letters and Fine Arts

Sebelas Maret University

Report Title : THE PROCESS OF TEACHING ENGLISH TO THE

4TH

GRADE STUDENTS OF SDN KARTASURA 07

Student’s name : Fitri Mahdawati

NIM : C9307122

Examination Date : 5 Juli 2010

The Board of Examiners:

1. Drs. S. Budi Waskito, M.Pd. (……………. ….…….…)

Chairperson NIP.195211081983031001

2. M. Taufiq Al Makmun, S.S. (……………. ….…….…)

Secretary NIP.19780627200501003

3. Drs. Agus Hari Wibowo, M.A. (……………. ….…….…)

Main Examiner NIP.196708301993021001

Faculty of Letters and Fine Arts

Sebelas Maret University,

Dean

Drs. Sudarno, M.A.

NIP.1953031419585061001

iv

PREFACE

First of all, I would like to say thank you very much to Allah SWT who

has given me everything, Alhamdulillahirobbil’alamin. I also would like to thank

to all my families and my friends for giving me support, guidance and spirit in

finishing this final project report entitled ‘The process of teaching English to the

4th

grade students of SDN Kartasura 07’.

In this final project report, I am interested in discussing the process of

teaching English to the 4th

grade students. The final project report also contains

some problems faced by the both teacher and students. Trying to overcome the

problem is the thing that I have to do.

Finally, I realized that this final project report is far from being perfect.

Therefore, I really need suggestions from many sides in order to make the finest

report. I hope this final project report will be beneficial to all readers in improving

their abilities in teaching English to the Elementary school. So that it can

influence to create a qualified Indonesian education.

v

MOTTO

Believe in something that can not be seen by eyes: read ‘Percaya pada

Janji Allah’

(The writer)

vi

DEDICATION

This final project report is dedicated to:

Alloh SWT

My beloved mother

My beloved father

My brother

My sisters and brothers where ever you live

vii

ACKNOWLEDGEMENT

First of all I would like to say Alhamdulillah hirobbil’alamin, big thanks

for Allah SWT who always give me everything so that I can finish the final

project report well. It was wonderful. Second, I would like to thank all the people

who have helped me in the process of my study in the Sebelas Maret University.

They are:

1. Drs. Sudarno M.A. as the dean of the Faculty of Letters and Fine Arts, Sebelas

Maret University.

2. Yusuf Kurniawan S.S., M.A. as the head of English Diploma program, thank

you for supporting and guiding me, Sir.

3. Drs. Agus Hari Wibowo, M.A. as my supervisor, big thanks for your help and

guide, May Allah always bless you, Sir.

4. My academic supervisor, Fitria Akhmerti P, S.S., M.A. thank you very much

for your guiding and suggestions, Mum

5. All the lecturers in English Diploma program, thank you very much for

knowledge that has been transferred to me.

6. The first and the second headmaster of SDN Kartasura 07 who are Drs.

Mahfud, M.Pd., and Herry Trihanani, S.Pd. thank you very much for the chance

to have job training in SDN Kartasura 07.

7. Erika Nova A, S.Pd. as my guide and teacher who helps me in the job training

process, thank you very much, Miss.

viii

8. All the teachers in SDN Kartasura 07 thank you very much for knowledge that

has been transferred to me.

9. All the students of in SDN Kartasura 07, thank you very much, you’re so cute,

hope you can be useful person next time, I do believe.

10. My parents, I love you all, thank you very much for giving me everything that

I can’t mention it.

11. My brother, Ikhsan M, I love you, keep spirit, life is never flat.

12. All of my friends in English Diploma program and SKI, I love you because

Allah, May Allah always save you.

13. All the people who have helped me in finishing the report, I hope Allah will

give the best for you all.

ix

ABSTRACT

Fitri Mahdawati. 2010. The Process of Teaching English to the 4th

Grade

Students of SDN Kartasura 07. English Diploma Program, Faculty of Letters

and Fine Arts, Sebelas Maret University.

This final project report is written based on the job training that had been done by

the writer as an English teacher in SDN Kartasura 07. This final project report

discusses the process of teaching English to the fourth grade students of SDN

Kartasura 07. The purpose is to describe the process of teaching English in SDN

Kartasura 07, including the problems faced by the students and teacher and to find

out the solutions for those problems.

The data of this final project report were collected through observation, interview,

and library study. The observation was done in the process of teaching and

learning at the class. The interview was done to the English teacher and the fourth

grade students. The library study was emphasized in some books from library.

The report finds that although the teacher has made a preparation in teaching

English by making a lesson plan and using strategy by giving games, song, and

wise words both the students and the teacher are still facing problems in the

process of teaching and learning English. The students are difficult in memorizing

the vocabularies, pronouncing and reading. The teacher faces a problem in the

classroom management, she also finds that the students’ motivation is low and the

facility is limited.

Those findings suggest that the teacher must teach the Elementary students as well

as possible by mastering the four skills of English properly. Then, the teacher has

to create the teaching and learning process as a media to provide a good model so

that in education there will be not only transfer of knowledge, but also transfer of

value.

x

TABLE OF CONTENTS

TITLE ..................................................................................................................... i

APPROVAL OF CONSULTANT ........................................................................ ii

APPROVAL OF THE BOARD OF EXAMINERS .............................................. iii

PREFACE .............................................................................................................. iv

MOTTO ................................................................................................................. v

DEDICATION ....................................................................................................... vi

ACKNOWLEDGEMENT ..................................................................................... vii

ABSTRACT ........................................................................................................... ix

TABLE OF CONTENTS ....................................................................................... x

CHAPTER I : INTRODUCTION

A. Background ............................................................................... 1

B. Objectives .................................................................................. 3

C. Benefits ...................................................................................... 3

CHAPTER II : LITERATURE REVIEW

A. Teaching ................................................................................... 5

B. Learning ..................................................................................... 6

C. Teaching Method ....................................................................... 7

D. Young Learners ......................................................................... 10

E. Teaching English to Young Learners ........................................ 11

F. Factors Affecting Language Acquisition Process ...................... 12

xi

CHAPTER III : DISCUSSION

A. The Background of SDN Kartasura 07 .................................... 14

B. The Job Training Activities ....................................................... 16

1. Class Observation ................................................................ 16

2. Lesson Plan ......................................................................... 17

3. The Teaching and Learning Process .................................... 17

C. Discussion ……………………………………………………..18

1. The English Teaching and Learning Process in SDN

Kartasura 07………………………………………………….. 18

2. Teaching Procedure ……………………………………….. 19

3. The Activities Done in the Classroom …………………….. 20

D. The Problems in the English Teaching Process

and the Solutions ........................................................................ 25

CHAPTER IV : CONCLUSION AND SUGGESION

A. Conclusions…………………………………………………… 30

B. Suggestions……………………………………………………. 32

BIBLIOGRAPHY

APPENDICES

1

CHAPTER I

INTRODUCTION

A. Background

Nowadays, education has become one of the most important things in the

world. Actually, education is not everything, but everything comes from

education. In this case, education holds an important role in the aspect of life. The

education makes people know how to face life. As we know that globalization era

wants people to be „the winner‟. To be the winner is not easy. There must be a

door which must be opened. The way to open the door is by finding the key. The

key to open the door is English language. Thus, it is necessary to have English

language lesson for Indonesian education.

English as an international language has become one of the most important

languages that should be mastered by all of the people around the world. People

should master English because the language is always used for communication.

Besides, there are many text books from West countries used for reference written

in English.

English must be taught to the children as early as possible. Although the

children as young learners have a great talent in learning language, memorizing

new vocabulary better and faster than adult, but the English lesson taught must be

simple and easy to understand. It has to be adjusted with the level of the students.

So, it will be appropriate with their ability.

2

For the reason above, Elementary schools are the right place to introduce

English. In the Elementary schools students get English language skills in

listening, speaking, reading and writing which are adjusted to their understanding

level. The first way to teach English to the students is that the teacher must

already master the four skills properly. It is important because the teacher can

teach English well by delivering the material correctly. Next, the teacher has to

create the teaching-learning process as a media to provide a good model. Arief

Rachman says that “keteladanan menjadi kunci utama dalam proses pendidikan,

tanpa keteladanan pendidikan hanya akan menjadi transfer of knowledge tapi

tidak transfer of value”

There are some steps which have to be done before teaching English to the

students. First, the teacher gets syllabus which is sent by the regency. After having

the syllabus, the teacher makes a semester program. This is a program which

should be done by the teacher in the first semester. Then, the teacher should write

lesson plan (RPP). Next, the teacher can teach to the students. After teaching, the

teacher should make an evaluation. It aims to evaluate the teaching and learning

process in order to achieve a goal.

The writer was interested to do the job training in SDN Kartasura 07,

Sukoharjo because in this school, English lesson has been taught to the students

from the first until the sixth grade. Although English has been taught to all grades,

the English lesson for the first up to third grade is only for introduction. The

writer taught fourth grade students in the job training. The writer also found some

problems which came from two sides, teacher and students. Based on the job

3

training experience and finding above the final project report is entitled “THE

PROCESS OF TEACHING ENGLISH TO THE 4TH

GRADE STUDENTS OF

SDN KARTASURA 07”

B. Objectives

Based on the background above, the objectives of this report are formulated

as follows:

1. To describe the process of teaching English to the 4th

grade students of SDN

Kartasura 07

2. To find out the problems faced by the students in learning English and to give

solution to the problems faced by the students in learning English

C. Benefits

The writer hopes that the results of this final project report will be

beneficial to:

1. SDN Kartasura 07

This final project report is expected to give useful input to the English teacher and

the students of SDN Kartasura 07 in improving their quality.

2. English Diploma students

It is expected that the final project report can give additional knowledge in

improving the skills of teaching English to the elementary school students.

4

3. Other readers

It is also expected that this final project report can be a reference in teaching

English to the elementary school students.

5

CHAPTER II

LITERATURE REVIEW

This chapter contains six main topics related to the title of the final project

report. Those six topics are teaching, learning, teaching method, young learners,

teaching English to young learners and factors affecting language acquisition. All

of the topics will be reviewed in detailed as follow:

A. Teaching

Teaching is one of the most important elements in the teaching and

learning process. The students are difficult to do or understand something without

guiding. There must be a teacher who teaches them to make them understand.

According to Oxford Elementary learner’s Dictionary, “teaching is to give

somebody lessons, to tell or show somebody how to do something” (Oxford,

2001: 369). While, Collins Cobuild Advanced Learner’s English Dictionary

(2006: 1485) defines teaching as the work that a teacher does in the helping

students to learn.

Gage says that, “Teaching means guiding and facilitating learning

enabling the learner to learn and setting the condition for learning “(Gage, 1964:

269).

Moreover, Brown, “Teaching is showing or helping someone to learn how

to do something, giving instruction, guiding the study of something, providing

with knowledge causing to know or to understand” (Brown, 2001:7).

6

Overall it can be concluded that teaching is an activity of transferring knowledge

or skill, guiding, and motivating to the students.

Furthermore, to be a good teacher is not as easy as how we imagine it.

There are some qualifications that the teacher should have:

1. A teacher should make his / her lesson interesting

2. A teacher must love his/her job

3. A teacher should have his/her own personality

4. A teacher should have lots of knowledge

5. A good teacher is an entertainer in a positive sense, not in a negative sense

(Harmer, 1998: 1-2)

B. Learning

Teaching and learning are activities that almost can not be separated.

When there is a person delivering knowledge, that is teaching, there must be some

people trying to find out knowledge. According to Collins Cobuild Advanced

Learner’s English Dictionary (2006: 816) “learning is the process of gaining

knowledge through studying”.

While according to Oxford Elementary Learners Dictionary, learning

means “To find out something, or how to do something, by studying or by doing it

often” (Oxford, 2001: 204).

According to Hamalik, “Learning is a process of behavioral changes as a

result of experience and training“(Hamalik, 1989: 60).

7

Brown also states “Learning is acquiring or getting of knowledge of

subject or a skill by study, experience, or institution” (Brown, 2001: 7).

Based on the definitions above, we can conclude that learning is a process

of getting knowledge or a skill by study, experience or institution.

C. Teaching Method

According to Cole and Chan, “Methods are sets of learning plans,

strategies, and techniques used to organize classroom practice” (Cole and Chan,

1994: 4).

Meanwhile, Brown suggests that, “Method is a generalized set of

classroom specifications for accomplishing linguistic objectives” (Brown, 2001:

16).

There are eight kinds of methodology according to Larsen and Freeman

(Larsen and Freeman, 1986: 4-135). They are:

1. The Grammar Translation Method

This method is also known as Classical Method before the 19th

Century. It

is used for helping learners understand foreign language literature. The students

are taught to translate from one language to another. Most of the interaction in the

classroom is from the teacher to the students. Students need to learn about

grammar rules and vocabulary of the target language. Reading and writing are

primary skills that the students work on. There is much less attention given to

speaking and listening.

8

2. The Direct Method

The purpose of the language learning is to learn how to use a foreign

language to communicate. Language is primarily spoken, not written. So, the

students’ native language should not be used in the classroom.

Vocabulary is emphasized over grammar. Thus, object (e.g. realia of

pictures) present in the immediate classroom environment should be used to help

the students understand the meaning.

3. The Audio Lingual Method

The purpose is to be able to use the target language communicatively. The

teacher is like a leader, while the students are imitators. New vocabulary and

structure are presented through dialogue. The teacher is responsible for providing

the students with a good imitation. Tapes and lab are often needed in learning

process.

4. The Silent Way

The purpose is to be able to express their thoughts, perceptions and

feelings. The teacher sets up situation that focus student attention on the structure

of the language. Using minimal spoken cues, the students are guided to produce

the structure. The teacher is silent. The student verbal interactions are desirable

and encouraged. The native language is used to give instruction when necessary.

5. Suggestopedia

The purpose is to accelerate the process by which the students learn to use

a foreign language for everyday communication. The teacher is the authority in

the classroom. A great deal of attention is given to the students’ feelings.

9

Vocabulary and speaking communicatively are emphasized. Native language

translation is used to make the meaning of the dialogue clear.

6. Community Language Learning

The purpose is to make the students learn how to use the target language

communicatively. The learner is very depended upon the teacher. The students

have a conversation in their native language. The teacher helps them express what

they want to by giving them the target language translation in chunks. Various

activities are conducted that allow students to further explore the language. The

students’ native language is used to make the meaning clear. The teacher

encourages the students to self-evaluate.

7. The Total Physical Response Method

The method is developed in order to reduce the stress people when

studying foreign languages and thereby encourage students to persist in their study

beyond a beginning level of proficiency. The teacher is director of all students’

behavior. The students are imitators of the teacher. Teacher is tolerant of the

students’ error and only correct major errors.

8. The communicative approach

The goal is to have one’s students become communicatively competent.

The student’s native language has no particular rule. The target of language is a

vehicle for classroom communication, not just the object of study. The teacher is

facilitator of the students in learning

10

D. Young Learners

According to Phillips “Young learners means children from the first year

of schooling (five or six years old) to eleven or twelve years of age” (Phillips,

1996: 5).

While, Scott and Ytreberg state that children are divided into two

categories: five to seven years old and eight to ten years old (Scott and Ytreberg,

2000: 1). They define children’s abilities in each group of age:

1. The five to seven years old children:

They can talk what they are doing

They can tell you about what they have done or heard

They can plan activities

They can argue for something and tell you why they think what they

think

2. The eight to ten years old:

Their basic concepts are formed. They have very decided views of the

world

They can tell the difference between fact and fiction

They ask questions all the time

They are able to make some decisions about their own learning

Further, Scott and Ytreberg say that other characteristics of young learners

are: they like learning while playing. Second, they tell about what they do and

hear. Third, they sometimes can get involve in a debate on something. Fourth,

11

they learn faster their surroundings. Fifth, their concentration and attention do not

last long (Scott and Ytreberg, 1995: 4).

In conclusion, young learners can be defined as children who have special

characteristics which can be ranged five to twelve years old.

E. Teaching English to Young Learners

Childhood is the best time to learn the second language. According to

Brumfit in his book Teaching English to Children, “…..that young children have

more opportunities than adults. They are learning all the time without having

worries and responsibilities of adults; their parent, friends and teachers all help

them in learning….” (Brumfit, 1994: vi).

In the book entitled The Practice of Language Teaching, Harmer states

that “more anything else, children are curious, and this in itself is motivating. At

the same time their span of attention or concentration is less than of an adult

(Harmer 1991: 7). Teaching English to the children should be creative.

Teaching English as the second language to the children is absolutely

different from teaching English to adult. “Children differ in physical

characteristic, social skill, home life, intellectual ability, learning capability, ideas

attitude, needs, ambition, hopes and dream it requires teacher to use teaching

strategies and tactics” (Jarolimek, 2001: 3).

Teaching strategies and tactics are essential in the process of teaching.

There are some points to make an enjoyable class thus it can stimulate the

children to study according to Philips in her book Young Learners,

12

1. The activities should be simple enough for the children to understand what

is expected from them.

2. The task should be within their abilities, it needs to be achievable but at

the same time sufficiently stimulating for them to feel satisfied with their

work.

3. The activity should be largely orally-based indeed, with very young

children listening activities will take up a large proportion of class time.

4. Written activities should be used sparingly with younger children.

Children of six or seven years old are often not yet proficient in the

mechanics of writing in their own language.

(Phillips, 1993: 7)

F. Factors Affecting Language Acquisition Process

There are two factors that may affect a new language in the second

language acquisition. Those factors are internal and external factors:

1. Internal factors

Internal factors are factors that come from the learner himself or herself. Those

are:

a. Motivation

Motivation is some kind of internal drive that encourages somebody to pursue a

course of action.

13

b. Intelligent

Intelligent is related to capability, cognitive development, and language

development.

c. Age

The best age to learn and study second language is fourteen years old.

d. Previous Knowledge

Previous knowledge is related to culture and language background.

2. External factors

External factor is factor that comes from outside learner. Those are:

a. Macro and Micro Environment

Macro is informal class, while micro is formal class.

b. Facilities

Facilities are essential to support the running of teaching and learning process.

c. Methodology

Methodology is method that is used in teaching and learning activity.

(Brown in Epik Tri Rahayu: 2000)

14

CHAPTER III

DISCUSSION

A. The Background of SDN Kartasura 07

SDN Kartasura 07 is a state Elementary school which is located in Jl.

Ahmad Yani Perengsari, Kartasura, Sukoharjo. It has wonderful scenery because

it is located near to the Main Street and also river.

SDN Kartasura 07 was built in 1982 on the area of about 1,600 meters

square with the statistic number of the school is 10131112023. The building

consists of six classrooms, a teacher‟s room, a parking area, two ware houses, a

room for saving equipment, a canteen, a computer room, a School Health Unit

(UKS), a yard, and three toilets. The teacher‟s room is the oldest room in that

school because it was built in the Dutch colonialism. It was built as a place for

saving petroleum.

SDN Kartasura 07 has 141 students who are classified into 6 classes in the

academic year of 2009/2010. There are 75 male students and 68 female students.

The class activity is started at 07.10 a.m. and ended at 12.20 p.m. except for

Friday and Saturday or for the first and second grade students. The curriculum

used in this school is KTSP, education unit level curriculum. The school got

accreditation “A” from the Sukoharjo regency in 2007. The accreditation given to

the school since that the school is very good.

SDN Kartasura 07 is led by a headmaster who is responsible for handling

the school to reach the goal of the school program. The school has eleven teachers

15

consisting of six class teachers, a sport teacher, and an arts teacher, two religion

teachers and an English & computer teacher. All of the teachers are solid. They

are responsible for create a bright generation.

SDN Kartasura 07 has a vision that is to create people who are smart,

creative, and productive and having good behavior which is ready to face

globalization era. While the missions of the schools are:

1. Building personalities who having religion morality, having good skills

and mastering knowledge.

2. Creating graduates who are productive and appropriate with demands of

era.

The structural organization of SDN Kartasura 07

Headmaster

1st

Grade

Teacher

2nd

Grade

Teacher

3rd

Grade

Teacher

4th

Grade

Teacher

5th

Grade

Teacher

6th

Grade

Teacher

Sport

teacher

2 Religion

Teachers

English &

Computer Teacher

Arts

Teacher

School Guard

Students

16

B. The Job Training Activities

1. Class Observation

In the job training, the writer did an observation towards the situation and

condition of the school. The observation covered the facilities and the teaching

activities in the classroom. It aims to know the best effort to teach English in the

classroom is.

Each class has an ideal student number. The range is about 19 – 23. There

are nineteen students in the fourth grade class. The fourth grade classroom is

comfortable. It is good for the process of teaching and learning English. There

were twenty tables and twenty chairs for the students, one table and one chair for

the teacher, one white board, one eraser, two board makers, one clock, one bank

data of the class, and some class rules.

Praying is the first activity doing by the students and the teacher. Praying

here means reading about three surah of Holy Qur‟an. The school applies that rule

because praying can build students‟ character.

English lesson was taught from the 1st to 6

th grade students. Although it

was taught to all grades, the lesson for the 1st to 3

rd grade students is just for

introduction. The English lesson for the fourth grade was started in the first time,

which is 07.10 a.m. Each meeting is 35 minutes. The English lesson for the fourth

grade students is given two sessions. Thus the class is ended at 08.20 a.m.

17

2. Lesson Plan

Before delivering knowledge that is teaching English to the students, it

was important to make a lesson plan. The lesson plan has a function, which is to

manage the teaching process in order to goal the aim. The lesson plan was

arranged based on the syllabus and evaluation from the previous meeting. There

were some stages that the writer had done in making the lesson plan. They are:

1. Looking the themes of the lesson

2. Deciding the focus of the lesson

3. Deciding the method used

4. Deciding the goal of the lesson

5. Preparing the materials and equipments

6. Writing the stages of activities for the lesson

Generally, the lesson plan consists of building knowledge of field,

modeling, joint construction, individual construction of the test. Sometimes,

lesson plan used is not match with the reality. The teacher should prepare another

lesson plan or in here means strategy to overcome unpredictable situation.

3. The Teaching and Learning Process

Teaching and learning process was done by using the lesson plan which

has been made. To reach a goal of the teaching and learning process there should

be a good cooperation between the teacher and the students. The teaching and

learning materials are also essential for supporting the process of teaching and

learning. It is possible to reach a goal after the process run well.

18

The students entered the room after the bell rang. The teaching and

learning process is started at 7.10 a.m. The teaching and learning process is started

by praying. After finishing praying, all the students gave greeted and said good

morning in Indonesian language. The teacher replied to the student‟s greeting and

started the process of teaching English.

The book which was used in the class was student‟s exercise book (LKS).

Besides, the writer added it by providing textbook related to the material. The

writer also provided some pictures and flash cards to enrich the materials for

teaching students. To overcome the unpredictable situation, the writer used

strategies by giving games and song.

C. Discussion

1. The English Teaching and Learning Process in SDN Kartasura 07

English lesson has been taught to the students of SDN Kartasura 07 since

2001. At that time, English was taught to the three classes, 4th

, 5th

, and 6th

grade

students. This time English is taught to all grades. The time allocated to English

lesson is 70 minutes for the 4th

, 5th

, and 6th

grade students. While for 1st, 2

nd and

3rd

grade students only have 35 minutes once a week. At that time, the writer

taught English lesson for the fourth grade students. The lesson was conducted on

Wednesday at 7.10 a.m. to 8.20 a.m.

For supporting the teaching and learning English activities the writer used

grammar translation method. Besides, the writer also used strategies to improve

19

the student‟s vocabulary and to arouse the student‟s motivation toward learning

English.

2. Teaching Procedure

Teaching Procedure is essential for the teacher to make a preparation in

order to reach a goal in the teaching and learning process. The procedure of the

activities for teaching English covers building knowledge of the field (BKOF),

modeling, individual construction, joint construction, and closing.

a. Building Knowledge of Field (BKOF)

This step is the first step which has been done in teaching and learning

process. Its aim is to prepare the student‟s readiness. Firstly, the students were

given greeting. Then they were given questions related to the material. This is the

example of greeting:

Writer : „Good morning students‟

Students : „Good morning miss‟

Writer : „How are you today?‟

Students : „I am fine‟

Writer : „Who is absent today?‟

Students : „No absent‟

After giving greeting to the students, the writer asked some questions

related to the material, for example:

„Do you know what is it?‟

„Do you know what the use of it is?‟

„Do you know what is Ikhsan doing?‟

20

The writer asked to the students with all the questions above. Yet, the

answers of the questions must be changed in order to make a variation.

b. Modeling

In this step, the writer gave explanation to the students based on the theme

of the book from the school. The writer explained as clearly as possible in order to

make the students understand.

By using the student‟s hand book (LKS), the writer explained the students.

The students as learners must listen carefully to understand what the writer said.

In teaching English, the writer used two languages. Here means the writer also

used Indonesian language. It was done by the writer since the students could not

understand if the writer gave English all the time. The writer also used pictures in

explaining the English lesson. The pictures are essential for students to memorize

the materials. The pictures also give contribution in the success of teaching and

learning process.

Getting up Gardening

The students as learners also need grammar to make a sentence and to

conduct a communication. Actually grammar is not so crucial if it is used in

speaking as long as the people whom you talk can understand what you mean.

Yet, it can create misunderstanding if there is wrong use. The writer taught

present continuous tense to the students by using this formula.

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Subject Auxiliary verb

He, She Is

I Am

You, We, They Are

Example:

1. I am studying ( Saya sedang belajar)

2. He is playing chess ( Dia sedang bermain catur)

3. They are sleeping ( Mereka sedang tidur)

Note: I = saya He = dia (laki-laki)

You = kamu She = dia (perempuan)

We = kita

They = mereka

c. Individual Construction

The writer gave individual assignment to be done by the students. The

assignment was given to check the students‟ comprehension. The students were

asked to do practice from exercises taken from the student‟s exercises book Eksis.

The writer gave enough time for the students to do the exercises. The answers

were discussed together after the students did the exercises. The students were

allowed to ask questions that they do not understand. Sometimes the writer also

asked the students to write their answer in the white board.

d. Joint Construction

The writer asked the students to make a group of four. The writer gave

explanation to the students how to play the game. Firstly, the students must

22

arrange the cut pictures about the theme that is home activities to be a picture

which can be seen the activities. After getting the name of activities from the

pictures, one of the students has to go in front of the class and gives circle on the

paper stuck in the white board. The faster was the winner.

e. Closing

The writer ended the lesson after finishing the process of teaching English.

Before the lesson was ended the writer reviewed the material to make the students

more understand. The writer also gave a chance to the students to ask whether

they did not clear enough in catching the material. Next, the teacher gave

homework and asked the students to study at home. Finally, the writer ended the

lesson by saying „good bye and see you next week‟.

3. The Activities Done in the Classroom

There were four basic skills of teaching and learning which were done in

the classroom.

a. Listening

Listening is the first step in the process of learning language. Listening to

English language is a big problem for young learners. The students as new

learners have to try hard to catch the meaning of the language said by the writer.

In the listening activity the students should listen the questions and instructions

said by the writer. The example of questions and instructions were:

„Can you do it?‟

„Open your book page 8‟

„Raise your hand!‟

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„Do the task 2, now!‟

„Be quiet, please!‟

„Do not go anywhere!‟

b. Speaking

Speaking is the second step in the process of learning language. The

students used to be afraid and shy if they were asked to speak. They had not

enough skill in expressing their words in speaking as new learners. Therefore, the

writer gave some examples of short conversation and expression of permissions to

the students to practice. For example:

o Aisya : “May I go to the toilet, Miss”

Fitri : “Yes, please”

o Endra : “What is your mother doing?”

Fitri : „She is cooking‟

o Ardi : “Where is she eating?‟

Dewi : “She is eating in the dining room‟

o Syifa‟ : „Is she studying?‟

Ahmad: „Yes, she is‟

c. Reading

The writer gave a short text to the students. Firstly, the writer read the first

sentence. Next, the students were asked to repeat it. The writer translated the

difficult vocabularies in order that the students could translate them easily. The

writer helped the students by translating long sentences which were difficult.

Next, the students were asked to answer the questions based on the text. The tasks

were discussed together after they had finished in doing it. The example of the

text taken from Eksis is as follows:

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READ THE TEXT CAREFULLY!

Activities on Sunday

I am Tommy. I am a student. Today is Sunday. It is holiday. I am not

going to go to school. I stay at home with my family. My family has many

activities on Sunday morning.

My father is Mr. Herman. My father washes his car in the yard. My

brother ‟Rommy‟ and me cut the grass and clean the garden. My sister ‟Ivanna‟

sweeps the house floor. My mother cooks the food for our meals. She cooks soup

and fries the chicken in the kitchen.

After finishing our activities, we take a bath. Then, we go to the dining

room for having meals together.

Answer the questions based on the text above!

1. What is Tommy?

2. What day is today?

3. Is Tommy‟s family going outside?

4. What are they doing on Sunday morning?

5. What is Mr. Herman doing?

6. Is Ivanna sweeping the floor?

7. What is Tommy‟s mother doing?

8. What are Tommy and Rommy doing?

9. What are they doing after finishing their activities?

10. Where is Tommy‟s family having their meals?

d. Writing

Writing is a skill which is not easy to master by the students in a short

time. There must be many practices to do in order to get true writing. Writing is a

difficult thing for students. In this case the students as young learners have to

master those three skills mentioned above i.e.: listening, speaking and reading

before writing.

In the writing activity the writer gave some pictures taken from Eksis. The

students should write the name of the pictures. Firstly the students have to watch

the picture. Next, the students fill the line available with the answer. The writer

also gave a game to increase the writing skill. The way to play the game is that the

25

students have to continue the writing based on the last alphabet which is appeared

from the key word. The example of pictures and game used by the writer is as

follows:

The pictures:

She is _ _ _ _ _ _ He is _ _ _ _ _ _ _

The game:

Sweepingardeningroundeerooteapplearsunice…………………………….

Washingardenorthearabbityrtlenjoyoung………………………………….

D. The Problems in the English Teaching and Learning Process and the

Solutions

There are many efforts which must be done to conduct a good teaching

and learning process. The writer has done the best that she can, but there are still

some problems in the process of teaching English. The problems in the process of

teaching and learning English faced by both the students and the teacher were:

a. The problems faced by the students and the solutions

Memorizing the vocabularies

The students still found difficulties in memorizing the

vocabularies. They are difficult to memorize it because English is really

different from Indonesia. It can be seen from the way to read the alphabet

and the structure of the sentences. When the writer asked the students to

26

mention the activities at home, the students were still hard to mention it. It

took long minutes to say. The solution of this problem was that the writer

had to mention it several times in order that the students are easy to

memorize them.

Pronouncing

Almost all of the students are poor in pronouncing English. They

always made mistakes in pronouncing the words in English. The writer

had given examples about the way they should pronounce in early process

of teaching English. Yet, the students still made mistakes by pronouncing

the wrong words. If there is no effort to change to the right pronunciation

it will be fossilized error. The solution for this problem was the writer

must repeat the correct pronunciation over and over until the students can

say the right pronunciation.

Reading

Reading is the most difficult skill faced by the students. They were

not able to read fluently and to understand the text well. The students

needed the help from the writer more to understand the text. When they

did the task related to the text they asked to the writer to help them.

Sometimes they asked to the writer in each sentence since they really did

not have enough vocabularies to answer the sentences. The writer must

give the translation in each sentence to make the students understand. The

solution to overcome the problem was the writer has to explain the idea of

27

the text and translate the sentences which are difficult in order that the

students can understand it.

b. The problems faced by the teacher and the solutions

Classroom management

The students were active in the class. They were like to wander

around in the class to talk each other about something they felt and to

share a story they got from their dream or story they did with their close

friend. Sometimes, when the writer taught in front of the class one of the

students played toys with another friend so that it created bad atmosphere

at class. The students who were discipline in the class became angry to see

the students who were not discipline. At another time, there were also

students who did not care about the situations that were going on. So the

class was not conducive. The writer solved the problem by giving good

explanation to the students who chatted and played in the class. The writer

also gave a joke to increase the students‟ interest in the class.

The low students’ motivation

The willingness to learn English more almost could not be seen.

The students just enter the room, sit down and listen to the writer‟s

explanation. If they were boring they chatted with their friends. When the

writer asked the students to open their Eksis they did it. Yet, when the

students were asked to do the exercises in the book they refused it by

saying „I can not do it, miss‟. They always said that they could not do it

even they have not tried to do it. It showed that there was the low of

28

students‟ motivation to learn. To solve the problem the writer gave wise

words – sentence to motivate the students. The sentence was „all the

students are smart, so do the best to get the best‟. The sentence was printed

in a piece of paper and was stuck in the white board. The writer also gave

a song to breakdown the uncomfortable situations. The title of the song is

„if you happy and you know it‟. All of the students were happy to sing it

when the writer presented the song in the class. Both the writer and the

students sang together with the action. They clapped their hand, said hello

and turned around while singing. The writer also gave a game to make a

teaching variation. The students were so happy to play the game. The

game is also one of good strategy to attract the students in order to show

that learning English is not just sitting but learning English can be done by

playing games. The students who win the game got some prizes. Finally

the class could be managed well and the situation in the class was

conducive again.

The limited facility

There should be enough facilities to conduct an ideal English

teaching and learning process. The facility holds an important part in

supporting the English teaching and learning process. The facility eases

the writer in explaining the materials. There were no enough facility to

support the English teaching and learning process in the SDN Kartasura

07. Actually there were some flash cards, CDs and toys used for increasing

the vocabularies. Yet, the number of the flash cards and toys did not match

29

with the topic given and the number of the students. The CDs could not be

used since there was no VCD player. The CDs could not be used if there

was no tool which is VCD player to use. The solution to overcome the

problem was the writer gave some pictures which were used as flash cards

for improving the students‟ vocabularies. The writer also used simple

games for changing the used of facilities which are incomplete.

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CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

From the discussion in the previous chapter, the writer presents the

conclusions as follows:

1. The Process of Teaching English

Teaching is an activity of transferring knowledge or skill, guiding and

motivating to the students. Although the teaching covered many activities, the

teacher is expected to do their job as well as possible. The teacher should pay

attention about the way she gave the lesson in the process of teaching English.

The first way to teach English to the students is that the teacher must already

master the four skills of English which are listening, speaking, reading, and

writing. It is essential because the teacher can teach English well by delivering the

material correctly. Next, the teacher must create the teaching and learning process

as media to provide a good model. Providing a good model is important to create

an education which is not only transfer of knowledge but also transfer of value.

The writer created a good atmosphere by giving a fun English lesson to the

students in the class. The writer gave a spirit by using string of wise words in

order to motivate the students. Motivation encourages the students to pursue a

course of action. The procedure of activities for teaching English covers building

knowledge of field, modeling, individual construction, joint construction, and

closing.

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knowledge of field, modeling, individual construction, joint construction, and

closing.

2. The Problems and Solutions in the Process of Teaching English

There were some problems in the process teaching English faced by both

the students and the teacher. The problems faced by the students were memorizing

the vocabularies, pronouncing, and reading. The problem solution for memorizing

the vocabularies was the writer must mention it several times in order the students

ease to memorize it. The problem solution for pronouncing was the writer must

repeat the correct pronunciation over and over until the students can say the right

pronunciation. The problem solution for reading was the writer must explain the

idea of the text and translate the sentences which are difficult in order the students

can learn more.

The problems faced by the teacher were classroom management, the low

students’ motivation and the limited facility. The problem solution for classroom

management was by giving good explanation to the students who chatted and

played in the class. The writer also gave a joke to increase the students’ interest in

the class. The problem solution for the low students’ motivation was wise words –

sentence to motivate the students. The writer also gave a song to breakdown the

uncomfortable situations and a game to make the teaching variation. The problem

solution for the limited facility was the writer gave some pictures which were used

as flash cards for improving the students’ vocabularies. The writer also used

simple games for changing the used of facilities which are incomplete.

32

B. Suggestions

Based on the conclusions that have been presented previously, the writer

has some suggestions as follows:

1. SDN Kartasura 07

The facilities in SDN Kartasura 07 are not sufficient to support the

teaching and learning process. Therefore, it is important for the school to provide

more facilities. The facilities such as text books, dictionaries, VCD players, tape,

etc. By providing the facilities, it is hoped that the students can be a qualified

students.

2. The English teacher

Teacher of Elementary students has an essential part for young learners in

the process teaching and learning English. The teacher should be creative in the

process of teaching and learning English. English lesson must be created as

enjoyable as possible in order to make the students love English lesson. The

teacher has to create the teaching and learning process as a media to provide a

good model so that in education there will be not only transfer of knowledge, but

also transfer of value.

3. The English Diploma Students

It is important for English diploma students to prepare both the psychology

and the knowledge. English diploma students should be ready in facing the job

training, which is teaching to young learners. There should be enough knowledge

about young learners and teaching to young learners to reach the goal of teaching.

BIBLIOGRAPHY

Brown, H. Douglas. 1994. Principles of language learning and teaching. New

Jersey: Prentice Hall.

_______________. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. New York: Addison Wesley Longman.

Brumfit, Christopher et.al. 1994. Teaching English to Children. England:

Longman.

Cole, Peter G and Chan, Lorna. 1994. Teaching Principles and Practice. New

York: Prentice Hall.

Crawley, Angela. 2001. Oxford Elementary learner’s Dictionary. Oxford: Oxford

University Press.

Gage, Narthan. 1964. Principles Language Learning and Teaching. San

Francisco: United State University.

Hamalik, Oemar. 1989. Metodologi Pengajaran Ilmu Pendidikan. Bandung:

Mandar Maju.

Harmer, Jeremy. 1998. How to Teach English.: An Introduction to the Practice of

English Language Teaching. London: Longman.

Jarolimek, John. 2001. Teaching and Learning in Elementary School. New Jersey:

Prentice Hall.

Larsen, Diane and Freeman. 1986. Techniques and Principles in Language

Teaching. New York: Oxford University Press.

Phillips, Sarah. 1996. Young Learners. England: Oxford University Press.

Scott, A. Wendy and Ytreberg, H.Lisbeth. 1990. Teaching English to Children.

New York: Longman.

Sinclair John. 2006. Collins Cobuild Advanced learners English Dictionary.

United Kingdom: Harper Collins Publishers.

LESSON PLAN

Topic : Home activities

Level : 4th

grade of Elementary students

Time : 2 x 35 minutes

Objectives :

1. Students can mention, read, and write the names of home activities.

2. The students are able to ask about the home activities

STEPS

1. Pre-teaching

a. Greeting

b. Checking the students’ attendance

c. Giving brief explanation about what we are going to do

2. The process of teaching implementation

a. BKOF (Building Knowledge of Field)

Introducing the material

Giving brief explanation about the material that will be discussed

today

Asking questions that related to the material

Can you mention some home activities?

Can you write it down in the whiteboard?

b. Modeling Text

Explaining the material available in the students’ exercises book

(Unit 2)

Reading the text and asking the students to repeat after the teacher

with the correct pronunciation

Explaining grammar

c. Join Construction

Group work

The students play ‘word puzzle’ game. This is the procedure:

1. The writer divides the students into five groups; each group gets one

game tool consisted of puzzles in the 5 papers and 10 cut pictures to

play.

2. The group has to play the game by arranging the cut pictures and

then, they have to answer the activities by circling the word in the

puzzles which stick in the whiteboard.

3. The group win the game is the group which has many true answers

d. Individual construction

Giving some exercises available in the Eksis

Checking the answer with the class.

3. Closing

Taking mark of the students exercises

Reviewing the material

Saying goodbye