b. Production: The students are involved in a guessing game with guidance from
the teacher. 3.
Post-Teaching The teacher reviewed materials by asking some questions related to the material
had been presented on the previous presentation. Besides, the teacher gave homework taken from LKS FOKUS to the students.
The materials given by the writer was adjusted with the curriculum of the English teacher and the students’ hand book, entitled “ LKS FOKUS Bahasa Inggris
untuk SDMI kelas V”.
C. Discussion
1. Teaching process to the fifth grade of SD N 04 Kemiri
The teaching process presented in this part is based on t he writer’s experience
on having job training as English teacher in SD N 04 Kemiri. The writer focused in improving the fifth grade’s speaking skill by using guessing game. The schedule of
English lesson for fifth grade is every Wednesday started from 07.00 – 08.10 a.m.
Therefore, the writer has 70 minutes in each meeting. 15 minutes is allocated for pre- teaching, 45 minutes for main teaching and the time rest is for post teaching. The
teaching process was presented below. Material: Profession. Time: 70 minutes.
1. Pre-teaching
a. Greeting
Teacher : Assalamu’alaikum Warahmatullahi Wabarakatuh
Students : Wa’alaikumsalam Warahmatullahi Wabarakatuh
Teacher : Good morning students.
Students : Good morning miss.
Teacher : How are you today?
Students : I am fine, thank you, and you?
Teacher : I am fine too. Thank you.
Who is absent today? Students
: Govinda, miss. Teacher
: Where is he? Students
: He is sick. Teacher
: Oh, I hope he will get better soon. b.
Warming up At the first meeting, the teacher introduced herself and her aim to
teach in the school. Before brainstorming, the teacher asked the students to do TPR Total Physical Response warm up. Its purpose was to get the students
relax and ready to study English actively. TPR warm up covered physical movement and singing. The song was:
Right and left and clap clap clap Right and left and clap clap clap
Clap your hands up and clap your hands down Turn around and clap clap clap
After TPR warm up, the teacher went on the material from the main teacher. It was about profession. The teacher opened the class by giving
brainstorming. The teacher asked some questions related to the material as follows:
T : “Do you have a dream?” Some students did not understand the
meaning of the question and how to answer. Therefore, the teacher translated the question into Indonesia and explained how to answer.
S : “Yes, I have”
T : “What is it? Raise your hand please” The teacher asked the
students to raise their hand before answering. However, no body wanted so the teacher pointed some students.
“Ok, to know you more, I will point some of you to answer”. “Hello, what is your name?”
S : “My name is Anggun”.
T : “Anggun, what is your dream?”
S : “Doctor”
T : “Class, who will be a doctor? Raise your hand please”
“Ok, good dream” Now, Anggun, please point one of your friends and ask herhis dream like what I ask to you.” This chain question
was done for five students. The teacher guided them and corrected the students’ mispronunciation.
2. Main teaching
a. Presentation
The teacher introduced many kinds of professions by showing flash cards one by one and told the name of the profession shown on the card. The
students repeated what the teacher said in a choral repetition. The flash cards were deliberately not given names in order to pump up students in
memorizing them. The examples of the pictures are:
After introducing the kinds of profession, the teacher explained some formulas in asking someone’s profession and its answer for instance:
1. What do you do? I am a doctor.
2. What does she do? She is a nurse.
3. What is shehe? She He is a police.
b. Production
At this time, the teacher showed many cards and asked the students to mention the name of the profession together and individually. After that, the
students played a game called guessing game. The students had to guess the name of a profession appropriated with the clues read by the teacher. The
teacher divided the class into eight groups. Each group consisted of five or six students. The game had three sections. Section 1 was the competition of group
1 until group 4. Section 2 was the competition of group 6 until group 8. The last section was the competition of the winner of each previous section. After
dividing, the teacher socialized the rules of the game and asked each group made their own bell. The rules of the games were:
1. The group had to shout the bell before answering.
2. The teacher read three clues for each profession to be guessed.
3. Point for right answer at the first clue was 30, 20 for the second clue and
10 for the last clue. 4.
Grammatical error in the answer was not counted. 5.
Wrong answer did not decrease the score. 6.
The group which was not fair would get punishment by reducing 5 score it had.
7. The group which had the highest score was the winner of the game and
had a right to get the reward.
The steps of guessing game were as follow: 1.
The teacher asked, “Who is she?” 2.
The teacher read the clue 1 for example “Mrs. Nita works in a hospital.” 3.
The teacher gave a chance to the students to answer. She waited them for three seconds.
4. If there was no group answering, the teacher read the next clue such as
“She treats patients.” 5.
The third step was repeated. 6.
The forth step was repeated with different clue for instance “She helps the doctor.”
7. The quickest group which shouted the bell would have the first chance to
guess. 8.
The chance to guess was only once. If the answer was right, the teacher would say, “Yes, right, 10 for group 3” and wrote the score on the
blackboard. On the contrary, if the answer was wrong, the teacher would say, “No, still wrong, the others?”.
9. The teacher continued with several professions. Each section had five
professions to be guessed. Note: The writer as the teacher
The groups which did not have turn to play had to sit behind and kept silent while the teacher was reading the clues. They were also not allowed to
help the other groups in the game. The class formation of fifth grade was different with the other classes. The tables 1 until 10 were the seats for the
four groups playing the game. The other groups sat down at the back.
Picture 1.1 The class formation of fifth grade SD N 04 Kemiri
3. Post teaching
The teacher reviewed the materials by asking some questions related to the material had been presented on the previous presentation in both together and
22 23
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20
19 15
14
8 10
9
3 4
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2 1
teacher
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individually. Besides, the teacher gave homework taken from LKS FOKUS to the students related to the material had already discussed.
At the last meeting, the teacher gave a test to check the students’ improvement
in speaking ability. The test was a pair conversation. The students had been given a text to complete and to memorize before three days of presentation. The teacher
checked their speaking ability out of the class by calling one by one. The other students had not been called yet could practice in the class.
2. The strengths of using guessing games in teaching speaking to the fifth grade of SD N 04 Kemiri
