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The students felt happy when the writer gave games or songs. Generally, the English teaching and learning activities in the 5
th
grade class room was active enough although there were still some passive students.
2. The teaching procedure
The writer has some procedures in order to make the English teaching and learning process run well. The following are the procedure of the English teaching
and learning activities a.
Presentation 1
Greeting Before starting the lesson, the writer greeted the students in English after
she had entered the classroom. It was done to make the students applied their English abilities in their daily live and as their habit when they met someone, for example;
Writer :
“Good morning students?” Students
: “Good morning miss Ika.” Writer
: “How are you today?” Students
: “I am very well. Thank you. And you?” Writer
: “I am fine too. Thank You.” Then after the greeting, the writer checks the student’s attendance. She
called the student’s name one by one and asks the students to raise their hand if they are present. But sometimes the writer just asks the students who are absent today.
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After checking the students’ attendance the writer started repeating what
the students had learned in the last meeting. The writer gave the students some simple questions that should be answered orally.
2 Warming up
The next was warming up which is related to the materials in order to attract or stimulate the students by answering the questions. In giving the warming up
the writer gave simple questions that should be answered orally by the students. For example;
Writer : “What time did you get up in this morning?”
Students : “at 5 o’clock miss.”
Writer :”Really? Yes good. Then what time do you take a bath?”
Students :”at 6 o’clock.”
Writer :”Ok. Now what time is it?”
Students :”It is ………….”
After giving the some questions, the writer told the students that the topic would be discussed was about telling time.
3 Explanation
After warming up, the activities were continued by explaining the materials. The writer asked to the students to listen her explanation and not to make
noisy. The writer explained the materials as clearly as possible. The writer gave
explanation orally and written it in the blackboard. She reviewed the explanation
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more than one time, because the students could not catch the explanation only in one time. In explaining the materials, the writer used Indonesian language in order to
make the students easier in accepting the writer’s explanations. In giving the explanation the writer brought display or tool that is related
to the materials to help the students easier to understanding and attract their attention. The displays in this material are wooden clock and some pictures. Besides, the writer
also gave the students songs and games. It was done to prevent the students’ border.
In explaining the material about telling time, the writer gave different questions to each student by showing the wooden clock.
In learning English lesson, the students needed English grammar in order to make correct sentences in English. For the 5
th
grade students, the writer explained about simple present tense that is related to the materials. Simple present tense is used
to show to express the general fact or habits.
If there are “they, we, I, You” as a subject, using verb I without “ses”.
If there are “he, she, it, people’s name” as a subject, using verb I with “ses”.
For example; I read a magazine.
She writes a letter. Subject They, we, I, you
+ Verb I + Object
Subject He, she, it, people’s name + Verb I ses + Object
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4 Exercise
The writer gave exercises to the students after she had explained the materials. The exercises given by the writer were taken from additional books that
were copied by her and LKS, sometimes she made by her self. There were many kinds of exercises given by the writer, such us;
a. Listen and repeat
The writer read the words or sentences then the students repeated after her. The writer reads the words or sentences more than once until the students
could say the words or sentences correctly. Example:
It is one o’clock – It is one o’clock It is a half past three- It is a half past three
b. Matching
The writer wrote the questions in the blackboard and asked to the students to match the words in the column A to column B. The students should give
answers by drawing the lines. Before the students did their task, the writer gave example for them.
Example:
Column B a.
07.30 b.
10.00 Column A
1. It is ten o’clock
2. It is a half past seven
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c. Writing the sentences according to the form required
The students were asked to make sentences according to the form required, for example:
1. It is………………. Three o’clock
2. It is……………….. a quarter past one
d. Drawing the clocks according to the form required
The students were asked to draw the clocks according to the form required, for example:
1. We have breakfast at six o’clock.
2. I take a bath at quarter to six.
e. Practice the dialog
The writer asked the students to practice a little conversation in a pairs. The writer listened and corrected if they made any mistakes. For example:
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Lely : “What time does the bell ring?”
Dyah :
“At seven o’clock.” Lely
:”What time does our teacher enter the classroom?” Dyah
: “At seven five minutes.” f.
Reading a short text The writer reads a short text loudly and as clearly as possible. After that
the writer asked the students to read the text. Sh e called the students’ name
one by one to read the text in front of class and corrected the students’ mistakes. Finally, the writer asked the students to read the text together and
asked some questions for them about the text. It was done to know the stude
nts’ comprehension. The example of short text:
I get up in the early morning at 5 o’clock. Then I take a bath and get dressed. At 6 o’clock I have my breakfast. The school starts at 7 o’clock. I go
home at 12.30, and then I have my lunch and take a nap. I wake up at 3 o’clock then I take a bath. I study at 7.15 up to 8.45. I go to bed at 9 o’clock.
The other activities were done by the writer during the job training as
English teacher at SD N 01 Gantiwarno was games and songs. It could be described as follow:
Games
Games can help the students in learning activities. Sometimes the students felt bored when the writer just explained the materials. To reduce it,
the writer done game in the classroom to make the teaching and learning
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activities more interesting and also to practice what we had learned. Game can increase the students’ motivation to learn English.
In the 5
th
grade classroom, the writer used guessing game. In this game, the writer used wooden clock and some pictures as the media. The writer
divided the students into several groups, one group consists of 5 people. Each groups had different name. The writer showed the time in the wooden clock
and then the groups guess what time was it by raising their hand and saying the answer. If the group could answer correctly, they got mark. The winner
was the group who got the highest mark. The writer also gave a gift to the winner.
Song
Beside game, the writer also used song to reduce the students bored. Song also can increase the students’ motivation. In the 5
th
grade classroom the writer gives
simple song. It is “Are you sleeping?”
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5 Assessments
6 After giving explanation, the writer gave assessments to the students to
know the students’ understanding to the material. The assessments are done
individually. The writer also gave them homework as assessments. 7
Closing the material After the students practiced their exercises, the writer ended the lesson.
Before ending the lesson, the writer reviewed all the materials discussed. The writer also gave opportunity to the students to ask if there was any lesson that did they not
understand. The writer also remembered if there was any homework. The writer closed the meeting by English greeting, as follow:
Writer :”OK. Thanks for your attention and see you next week. Good
bye” Students
:”Bye……..”
D. The problems and solution to the problem of English Teaching and
