THE ENGLISH TEACHING AND LEARNING ACTIVITIES TO THE 5TH GRADE STUDENTS OF SD N 01 GANTIWARNO, MATESIH, KARANGANYAR

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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:

NURMALIKAH WAHIDDAYAH C9306076

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

2009

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Final Project Report :

Title : THE ENGLISH TEACHING AND LEARNING

ACTIVITIES TO THE 5TH GRADE STUDENTS OF SD N 01 GANTIWARNO, MATESIH, KARANGANYAR

Name : Nurmalikah Wahiddayah

NIM : C9306076

Supervisor

Drs. Sri Marmanto, M. Hum (...………...………...)

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Report title : THE ENGLISH TEACHING AND LEARNING PROCESS

TO THE 5TH GRADE STUDENTS OF SD N 01 GANTIWARNO, MATESIH, KARANGANYAR

Student’s name : Nurmalikah Wahiddayah

NIM : C9306076

Examination Date : August 4th 2009

The Board of Examiners:

1. Yusuf Kurniawan, SS, MA (……….)

Chairperson NIP 197111301999031001

2. M. Taufiq Al Makmun, SS (……….)

Secretary NIP 197806272005011003

3. Drs. Sri Marmanto, M. Hum (……….)

Main Examiners NIP 195009011986011001

Faculty of Letters and Fine Arts Sebelas Maret University

Dean

Drs. Sudarno, M.A NIP 195303141985061001

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Hope for the Best and Prepare for the Worst

A little is Better than None

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With all my heart, I dedicate

This final project report to:



Allah SWT



My beloved parents



My uncle’s

family

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finished well. This final project report is entitled The English Teaching and Learning Activities to the 5th Grade students of SD N 01 Gantiwarno, Matesih, Karanganyar. It is made as partial requirements in obtaining the English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University. The writer is interested in discussing The English Teaching and Learning Activities of the 5th grade students as subject matters.

It is impossible to finish this report without assistance and encouragement from both individuals and institutions. Therefore, I firstly would like to give thank for English Diploma Program and SD N 01 Gantiwarno. Secondly, I also thank to Drs. Sri Marmanto for guiding and helping me in finishing my final project report. Finally, thank to my parents, my family and my friends for giving me support and helping my works.

The writer realizes that this final report is still imperfect so that the writer will be glad to receive any comments, correction and inputs from the readers.

Karanganyar, June 2009

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realize that without support, suggestions and contribution the people around me, this

final project report won’t be finished. In this opportunity, I would like to express my gratitude to:

1. Drs, Sudarno, M.A., the dean of Faculty of Letters and Fine Arts, Sebelas Maret University for the approval of this final project.

2. Yusuf Kurniawan, SS, M.A., the chief of English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University, for giving the approval and permission to write this final project report.

3. Drs. Sri Marmanto, M.Hum as my supervisor for your kindness and patient in helping, guiding and advising me in this final project.

4. All of the lectures of the English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University for the guidance and the lecture.

5. Drs, Sarkowi, the head master of SD N 01 Gantiwarno, Matesih for the permission and the guidance given to me to had job training in the school. 6. Miss. Dian, the English teacher of SD N 01 Gantiwarno, Matesih for the

advice, guidance and time during the job training.

7. All of the teachers and staffs in SD N 01 Gantiwarno, Matesih, especially, Mr. Hariyadi, S.Pd thanks for your kindness and experience that you give me. 8. My beloved parents, bunda and bapak for your love and patience to me. I am

truly proud of having parents like you. I will be thankful for everything you give me. I love you bun.

9. My uncle and my aunt, thank you had cared me and thanks for your advice and supports me. You are my second parents.

10.Ria, my nice, thanks to share your room with me. Although I am always angry with you but I LOVE U. Keep spirit! You can raise your dream! Don’t be

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Milla ‘_Lala’. Thanks for this wonderful friendship, your support, advices and

jokes for me. Keep our friendship guys! Sorry I ever make you sad! Don’t

leave me alone!

13.All of my friends in the English Diploma Program 2006, especially for the class B, Maya, Lala, Riska, Dj, Nungki, Harma, Tri, Wiwik. Thanks for your jokes and friendship.

14.My big family, especially my ‘buyut’. SEMANGAT!

15.All the students in SD N 01 Gantiwarno, Matesih, especially to the 5th and 6th

grade students for being the nice students. Don’t forget me because I won’t

forget you all.

16.Miss Cici for correcting my final project. Thanks a lot.

17.Mas Puput for your kinds to share your job with me. Thank you very much. 18. All of people that I can’t mention here. Thanks for all. I will be missing you.

Karanganyar, June 2009

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OF SD N 01 GANTIWARNO. English Diploma Program Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report was written based on the job training done by the writer as an English teacher in SD N 01 Gantiwarno, Matesih. The purposes were to describe the English teaching and learning activities, including the problems faced by the students and the teacher and also to find out the solutions for those problems.

In the English teaching and learning activities, the writer used some procedures in order to make the English teaching and learning activities run well. The procedures of activities were class observation, greeting, warming up, explanation and exercises, assessments and ending the lesson. Besides, the writer included some activities such as playing games and singing songs.

There were some problems faced by the students and the teacher in the English teaching and learning activities. The students’ problems were spelling, memorizing the English words, writing English and not being confidence. Meanwhile

the teacher’s problems were the limited time allocation and the uncooperative

students.

The writer also presented the solutions to solve the students’ problems such as training the students in spelling the words, read the words more than once, writing the new words in the blackboard and motivating the students to answer the questions. The solutions solve the teacher’s problems such as gave more attention, practice and exercises to the students.

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TITTLE……… i

APPROVAL OF CONSULTANT………. … ii

APPROVAL OF THE BOARD OF EXAMINERS………. iii

MOTTO……….. … iv

DEDICATION……… v

PREFACE……… vi

ACKNOWLEDGEMENT……….. vii

ABSTRACT……… ix

TABLE OF CONTENTS……… x

CHAPTER I INTRODUCTION……….. 1

A. Background………. 1

B. Objectives……… 3

C. Benefits……… 3

CHAPTER II LITERATURE REVIEW……….…….. 5

A. Teaching……….….. 5

I. Definition……….………. 5

II. Successful Teaching……….…………. 6

B. Learning……….…….…. 7

I. Definition……….. 7

II. Successful Learning……….…….… 8

C. English Teaching to Young Learners………..………. 8

D. Method of Language Teaching……… 10

E. SD N 01 Gantiwarno………..….…… 12

CHAPTER III DISCUSSION………. 13

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IV. The organization structure of SD N 01 Gantiwarno………. 16

B. The activities during the job training……… 17

1. Class observation……….. 17

2. Lesson plan……… 19

3. Teaching and learning process...……… 19

C. Discussion……… 20

1. The English teaching and learning activities.……….... 20

2. The teaching procedures……….… 22

a. Presentation………...… 25

D. The problem and solution of English Teaching and Learning Activities in SD N 01 Gantiwarno, Matesih……… 29

1. The students’ problems………..….… 29

2. The teacher’s problem……… 31

CHAPTER IV CONCLUSION AND SUGGESTIONS……… 34

A. Conclusion……… 34

B. Suggestion……… 36 BIBLIOGRAPHY

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CHAPTER I INTRODUCTION

A. Background

English is the main foreign language in the world and has now become popular in many countries including Indonesia. More over, we are now living in globalization era. English becomes the media of communication with other people in the world in different cultures, different background and different nations. Nowadays, English is considered to be a skill that must be mastered well because the use of this language is very importance to us. So, it is important to master English very well by Indonesian students.

Indonesia as a developing country realizes that English has become one of the important ways in facing the globalization. Because of that, the government of Indonesia gives big attention to it in the education field. Government has decided that English is one of the compulsory subjects that should be taught in every level of education. It starts from elementary schools up to junior high schools and senior high schools. The aim of teaching English for Indonesian students are to motivate and to prepare the students to be ready in learning English to the higher level and facing their future.

Teaching young learners are different from teaching adults, because young learners are active learners and have high movement. So, the teacher needs

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more strategies and patient to teach them and also to make them more interest to learning English.

Introducing English earlier to young learners in SD N 01 Gantiwarno is not easy, because they will feel that English is a strange and difficult language. English is very complicated and different from their mother tongue, Javanese language, also their second language, Indonesian. Learning English is very complicated to young learners at SD N 01 Gantiwarno.

The writer is interested in teaching English to young learners, the writer considers choosing elementary school to have a job training. The writer did job training as English teacher at SD N 01 Gantiwarno that is located at Jl. Kwasuhan, Gantiwarno, Matesih, Karanganyar. The writer taught students of 1st grade up to 6th grade at SD N 01 Gantiwarno. Besides completing one of academic requirements of English Diploma Program Faculty of Letter and Fine Arts, Sebelas Maret University in obtaining Diploma Program, the writer also wants to improve her skills abilities in teaching students. The writer focused on teaching in the 5th grade to get the data for final report, because the students in the 5th grade are different from other classes. They are more active from other classes, more serious and also have high motivation to learn English.

During the writer did job training in the SD N 01 Gantiwarno, the writer finds a topic which is interested to discuss, i.e. the activities of English teaching and learning to the 5th grade students of SD N 01 Gantiwarno.

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Based on the job training, the writer present a discussion and report entitle The English Teaching and Learning Activities to the 5th grade students of SD N 01 Gantiwarno Matesih.

B. Objectives

Based on the background of problem above, there are three objectives of this final project:

1. To give short explanation about English teaching and learning activities to the 5th grade students of SD N 01 Gantiwarno, Matesih.

2. To find out the problems of English teaching and learning activities to the 5th grade students of SD N 01 Gantiwarno, Matesih.

3. To give the solution to the problems of English teaching and learning activities to the 5th grade students of SD N 01 Gantiwarno, Matesih.

C. Benefits

The writer hopes that the final project report will give benefits to; 1. The writer

From the beginning until the end of the job training, the writer got many experiences in teaching English such us how to handle the students and to make them more interest to learning English.

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The writer hopes it can be useful contribution to the English teacher at SD N 01 Gantiwarno in teaching English and give useful inputs to SD N 01 Gantiwarno to improve the quality of teaching English.

3. The students of English Diploma Program

It is hoped that this final project can be used as additional information to the students who are interested in teaching English.

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CHAPTER II LITERATURE REVIEW

In this chapter the writer will discuss about the definition of teaching,

learning and young learners according to the title of their report “The English

Teaching and Learning Activities to the 5th Grade students of SD N 01 Gantiwarno,

Matesih.”

A. Teaching 1. Definition

Teaching is a part of the science of education. It is an important activity that is very helpful for the students in their understanding what they are learning. There are many definitions of teaching. In general, the definitions of teaching from the experts have some characteristics, but they have different statements, because the scientists and the psychologists have their own opinion about the meaning of teaching. The writer will mention some of them.

In general, as explained in the Oxford Advanced Learner’s Dictionary, to

teach means “to give some body information about a particular subject.” It is a

common meaning that only explains teaching literally. Douglas Brown says that

“Teaching is guiding and facilitating learning, enabling the learners to learn, setting the condition for learning.” (Brown, 2000:7). Similar with Douglas Brown, Narthan

Gage said that “Teaching means guiding and facilitating learning, enabling the

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Based on the some statements above we can conclude that teaching is a process of giving information, guiding and facilitating knowledge from someone (teacher) to other persons (learners).

Teaching can be the main key activities in the teaching learning process. Teaching is an activity that is led by the teacher that is delivering the material to the students in the teaching and learning process. It is an important activity that is very helpful for the students to understand in what they are learning. A teacher has the main role in holding the learning activity. The teaching materials are also a key component in the teaching and learning process. The teacher must be making the good teaching material to make successful teaching and learning process.

2. Successful Teaching

Teaching is successful if the learners or the students can understand the given knowledge and master the provided material. According to Sarah Philip in her book entitled Young Learners (1993; 7) states there are some points for teacher to maintain a high degree of motivation and to make the English class an enjoyable;

1. The activities should be simple enough for children to understand what is expected of 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.

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B. Learning 1. Definition

Teaching can not be separated with learning. They are a unity of activity that is related each other. There are also some definitions about learning, in general as explained in the Oxford Advanced Learner’s Dictionary, “learns means to gain knowledge or skill by studying, experience or being taught”. While according to Kimble “learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice,” (Kimble and Garmezy, 1963:133) while according to

Stephen B Klein, “learning can be defined as an experimental process resulting in

relatively permanent change in behavior that can not be explained by temporary

states, maturation or innate response tendencies.” (Klein, 1987; 2)

According to Douglas Brown in his book Teaching by Principles (2001; 7), there are some understandings of learning:

1. Learning is acquisition or getting

2. Learning is retention of information or skill

3. Retention implies storage system, 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 of behavior

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2. Successful Learning

Thomas M Risk mentioned some principles to achieve successful learning. He stated that learning will be most effective when the learning situation is related to life a realistically as possible: the students are free from emotional tension, the environment contributes positively the learning situation, they are adapted to the needs, capacities and interest of the students. (Risk, 1958: 35)

We can conclude that successful learning not only based on the learners but also the teacher and the environment. It can be done if there are good relationships between the teacher, learners and the environment.

A good relationship between teacher and students are needed. The students will be motivated to learn if the teacher can facilitate them. A good relationship among the students is also needed. It can add a positive atmosphere, because they feel comfortable to share each other. Environment also has contributed to the success of teaching-learning process.

C. English Teaching to Young Learners

In Indonesia young learners can be categorized as students of elementary

school. According to Sarah Philip, “young learners are children from the first year of

formal schooling (five or six years old) to eleven or twelve years of age.” (Philip, 1993; 5) While, Hibawa S Rahman said “at the age 6 up to 8 children’s brain grows

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age for children.” (Rahman, 2002; 17) It is reasonable why the English or second language is given to the young learners or students of elementary school.

Wendy and Lisbeth are divided young learners into two main groups. They are five to seven years old and eight to ten years old. Each group has different characteristic.

1. Five to seven years old can do;

a. They can talk about what they are doing

b. They can tell you about what they have done or heard c. They can plan activities

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

e. They can use logical reasoning f. They can use their vivid imagination

g. They can understand direct human interaction

(Wendy and Lisbeth, 1990; 1) 2. Eight to ten years old can do;

a. Their basic concepts are formed

b. They can tell the differences between fact and fiction c. They ask questions all the time

d. They are able to make decision about their own learning

e. They have definite views about what they like and don’t like doing f. They are able to work with others and learn from others

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g. They have a developed sense of fairness

(Wendy and Lisbeth, 1990; 3) Teaching English to young learners is different from teaching English to secondary level or to adults, because young learners are active learners and have high movement, but it is the best time to touch new language for young learners. Young learners like to play with language. They like to know more about everything new in their surrounding. According to Wendy and Lisbeth in their book Teaching English to Children state that ”Young children love to play and learn best when they are enjoying them selves, but they also take them selves seriously and like to think

that what they are doing in real work.” It means that in teaching process teacher must deliver the knowledge clearly based on the learners’ situation and condition at time.

D. Method of Language Teaching

According to Jack C Richards and Theodore S Rodgers in their book Approaches and Methods in Language Teaching, “Methods is overall plan for the orderly presentation of language material, no part of which contradicts and all of which is based upon the selected approach.” (Richards and Rogers, 1998; 3)

According Richards and Rodgers there are nine kinds of language teaching methodology, they are;

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 The goal of foreign language study is to learn a language in order to benefit from the mental discipline and intellectual development that result from foreign language study.

 Reading and writing are the major focus.

 Vocabulary selections are rarely used.

 The sentences are the basic unit of teaching and language practice.

 It is method for which there is no theory.

 Accuracy is emphasized and grammar is taught deductively. 2) Direct methods

 Classroom instruction was conducted exclusively in the target language.

 Oral communication skills were built up in question-answer communication.

 Concrete vocabulary was taught demonstration, object and pictures.

 Both speech and listening comprehension were taught.

 Correct pronunciation and grammar were emphasized.

From the explanation above we can conclude that the suitable method which is used to teach the 5th grade students of elementary school is the grammar translation methods, because this method uses the mother tongue to deliver the

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materials. Using the mother tongue will be helpful for the students to comprehend the English subject, because English is a new language for them.

E. SD N 01 Gantiwarno

SD N 01 Gantiwarno is located on Jl. Kwasuhan, Gantiwarno, Matesih, Karanganyar. It is a formal education institution owned by the local government to support the education of Karanganyar Regency. The government stated this school with the number 8421.2/017/XII/20184. SD N 01 Gantiwarno was established on 1963. The building of this school is the permanent building and stands on piece of land about 496 and 940 square meters. The school consists of six classrooms from the lowest level in the 1st grade up to the highest level in the 6th grade, teacher’s office, library, mosque, parking area, computer’s room, school medical center, two toilet and canteen.

SD N 01 Gantiwarno is led by Mr. Sarkowi as a head master. He is responsible to manage the school. He is supported by the teachers. There are six

teacher’s class, one sport teacher, one religion teacher, one English teacher and one gardener. All of the teachers are responsible to hold good teaching and learning activity in the class room and a gardener is responsible to keep the school. More than 150 students study there.

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CHAPTER III DISCUSSION

A. SD N 01 Gantiwarno Matesih 1. Description of SD N 01 Gantiwarno

SD N 01 Gantiwarno is a formal education institution owned by the local government of Karanganyar. The function of this school is to support the education in Karanganyar regency. It is located on Kwasuhan, Gantiwarno, Matesih, Karanganyar. SD N 01 Gantiwarno was established on 1963. The government stated this school with the number 8412.2/017/XII/20/84.

The building of this school is the permanent building and stands on the piece of land about 496 and 940 square meters. The building consists of six classrooms from the lowest level in the 1st grade up to the highest level in the 6th

grade, a teacher’s office, a headmaster room, library, a mosque, a parking area, two bathrooms, a canteen, a computer room, a School medical care and a yard.

SD N 01 Gantiwarno is led by Mr. Sarkowi as a headmaster. He is responsible to manage the school. He is supported by the teachers. There are six

teacher’s classes, a sport teacher, a religion teacher, an English teacher and a gardener. All of the teachers are responsible to hold the good teaching and learning process in the classrooms and a gardener is responsible to keep the school. More than 150 students study at there.

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2. The map of the SD N 01 Gantiwarno

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Explanations:

1 = 1st classroom 9 = 2nd classroom

2 = 3rd classroom 10 = Mosque

3 = 4th classroom 11 = library

4 = Teacher’s office 12 = Parking area 5 = Headmaster’s room 13 = canteen

6 = 5th classroom 14 = Teacher’s bathroom

7 = 6th classroom 15 = Student’s bath room

8 = Computer’s room 16 = Yard

1 2 3 4 6

5

8 7

9

15 14 13

12 11

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3. Vision, missions and goal of the SD N 01 Gantiwarno

SD N 01 Gantiwarno has vision, missions and goal in improving the education system and also being the motivation to the teachers and the learners. They are:

a. Vision

Achieving the intelligent and skillful students. b. Mission

1. Giving priority to intelligence in educational services. 2. Intelligence in demanding the knowledge.

3. Provisioning the students in creating skill and competence to be the winner.

4. Having nobleness in character and having etiquette in regulation. c. Goal

Putting the base of intelligence, knowledge, personality, noble in morals and ability to live independently and ready to following the higher education are the goal of learning in SD N 01 Gantiwarno, Matesih.

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4. The organization structure of SD N 01 Gantiwarno

Headmaster Drs. Sarkowi

BP-3 Sugiyo

1st class Suwarni

3rd class Sukiyo 2nd class

Syamhadi

4th class Tri Widarti

5th class Tri Mulatmi

6th class Hariyadi S.Pd.

Religion Teacher’s

Muh.Arbangin Sport Teacher’s

Sudarno

English Teacher’s

Setia Adiyana

Gardener Joko Santoso

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B. The Activities during the job training 1. Class Observation

The writer did class observation at SD N 01 Gantiwarno during the job training on 5th January until 3rd March. She taught the English lesson to the students at 1st grade up to 6th grade. The writer focused on the 5th grade, because the students in 5th grade are different from other classes. They are more active from other classes, more serious and also have high motivation to learn English.

Based on the school’s schedule, the English lesson is held every Monday,

Tuesday, Wednesday, and Friday. The English’s schedule for the 5th grade students is every Friday begins at 7.30 up to 09.00 a.m.

There are 25 students in the 5th grade class, consisting of 13 girls and 12 boys. They are very active and have high motivation about English lesson, but sometimes they are uncooperative and hard to control.

The condition of the 5th grade class room was comfortable for studying. It has two doors, some windows, a blackboard, a cupboard, a teacher’s desk, some pictures, brooms, dustbin, eraser and so on. This class always cleans, because it has cleaning service groups. The arrangement of the class is shown in the chart below;

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Teacher’s desk

Windows Blackboard

Students’ desk

Cupboard Doors

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2. Lesson plan

Before entering the classroom, the teacher should has preparation, so the writer made a lesson plan in order to make the successful in the English teaching and learning process. A lesson plan can control the material given to the students based on the curriculum concept.

In making a lesson plan, the teacher must have pay attention in arranging

the material’s structure and having ability to develop the material based on the lesson plan. Besides, the teacher also has to pay attention the material based on the syllabus given by the government.

In the lesson plan, one topic can be presented more than one meeting,

depending on the topic, the student’s understanding and the length of the time. The

material that was used by the teacher in making a lesson plan was taken from the syllabus given by the district government, additional books and English student’s worksheets (LKS).

3. The teaching and learning process of SD N 01 Gantiwarno Matesih

There are three components to make the teaching and learning process become effective, they are teacher, students and the material that used. The teaching and learning process will run successfully if the three components support each other.

English lesson in SD N 01 Gantiwarno were taught from the 1st grade up to the 6thgrade. The English’s teacher at SD N 01 Gantiwarno is not the real English teacher. She is a common teacher likes a class’s teacher. She just teaches the students in a general of English.

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In this elementary school the English lesson is not a main lesson, but it still becomes additional lesson. It is taught once a week in every class. The English lesson was done on Monday, Tuesday, Wednesday and Friday. The English’s schedule for the 5th grade is every Friday starting at 07.30 up to 09.00 a.m.

SD N 01 Gantiwarno is not used a main book for the students in the English teaching and learning process. The book is just as an additional book and it has a teacher who has it. The materials taken from the syllabus given by the district government and the teacher looked for from another books or internet by her self. The students just have an English student’s work sheets (LKS). The teacher gives homework and exercises from the LKS, additional books or she makes by her self.

C.Discussion

1. The English Teaching and learning activities in SD N 01 Gantiwarno

In SD N 01 Gantiwarno the English lesson is given for the 1st grade up to the 6th grade. The English lesson in this elementary school is not a main lesson, it still becomes an additional lesson. The school gives the allocated time for about 90 minutes once a week. So it does not support the English lesson. At that time, the writer concentrated on teaching to the 5th grade students, conducted every Friday, starting at 07.30 up to 09.00 a.m.

In supporting the activities, the writer used grammar translation methods to deliver the materials for the students, because it is the most suitable method that

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can be applied in the classroom in teaching the new language to the young learners. Although it was English lesson, the use of English language was not used fully. It is done because English is new language for the students, so the level of their understanding is very low. So, during the English lesson, the writer applied approximately 50% English and 50 % Indonesian language. Both of them are used together.

The writer explained the material by using Indonesian language and the English was used in the communicative expressions, such us greetings, command and order. To make the students understand easily the writer used real objects and pictures.

In explaining the material, the writer often repeated the material more than once, in order to make the students understand about the materials. She also gave examples before giving the exercises as guidance for the students in doing their exercises. When the students did their exercises, the writer walked around and

checked the students’ task one by one. She helped the students who faced difficulty in their exercises. To make the students more active, the writer gave opportunities to the students who want to answer the questions in front of class. She also gave additional mark for them.

To make the students more interested in the English lesson, the writer gave games and song that were related to the topics. It made the English lesson more

interesting and attracted the students’ attention. The game and song are given to the

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The students felt happy when the writer gave games or songs. Generally, the English teaching and learning activities in the 5th 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 5th 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 “s/es”.

 If there are “he, she, it, people’s name” as a subject, using verb I with “s/es”.

For example;

 I read a magazine.

 She writes a letter.

Subject (They, we, I, you) + Verb I + Object

25 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

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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:

27

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. She 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 students’ 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

28

activities more interesting and also to practice what we had learned. Game can

increase the students’ motivation to learn English.

In the 5th 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 5th

grade classroom the writer gives simple song. It is “Are you sleeping?”

29 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 Learning Activities in SD N 01 Gantiwarno, Matesih

During the job training as an English teacher in SD N 01 Gantiwarno, the writer found some problems in the English teaching and learning activities of 5th grade students.

1. The students’ problems a) Spelling

30

The biggest problem to the students in learning a new language, especially English is spelling. English is a new language for them, so they feel difficult to say the words. For example, when the writer asked the students to read a sentences or text, they often said the wrong words many times and they repeated it constantly. Although the writer explained at many times and also given example how to read the word, they still did not understand.

To solve this problem, the writer must spend more time to train the students in spelling the words. The writer always repeats the words over and over again and asked to the students to spell the words over again to.

For example:

a. Three (θri:) – Three (θri:) b. They (ðeI) – They (ðeI) b) Memorizing the English words

The students faced difficult to remember the English words. The words in English were very complicated and difficult for them. They tend to spell according the alphabets like in Indonesian language. For example when the writer gives a dictation test, they often confused with what would be written in their paper, because they forgot how to write it.

To solve this problem, the writer asked the students to write the words in their book and study it at home. The writer also spelled the words several times. c) Writing English

31

The students often made mistakes in writing English words or sentences. They are can not differ between spelling and writing. For example, when the

writer said “they” the students write “de” and “four” some students write “for”.

They still fell that English words were similar with Indonesian language.

To solve the problem in writing English words is when the writer gave a new words she also wrote it in the blackboard and read it more than once. d) The students are not confident

The other problem is some students are not confidents with their ability. For example, they are not confident to answer the teacher’s questions although they are able to answer it. They are afraid if they made mistakes. They are just still quiet if the teacher called their name.

The solution to this problem is that the writer gives suggestion that the students can answer the questions, so they must try to do it. The writer also says that making a wrong in answering the questions is not embarrassing case. It is common case and we must try it again and again until we can do it.

2. The teacher’s problem

a) The mother tongue interference of the students

Teaching English to young learners was difficult since there was mother tongue interference. They were difficult to say and write a foreign language. It can affect to their ability in understanding the meaning of the words and memorizing it. The way to read the vowel and consonant of foreign language were completely different from their mother tongue.

32

To solve this problem the writer repeated in saying and explaining the words more than once and asked the students to repeat it after her. The writer also gives opportunities to practice and develop their English skill.

b) The limited time allocation

The school only gives 90 minutes a week for English. It is a very short time to teach English as a new language for the students in the 5th grade class, moreover the materials that must deliver to the students are too much. The students also need more time to learn a new language.

The solution to the limited time is the writer suggests the headmaster to give additional time to the English lesson. If the morning time is full it can be done after school schedule.

c) The uncooperative students

Some children are uncooperative and hard to control. They like playing better than studying. They always played with their own words, own classmates, or did something that was not related with the lesson. Sometimes, the students disturbed the other students who are trying to concentrate on the lesson. Uncooperative attitude of the students become a problem in the English teaching and learning activities. It was difficult for the writer to make them focus their mind on the lesson. It caused the English teaching and learning activities ineffective.

To make the students of cooperative to the lesson, the writer should give special attention to the students. The writer gives the questions to the

33

uncooperative students, so they can focus on the lesson. Sometimes the writer makes them busy by giving them activities related on the lesson. To decrease the boring condition, the writer has given a song or game to the students. If they still could not be controlled, the writer just keeps silent in her chair and sees their activities.

34

CHAPTER IV

CONCLUSION and SUGGESTIONS

A. Conclusion

From the discussion in the previous chapter, there are some important points that can be drawn from this final project report. The conclusions are as follow.

1. The English teaching and learning activities to the 5th grade students of SD N 01 Gantiwarno, Matesih, Karanganyar.

English teaching and learning at SD N 01 Gantiwarno, Matesih starts to be taught from the 1st grade up to 6th grade. The 5th grade class became the focus of the observation object. The English teaching and learning is conducted for 90 minutes from 07.30 am until 09.00 am.

In English teaching and learning process, there are some activities done by the writer and the students, in order to make the English teaching and learning process run well. These activities can be divided into some procedures. They are; greeting, warming up, explanation, exercises, assessment and ending the lesson.

The other activities done to support the English teaching and learning activities are games and songs.

2. The problems in English teaching and learning activities to the 5th grade students of SD N 01 Gantiwarno

a. The students’ problems 1) Spelling

35 2) Memorizing the English words 3) Writing English

4) The student are not confident b. The teacher’s problems

1) The mother tongue interference the student 2) The limited time allocation

3) The uncooperative students 3. The solutions of the problems

a. The solutions of the students’ problems

1) The writer trains the students in spelling the words and repeats the words more once time.

2) The writer asks the students to write the words in their book and study at home.

3) The writer writes the new words at the blackboard and read it more than once.

4) The writer gives suggestions to the students that they are able to answer the questions.

b. The solutions to the teacher’s problem

1) The writer repeats in saying and explaining the words more than once and give opportunities to the students to practice and develop their English skill. 2) The writer suggests the headmaster to give additional time to the English

36

3) The writer makes the students busy by giving them exercise and songs and

games as ways to decrease the students’ bored.

B. Suggestions 1. SD N 01 Gantiwarno, Matesih

To increase the quality of the English lesson at SD N 01 Gantiwarno, it will be better if the school completes the equipment and supporting the media such us, game equipment, story books in English and pictures. These things will stimulate

the students’ motivation and interest to study English. 2. The English teacher of SD N 01 Gantiwarno

The English teacher should play her roles effectively during the English teaching and learning activities in the classroom. She has to be able to manage the class and control the students well in order to create the conductive class. Besides, the English teacher should be more active in motivating the students to learn English. The teacher can also use many kinds of media provided by the school, such us; story books, flash card, game equipment or song. It can help the teacher make the English lesson interesting and preventing the boring situation.

3. The English diploma program

English diploma program is supposed to give more preparation before the students have a job training, in order to make them really prepared to the field, such us; teaching subject. Unfortunately, the students only accept this subject in one

37

semester. It will be better if this subject is given more than one semester, because in teaching there are a lot of techniques and methods.

32

To solve this problem the writer repeated in saying and explaining the words more than once and asked the students to repeat it after her. The writer also gives opportunities to practice and develop their English skill.

b) The limited time allocation

The school only gives 90 minutes a week for English. It is a very short time to teach English as a new language for the students in the 5th grade class, moreover the materials that must deliver to the students are too much. The students also need more time to learn a new language.

The solution to the limited time is the writer suggests the headmaster to give additional time to the English lesson. If the morning time is full it can be done after school schedule.

c) The uncooperative students

Some children are uncooperative and hard to control. They like playing better than studying. They always played with their own words, own classmates, or did something that was not related with the lesson. Sometimes, the students disturbed the other students who are trying to concentrate on the lesson. Uncooperative attitude of the students become a problem in the English teaching and learning activities. It was difficult for the writer to make them focus their mind on the lesson. It caused the English teaching and learning activities ineffective.

To make the students of cooperative to the lesson, the writer should give special attention to the students. The writer gives the questions to the

33

uncooperative students, so they can focus on the lesson. Sometimes the writer makes them busy by giving them activities related on the lesson. To decrease the boring condition, the writer has given a song or game to the students. If they still could not be controlled, the writer just keeps silent in her chair and sees their activities.

34 CHAPTER IV

CONCLUSION and SUGGESTIONS

A. Conclusion

From the discussion in the previous chapter, there are some important points that can be drawn from this final project report. The conclusions are as follow.

1. The English teaching and learning activities to the 5th grade students of SD N 01 Gantiwarno, Matesih, Karanganyar.

English teaching and learning at SD N 01 Gantiwarno, Matesih starts to be taught from the 1st grade up to 6th grade. The 5th grade class became the focus of the observation object. The English teaching and learning is conducted for 90 minutes from 07.30 am until 09.00 am.

In English teaching and learning process, there are some activities done by the writer and the students, in order to make the English teaching and learning process run well. These activities can be divided into some procedures. They are; greeting, warming up, explanation, exercises, assessment and ending the lesson.

The other activities done to support the English teaching and learning activities are games and songs.

2. The problems in English teaching and learning activities to the 5th grade students of SD N 01 Gantiwarno

a. The students’ problems 1) Spelling

35 2) Memorizing the English words 3) Writing English

4) The student are not confident b. The teacher’s problems

1) The mother tongue interference the student 2) The limited time allocation

3) The uncooperative students 3. The solutions of the problems

a. The solutions of the students’ problems

1) The writer trains the students in spelling the words and repeats the words more once time.

2) The writer asks the students to write the words in their book and study at home.

3) The writer writes the new words at the blackboard and read it more than once.

4) The writer gives suggestions to the students that they are able to answer the questions.

b. The solutions to the teacher’s problem

1) The writer repeats in saying and explaining the words more than once and give opportunities to the students to practice and develop their English skill. 2) The writer suggests the headmaster to give additional time to the English

36

3) The writer makes the students busy by giving them exercise and songs and

games as ways to decrease the students’ bored.

B. Suggestions 1. SD N 01 Gantiwarno, Matesih

To increase the quality of the English lesson at SD N 01 Gantiwarno, it will be better if the school completes the equipment and supporting the media such us, game equipment, story books in English and pictures. These things will stimulate

the students’ motivation and interest to study English. 2. The English teacher of SD N 01 Gantiwarno

The English teacher should play her roles effectively during the English teaching and learning activities in the classroom. She has to be able to manage the class and control the students well in order to create the conductive class. Besides, the English teacher should be more active in motivating the students to learn English. The teacher can also use many kinds of media provided by the school, such us; story books, flash card, game equipment or song. It can help the teacher make the English lesson interesting and preventing the boring situation.

3. The English diploma program

English diploma program is supposed to give more preparation before the students have a job training, in order to make them really prepared to the field, such us; teaching subject. Unfortunately, the students only accept this subject in one

37

semester. It will be better if this subject is given more than one semester, because in teaching there are a lot of techniques and methods.