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1. Motivating Strategies
a. Greeting The teacher greeted the student after entering the class as follows:
Teacher: Good morning students? Students: Good morning miss Dewi.
Teacher: How are you today? Students: We are fine, thank you and you?
Teacher: I am fine too, thank you.
b. Warming Up After the teacher greeted the students, she gave warming up activities
in order to make the students have spirit to join the lesson. The teacher used a song. For
example are “Up and Down”, Are you sleeping?” or “If you Are Happy” songs. The songs could attract the students’ attention. It
means the teacher is able to get their attention from the first time before teaching the lesson. This way is important to keep
students’ spirit in joining the English class.
In introducing the material and knowing how far the students know about the material, the teacher can use songs, pictures, games, poem,
question and answer technique, and real things to introduce the material.
1. Real things One way to introduce words is to bring the things into the classroom.
In teaching fruits, the writer brought some fruits made by plastic, such as
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apples, bananas, oranges, grapes, mangoes, papaya etc. Before going to main activity, the writer asked the students some questions. The questions
were: Teacher: “What is your favorite fruit?”
“Do you like apple?” “Do you have fruit trees at home? What are they?”
After answering the questions, the writer took the plastic fruits from the bag. When the writer showed the fruits, they were laughing and they
thought that the writer would ask them for playing. They were very excited to get the fruits. The writer showed the fruits and asked the students to
mention the name of fruits in their mother language, Indonesia. Apparently, they did not know all the name of fruits in English. The writer
said the name of fruits one by one by showing the fruits and asked the students to repeat the writer’s words. To ensure the students understand,
the writer wrote down the name of fruits in the blackboard.
The writer did the same way when the writer taught things „in the
classroom’. The writer did not need to bring the real things because everything was in the class. The writer only pointed or touched the things.
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The writer said the words and then asked the students to repeat. The writer wrote down in the blackboard and added the pictures of things in the
classroom. To start the lesson, the writer gave the students some questions: Teacher: “Do you like your classroom? Why?”
“What do you do to make your class clean everyday?” “Would you mention some of things around you?”
The writer gave the students time to write down the lesson and asked them some questions to make the lesson clear
. 2. Pictures and Drawing
In teaching animals, the writer drew many kinds of animals because it was impossible to bring the real animals in the classroom.
To make the students curios, the writer asked them some questions: Teacher: “Do you have pet at home?”
“Would you tell me, why you have a pet?” “Do you ever go to the zoo? what animal do you see
there? ”
The students answered the questions in Indonesian.
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Studen ts: “Ya, saya punya kucing, anjing, burung, kelinci. They
shouted one by one. ”
“Karena kucing lucu, anjing dapat membantu keluargaku dari pencuri, burung nyaring suaranya.
” “Ya, saya melihat harimau, ular, jerapah, gajah, monyet,
dll. ”
The writer took some of animals from magazines, books, or drew by herself. It helped the students imagine about the animals. Therefore,
they would not be confused. The writer showed the students the pictures and asked them to mention the name of animals in their
language. So that, they could recognize the animals first. After that, the writer told the name of the animals one by one and asked the students
to repeat. It was not enough just asked them to repeat the words once but many times. The writer realizes that repetition done whole class is
useful because it gives all students a chance to say the new words immediately. It creates students confidence and anxiety understand the
material. To help they wrote down the name of the animals in their book and they should give the picture to make them easy in remember.
In fact, only some students could give the picture of animals in their book well. To overcome the problem, the writer asked the students to
find the picture from the magazines or other books.
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3. Flashcard When the writer came in the class for the first time, the writer
introduced them with alphabets and numbers. The writer also asked some questions such us:
What is your name? How do you spell your name?
How many letters in the alphabets?
A B
C S
X 1
3 17
25 28
37 42
51 56
60
The writer wrote down the alphabets in the blackboard and asked them to sing the songs about alphabets in order to be easy in
remembering. The writer pointed the letter one by one and asked the students to repeat. They were so happy when they sang the song. The
writer asked them to repeat many times and the writer asked some students to come in front of the class to sing the song. To check the
students if they remember the alphabets is correct or not, the writer had prepared some flashcards. The writer showed the letter and the
students pronounce what the letter was.
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THE ALPHABETS SONG A B C D E F G
Come and sing a long with me H I J K L M N O P
Tell me what you want to be Q R S, T U V, W X Y and Z
Now I know my ABC’s Next time won’t you sing with me
When the writer taught about number, the writer had prepared number cards from
„one to sixty’. The writer said the numbers and asked the students to repeat. The students could pronounce the number
from one to „ten’ well but they had difficulty to pronounce the number
after „ten’. The writer told to the students to add „teen’ after the
number but only the number after „twelve’. For example: empat belas
means empat is „four’ and belas is „teen’. Therefore, it becomes
„fourteen’. The writer asked the students to add teen like a sound of bus. But for puluhan
„tens’, the students should add „ty’ after the number four. Example: lima puluh becomes
„fifty’, tiga puluh becomes
„thirty’, etc.
4. Poem
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Poem is a way to introduce the materials to the students. By the rhythm of the poem, the students are able to memorize some
vocabularies related to the material easily. For example, in introducing days, the poem is:
1. Sunday is a holiday It is a happy day
I go to school on Monday It is a hard day
2. This is a hat The hat is pink
It is on my head This is a ribbon
The ribbon is yellow It is on my hair
2. Presentation Strategies
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