Handling The Problem Of 18 Second-Grade Students At SDK Paulus With The Lack Of Ability To Write English Words In The Right Spelling.

ABSTRACT
Pada waktu saya melakukan magang sebagi pengajar di kelas 2 SDK
Paulus, saya menemukan bahwa 18 murid kelas 2 SD tidak dapat menulis
dalam Bahasa Inggris dengan ejaan yang benar. Penyebab murid-murid tidak
dapat menulis dalam Bahasa Inggris dengan ejaan yang benar adalah
mereka tidak memperhatikan pelajaran Bahasa Inggris selama pelajaran
berlangsung di dalam kelas dan mereka kurang berlatih di rumah. Hal ini
menyebabkan murid-murid kelas 2 SD tidak dapat menuliskan kata-kata
Bahasa Inggris dengan ejaan yang benar dan mendapat hasil yang buruk
dalam ulangan.
Solusi untuk masalah tersebut adalah mereka harus mencatat kosa kata
yang sudah saya ajarkan pada saat di kelas, saya mengajar mereka dengan
menggunakan gambar sehingga dapat membuat mereka menjadi lebih fokus
terhadap pelajaran, dan saya memberikan mereka banyak latihan menulis
pada saat di kelas. Ketiga solusi tersebut apabila digabungkan akan menjadi
solusi terbaik karena dapat membantu murid-murid kelas 2 SDK Paulus dapat
menulis dalam bahasa Inggris dengan ejaan yang benar.
Meskipun demikian, gabungan ketiga solusi tersebut memiliki beberapa
kekurangan. Kekurangannya adalah dengan memberikan siswa banyak
latihan di kelas dapat membuat mereka menjadi bosan. Disamping itu juga,
guru dituntut untuk meluangkan waktu khusus mempersiapkan gambar yang

akan digunakan di kelas untuk membuat siswa lebih tertarik dalam belajar
menulis dalam Bahasa Inggris dengan ejaan yang benar.

I

Maranatha Christian University

TABLE OF CONTENTS

ABSTRACT………………………………………………………………….......i
DECLARATION OF ORIGINALITY………………………………………..….ii
ACKNOWLEDGEMENTS…………………………………………………..…iii
TABLE OF CONTENTS…………………………………………………….....iv
CHAPTER I. INTRODUCTION…………………………………………….....1-5
A. Background of the study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study

G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS……………………………………….6-8
CHAPTER III. POTENTIAL SOLUTIONS…………………………………..9-13
CHAPTER IV. CONCLUSION……………………………………………...14-16
BIBLIOGRAPHY
APPENDIX: FLOWCHART

iv
Maranatha Christian University

APPENDIX
Flowchart
Causes

1. The students do not pay
attention to me during the
lesson.
2. The students are lack of
writing practice at home

Potential (-) Effects
1. The lesson which has been
planned cannot be finished
on time because the students
need almost one hour to write
the notes.
2. The teacher needs extra
time to correct the students’
notes to make sure they write
correctly.
Potential (-) Effects

1. I need extra money to buy
flashcards that can
be used to teach.
2. They only focus on the
pictures not the word.

Potential (-) Effects

1. They will feel bored.
2. The students cannot finish
doing the exercises.

Problem
18 students of
primary school in
second grade at SDK
Paulus who cannot
write English words
with the right spelling

Potential Solution I

I instruct the students
to always copy notes
while I am explaining
the lesson.

Potential Solution II

I teach the students to
write using words with
pictures

Potential Solution III
I give them more
writing exercises such
as dictation, filling in
the blank, tracing
words, and matching
words with pictures

Effects

1. The students get a bad
mark for the test.
2. The teacher needs extra
time and energy to give the
students additional exercises

after class.

Potential (+) Effects
1. It can help the students to
remember the words more
easily by writing them down.
2. The notes they have taken
in class can help them
increase their understanding
of how to write the words
taught correctly.
Potential (+) Effects
1. They can remember how to
write the words easily if the
teacher uses pictures in
teaching them.
2. They will be more focused
on the lesson when the
teacher teaches them in
class.

Potential (+) Effects
1. They will be trained to
write the words correctly.
2. They can concentrate
more in class when they do
the writing exercises.

Chosen Solutions
1. I instruct the students to
always copy notes while I am
explaining the lesson.
2. I teach the students to write
using words with pictures.
3. I give them more writing
exercises such as dictation,
filling in the blank, tracing
words, and matching words
with pictures.

Maranatha Christian University

CHAPTER I
INTRODUCTION

A. Background of the Study
I did my internship at SDK Paulus (henceforth, called SDKP). SDKP is
a school that realizes the importance of English; therefore, they provide
English lessons for the students.
When I did my internship at SDKP, I became an English teacher for the
second grade. I had a problem when I taught the students. There were 21
students in the second grade. Eighteen of twenty one students in the
second grade had a problem with the lack of ability to write English words
with the right spelling. Each lesson took 45 minutes ,and there was usually
a written test every two weeks. I always wrote the vocabulary on the board
and asked the students to copy them down. However, 18 students still got
bad mark for the written test because they made mistakes in writing the
words with the right spelling. For example, they wrote ‘nait’ instead of
‘night’. The students’ lack of ability to write the words with the right spelling

1

Maranatha Christian University

Is very influential in learning because as Hairani states that, “Writing is one of
language skills which are important for students in learning English” (par. 1).
Therefore, writing is very important in learning English.
I am interested in analyzing such problem to find the solutions and help
the students to write English words with the right spelling. Based on my
internship experience, I found that teaching English for students who had
difficulty in writing English words with the right spelling is quite difficult.
Therefore I should find the best way to teach the students so that they are
able to write English words with the right spelling. Therefore, I do a research
of how to solve this problem.

B. Identification of the Problem
The following are some questions used to analyze the problem :
1. Why did 18 students in the second grade at SDKP lack of ability to
write English words with the right spelling?
2. How would this problem influence the teacher and the students who
could not write English words with the right spelling?
3. How should the teacher help the students to write English words with

the right spelling?

C. Objectives and Benefits of the Study
The objectives of the study are to identify the causes and effects of the

2
Maranatha Christian University

problem of students at SDKP who could not write English words with the right
spelling and to find the best solution to enable the students at SDKP to write
English words with the right spelling. The benefits of the study are, for the
readers, they will know how to solve the problem of students who cannot write
English words with the right spelling; and for the institution, especially the
teachers at SDKP, they can handle the students if they get the same problem
as me; and then for me, I can make use of the best solution that I find to help
the students who cannot write English words with the right spelling if I
become a teacher in the future.

D. Description of the Institution
Based on Reuni Akbar & Gelar Seni SD Kristen Paulus in the year book

published by SDKP, SDKP was established in early 1950 with the name
"Helmers-School". The school was located at JL. Dr. Rajiman no. 11,
Bandung. At the beginning, the school was managed by the Dutch until April
1953. In April 1953 the school was given to Republic of Indonesia and the
name was changed to Sekolah Kristen Paulus. Paulus Junior High School
was established in 1962 at JL. Lombok no. 7, Bandung, whereas Paulus
Senior High School was established in 1979 at JL. Dr. Rajiman no 11,
Bandung. In 1992 the Junior High School moved to JL. Dr. Rajiman no. 11,
Bandung and the building at JL. Lombok no. 7, Bandung was used for
Kindergarten. At the time Sekolah Kristen Paulus was established, it had

3
Maranatha Christian University

only 2 classes. Now, Sekolah Kristen Paulus has 3 classes for Kindergarten,
10 classes for Elementary School, 6 classes for Junior High School, and 6
classes for Senior High School. Sekolah Kristen Paulus has vision and
mission. The vision is become an excellent school to produce people who are
intelligent and love each other. The missions are first to give Christian
education service that has good quality and competence; second, to give
management service with prime service standard (3).

E. Method of the Study
The data for this analysis of the term paper is taken from the internship
journal, printed sources, and electronic publication. I wrote the journal based
on my teaching experience during my internship at SDKP. The period of my
internship is one and a half months from July 21, 2011 until September 23,
2011.

F. Limitation of the Study
This term paper is focused on second grade students of SDKP at Jl. Dr.
Rajiman no. 11, Bandung. I taught them English twice a week every
Wednesday and Friday. The students’ age is between 7 to 8 years old. There
is only one class for the second grade, and 18 students are not capable of
writing English words with the right spelling. My observation is the process of

4
Maranatha Christian University

learning English in the classroom and the students’ behavior in the learning
process.

G. Organization of the Term Paper
The Term Paper contains four chapters. Chapter one is the Introduction
that contains the Background of the Study, Identification of the Problem,
Objectives and Benefits of the Study, Description of the Institution, Method of
the Study, Limitation of the Study, and Organization of the Term Paper.
Chapter two is the Problem Analysis that analyzes the causes of the problem
and also the effects of the problem in the classroom when I did my internship.
The observation result and data that support the analysis will be used in this
chapter. Chapter three is the Potential Solutions that describes three
solutions with positive and negative effects of the problem. Chapter four is the
Conclusion that contains the best solution as the concluding result from the
previous chapters. In the final part, I present the Bibliography and Appendix.

5
Maranatha Christian University

CHAPTER IV
CONCLUSION

In this chapter I would like to explain about the problem that I have during
my internship at SDKP. My problem is 18 students of primary school in
second grades at SDKP could not write English words with the right spelling. I
found two causes. First, the students did not pay attention during the lesson,
and the seconds, they lacked writing practice at home. The problem also has
two effects, which are the students get a bad mark and the teacher need
extra time and energy to give the students additional lesson after class.
Based on my internship experience, I found that teaching English for students
who had difficulty in writing English words with the right spelling was quite
difficult because I should find the best way to teach the students so that they
remember how to write English words correctly. To solve this problem, I have
three potential solutions. The first potential solution is I instruct the students to
always take notes while I am explaining the lesson. The second potential
solution is I teach the students the words using words with pictures. Then, the
third potential solution is I give them more writing exercises.

14
Maranatha Christian University

This chapter will present the chosen solution to help the students in
second grade at SDKP write English words correctly. The combination of the
three potential solutions is the best solution. If I only chose the first potential
solution which is instructing the students to always copy the notes while I am
explaining the lesson, it will not completely help the students to be able to
write the words with the right spelling. The students in the second grade need
more writing exercises in class, so they will be trained in writing English words
correctly. Moreover, if teachers are creative in teaching the students in class
such as teaching the students to write using words with pictures, it can make
the students pay more attention in class and be more interested in learning
English words. Therefore, the combination of the three potential solutions will
help the students in second grade in writing English words with the right
spelling. As Celce-Murcia states that teaching students writing by asking them
to take notes, explaining the words with pictures, and giving more writing
exercises can help students in writing the words correctly (212, 213, 225). By
teaching students using these three potential solutions will help them in
writing the words with the right spelling.
The combinations of these three potential solutions are beneficial for the
students and the teacher. In one hand, the teacher can help the students to
write English words correctly by asking them to take notes, using pictures,
and giving the students more writing exercises. On the other hand, the
students will be trained in writing English words correctly.

15
Maranatha Christian University

Beside the combination of the three potential solutions mentioned above,
the role of parents at home is also very important to help students in writing
English words correctly. Parents should help students to practice writing
English words at home, so that they are trained to write the words correctly.
The teacher too should more creative in teaching students to write, so the
students will be interested in learning to write English words with the right
spelling.

16
Maranatha Christian University

BIBLIOGRAPHY

Printed Sources
Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language.
Boston: Heinle & Heinle, 2006.
Doff, Adrian. Teach English. Cambridge: The British Council, 2007.
Sekolah Dasar Kristen Paulus. Reuni Akbar & Gelar Seni SD Kristen Paulus.
Bandung, 2007.

Electronic Sources
Arnold, Lesley. “Thoughts on Teaching Writing”. 2012. 12 April 2012.
.
Colorado, Colorin. “Improving Writing Skills”. 2007. 12 June 2012.
.
Dowshen, Steven. “Taking Notes in Class”. 2012. 6 June 2012.
.
Great Schools Staff. “Your Second Grader and Writing”. Great Schools Inc.
2012. 14 March 2012. .

Maranatha Christian University

Hairani, Siti. “Improving Students Writing Skill in Narrative Text Through Blog”.
2011. 11 April 2012. .
“Help Your Children Learn Writing” About.com. 2012. 15 April 2012.
< http://childparenting.about.com/popular.htm>.
James, Joseph. “Creative Writing Exercises for Kids.” ABC Article Directory.
April 2012. 20 April 2012.
.
Lombardi, Esther. “Why Take Notes?” About.com. 2012. 26 March 2012.
.
Lorcher, Trent. “Teaching Students How to Review Notes.” Bright Hub Inc.
2012. 12 April 2012 .
Miles. “Kids Should Not Get Homework.” ForandAgainst. 2012. 7 May 2012.
.
Ridner, Adrian and Wilson. “Third Grade Writing Ideas for Parents and
Teachers.” American Library Association. 2012. 26 April 2012.
.
Sriyulianti, Nopi. “Teach Students Using Picture”. 2011. 15 April 2012.
.

Maranatha Christian University

Szynalski, Tomasz. “You Can Damage Your English by Writing and
Speaking.” Antimoon.com. 2012. 13 April 2012.
.
“Teaching Kids to Write.” Buzzle.com. 2012. 13 April 2012.
.
“Thinking Teachers Teaching Thinkers.” TeachersFirst.com. 2012.
7 March 2012. .
Ziegler, Alan. “Fiction Writing.” About.com. 2012. 25 July 2012.


Maranatha Christian University