Teaching simple present tense for the 5th graders of SD Negeri 01 Plesungan, Karanganyar Umiyatun C9308066

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TEACHING SIMPLE PRESENT TENSE FOR THE 5

TH

GRADERS OF SD NEGERI 01 PLESUNGAN,

KARANGANYAR

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: Umiyatun C9308066

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

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iv MOTTO

Every challenge is not a stumbling block but opportunity that would eventually lead to the success and fulfillment

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DEDICATION

I would like to dedicate this final project report for:

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vi PREFACE

I would like to say Alhamdullilahirobbil’alamin to Allah SWT for the opportunity, ability and guidance to finish this final project report. I would also like to say thank to all people giving me the support and encouragement in writing this final project.

In this final project report, I describe my job training experience in teaching simple present tense to the fifth grade students of SD Negeri 01 Plesungan, Karanganyar. I describe the teaching and learning process of simple present tense. I also discuss the obstacles and the solutions while the job training process.

This final project report might far from perfect and there are some faults inside. However, the critics and suggestions are expected for the improvement of report. Hopefully, this final project report will be beneficial to the readers.

Umiyatun .

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ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin. All praise for Allah SWT the Almighty. I would like to say my deepest thanks to:

1. The Dean of the Faculty of Letters and Fine Arts, Sebelas Maret University, Drs. Riyadi Santosa, M. Ed, Ph.D

2. The Head of English Diploma Program, Yusuf Kurniawan, S.S., M.A. for the highest dedication to English Diploma Students.

3. My Academic Supervisor, Dra. Nani Sukarni, M.S, I thank you for your support during my study in English Diploma Program.

4. My Supervisor, Dra. Sri Kusumo Habsari, M.Hum, Ph.D, I thank you for your advices, guidance and patience in helping me to finish this final project report. I do apologize for all of my faults.

5. All Lecturers of English Diploma Program. I thank you for giving me the precious knowledge.

6. The Headmaster of SD Negeri 01 Plesungan, Karanganyar, Mrs. Sundahyani, M. Pd. I thank for accepting me to have the job training in your school.

7. Mrs. Betti Nur Khasanah, S.Pd, my job training supervisor. I thank for the opportunity given, guidance and advice.

8. All of the teachers, administration staffs, and the students of SD Negeri 01 Plesungan, Karanganyar. I thank you for your help, guidance, and advice. I do apologize for my mistakes during the job training.

9. My Beloved Parents, Rakidi and Warsiti. I thank you for your prayer and advices for me to face my obstacles in this life. I love you.

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10. My Big Family. I say thank for the support, prayer, advice, encouragement and love to stay awake in facing the obstacles in my life. I am proud of you all.

11. My Sweetheart, Wisnu Bayu Aji. Thanks for giving me support, laugh and love.

12. The English Diploma Students of 2008 year. For all my friends in class A, B, and C. Thank for love and laugh.

13. My Big Family of class B, Rima, Aulia, Anisa, Risky, Agustin, Ferry, Zulfikar, Dodi, Danil, Boma, Mahatma. Thanks for all your help, your suggestions, and so on. I will remember our togetherness.

14. Thanks to my guidance readers who always help me checking my grammatical mistakes.

15. Thanks for all staffs, mbak Heni, mbak Devi, mbak Susi, mbak Desi for the advice and help.

16. For all people who I cannot mention here, thank you.

Finally, I realize that this final project report still has many mistakes, I do apologize.

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ix ABSTRACT

Umiyatun. 2012. Teaching Simple Present Tense for the 5th Grader of SD Negeri 01 Plesungan, Karanganyar. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report is written based on my job training experience which has been done for a month in SD Negeri 01 Plesungan, Karanganyar. The data of this final project report are collected by doing twice observation and also by teaching the students directly. The objectives of this report are to describe the teaching process of simple present tense and describe the obstacles and solutions found out during the job training process.

In the process of teaching simple present tense, I delivered the material directly. First, I gave the students a warming up to attract the students’ attention to focus on the lesson. After brainstorming session, I taught the simple present tense material directly in front of the class. I taught the positive, negative, and interrogative pattern of simple present tense. I gave some examples and I also taught the way to arrange the sentence.

In the job training process, I faced some obstacles; the obstacle in choosing material, the obstacle in handling the students, the obstacle in having limited time, the students’ difficulty in using English as the communication and the students’ difficulty in understanding the simple present tense. The teaching and learning process of SDN 01 Plesungan, Karanganyar was successfully done. In the end of teaching and learning process, the students had a good mark for the last assessment.

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TABLE OF CONTENTS

TITLE ... i

APPROVAL OF CONSULTANT ... ii

APPROVAL OF THE BOARD OF EXAMINERS ... iii

MOTTO ... iv

DEDICATION ... v

PREFACE ... vi

ACKNOWLEDGMENT ... vii

ABSTRACT ... ix

TABLE OF CONTENTS ... x

CHAPTER I: INTRODUCTION A. Background ... 1

B. Objectives ... 3

C. Benefits ... 3

CHAPTER II: LITERATURE REVIEW A. Teaching ... 5

B. Learning ... 6

C. Teaching English to Children ... 7

D. Teaching Simple Present Tense ... 13

CHAPTER III: EXPERIENCE AND OBSTACLE A. Description of SD Negeri 01 Plesungan, Karanganyar ... 14

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B. The Activities During the Job Training ... 18

1. Class Observation ... 18

2. Lesson Plan Making ... 19

3. Teaching and Learning Process of Simple Present Tense ... 20

A. Pre - Teaching... 20

B. While - Teaching ... 23

B. 1. Exploration ... 23

B. 2. Elaboration ... 24

B. 3. Confirmation ... 25

C. Post - Teaching ... 25

4. The Obstacles and Solution During the Job Training... 26

CHAPTER IV: CONCLUSION AND SUGGESTION a. Conclusion ...29

b. Suggestion ...32 BIBLIOGRAPHY

TEACHING SIMPLE PRESENT TENSE FOR THE 5TH GRADER OF SD NEGERI 01 PLESUNGAN,

KARANGANYAR.

Umiyatun1

Dra. Sri Kusumo Habsari, M.Hum, Ph.D2

ABSTRACT

2012. Teaching Simple Present Tense for the 5th Grader of SD

Negeri 01 Plesungan, Karanganyar. English Diploma Program,

Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report is written based on my job training experience which has been done for a month in SD Negeri 01 Plesungan, Karanganyar. The data of this final project report are collected by doing twice observation and also by teaching the students directly. The objectives of this report are to describe the teaching process of simple present tense and describe the obstacles and solutions found out during the job training process.

In the process of teaching simple present tense, I delivered the material directly. First, I gave the students a warming up to attract the students’ attention to focus on the lesson. After brainstorming session, I taught the simple present tense material directly in front of the class. I taught the positive, negative, and interrogative pattern of simple present tense. I gave some examples and I also taught the way to arrange the sentence.

In the job training process, I faced some obstacles; the obstacle in choosing material, the obstacle in handling the students, the

obstacle in having limited time, the students’ difficulty in using English as the communication and the students’ difficulty in understanding the simple present tense. The teaching and learning process of SDN 01 Plesungan, Karanganyar was successfully done. In the end of teaching and learning process, the students had a good mark for the last assessment.

1

Mahasiswa Jurusan DIII Bahasa Inggris Dengan NIM C9308066

2

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CHAPTER I

INTRODUCTION

A. Background

English is one of international languages used in most of countries in the world. This language has become a need for almost of people in the world to use in communication in this globalization era. Some of them use English as a daily language and some of them use English in certain occasions such as at the office, official occasions, etc.

English needs to introduce for early age; it means that English should be introduced to the children or young learners, so they are able to be an expert in English as their second language. By introducing English for early age, the children or young learners will understand the language, so there will not any be technical problems, such as mother tongue slip or mispronunciation. Young learners need a teacher as their slip of mother tongue assistance and guidance, so they will learn English with less difficulty and also in fun way. It will make the children learn English because they like it, not because they have to do it. The children need activities which are exciting and encouraging their curiosity. Besides, they need to involve in active class; not only sitting and listening but also practice something and they need to be appreciated by their teacher as well (Jeremy Harmer, 1998).

In Indonesian, almost of people learn English as one of the lesson in their school since they were in elementary school. Some of them start learning English

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at the first grade and some of them start learning English at their fourth grade in elementary school until they are at the third grade of senior high school or even they still learn English in a college. However, there are also some kindergarten schools having English as the lesson to teach to the students.

One of the important components of education system is the curriculum, because it becomes the orientation of the education unit; especially the headmaster and the teacher. Education in Indonesian had implemented the competency based on the curriculum that suitable for the competence of the students. A number of elementary schools, especially in urban area have introduced English in the curriculum. Teaching English to the elementary school means that the teacher introduces English as a new lesson. Most of the English materials in the elementary schools are learning vocabulary. However, the teachers have to introduce the pattern of sentence to make them understand the English sentence pattern.

Teaching young learners is very different from teaching adult because their characteristics and their abilities are quite different. Teaching young learners need to be patient, because the teacher must understand the students’ characteristics to

draw the students’ attention. Teaching young learners is interesting, therefore I decide to do my job training at SD Negeri 01 Plesungan, Karanganyar.

In elementary school the students have to learn English sentence pattern; simple present tense especially. The teacher introduces simple present tense for beginner students at elementary schools since grade fourth. Teaching the pattern

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of English sentence is quite difficult, because English has different sentence pattern from Indonesian. The teacher must be creative to deliver the materials. It is expected to help the students understand the materials easily.

Based on the experiences during the job training, I write a report entitled “Teaching Simple Present Tense for the 5th Graders of SD Negeri 01 Plesungan, Karanganyar”

A. Objective

The objectives of this final project are:

1. To describe the teaching process of simple present tense for the 5th grader of SD Negeri 01 Plesungan, Karanganyar.

2. To describe the obstacles found out and the solutions during the job training process in SD Negeri 01 Plesungan, Karanganyar.

B. Benefit

This final project is expected to be beneficial for many sides among others, there are shown as follows:

1. The English teacher in SD Negeri 01 Plesungan, Karanganyar

Hopefully this final project report could be a reference for the English teacher in improving and developing the students’ skills in learning English.

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2. The 5th graders of SD Negeri 01 Plesungan, Karanganyar.

This report is expected could be beneficial to the 5th graders of SD Negeri 01 Plesungan, Karanganyar to learn English more.

3. The English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University

This final project is expected could be a guidance and reference for the students of English Diploma Program in writing a final project report.

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CHAPTER II

INTRODUCTION

A. Teaching

Teaching is a condition where a teacher and the learners make multiple relationships. Sometimes a teacher becomes a friend to play, a guide to study and a parent to share. The teachers have to be creative to make the students enjoy and focus on the lesson. James Raths, John R. Pancella and James S. Van Ness in their book entitled Studying Teaching state “teaching is decision-making in interaction,

and the product of the teacher’s decision are the response and interaction of the

students” (Raths, Pancella and Van Ness, 1967:21). It means that teaching is a teacher acts to make the students enable to create an interaction to the others. Teacher acts will be very influence to the learners. The students’ understanding and response are based on the teachers’ performance in delivering the knowledge. The equality of the students’ response in class can measure how good the teaching process is.

In relation with the previous quote, Douglas Brown states “teaching is showing or helping someone to learn how to do something, giving instruction, guiding in studying of something, providing with knowledge, causing to know or

understand” (Brown, 2000:7). This means that teaching is some activities done by the teacher and learners to create a partnership and share their knowledge each other. The teacher becomes guidance to the learners in learning something and also provides some activities to make the students understand the knowledge.

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From those statements above, teaching are used to make a relationship among the teacher and students. The teacher creates the students’ interaction to the other and improves the knowledge, motivation and also encouragement. The teacher has very significant role and gives big influence on the students in teaching and learning process. The teachers’ act is very influence on the students’ comprehension in understanding the knowledge. The students are expected to be active in the class. The teacher can make some activities to build their attention, such as by giving a chance to express their idea and opinion and asking them to explain their experiences. The lesson achievement can be shown by the students’ responses.

B. Learning

Learning is an activity for accepting and understanding something. Learning is not only in formal situation but from the outside the class, society and family as well. According to Ivan Illich in Jeremy harmer’s book The Practice of English Language Teaching states “learning is the human activity which least needs manipulation by others. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting” (Harmer, 2002:70). Based on the statement, learning is a process of understanding something and it requires participant from another one. Learning does not only happen in formal situation, but it may also occur from interaction among the learners each other in an informal situation.

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In a learning process, the students need a teacher to facilitate them in understanding the knowledge and achieving the goals of learning process. Brown also gives his conclusion about learning: learning is as process of acquisition and memorizing something to get the information. That means that learning is a process of receiving information or knowledge, saving the knowledge in storage system and then applying the knowledge by doing some activities or practices. Learning needs to be active, consciously focusing on the material and able to practice in real situation. Learning is actually permanent but sometimes the learners are easy to forget the material, therefore learning involves some forms of practices and also reinforces it (Brown, 1994:7).

From the definitions of learning above, it can be concluded that learning is a process of accepting and understanding knowledge by doing some activities in an informal or formal situations. Learning is content of studying, understanding and then practicing something. It may also change the students’ behavior, because by learning something they will get the newest information and they might practice it.

C. Teaching English to the Children

Teaching English to the children is different from teaching English to adult. The children tend to change their mood every other minute, and they are extremely difficult to sit still. The children prefer playing to studying but they are able to imitate what the teachers say or do. On the other hand, they are able to accept the lesson given by the teacher. According to Wendy A. Scoot and Lisbeth

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H. Ytreberg (1990: 1-2), pupils are categorized; five to seven and eight to ten years old. Five to seven years old, pupils are assuming that they are in the level one / the beginner stage. They also have each characteristic as follow;

- First characteristic is the pupils are able to talk about what they are doing. This mean that the pupils are able to tell their experience, but they do not understand what the aim and why they must do it, such as; they do not understand what the aim of studying in the school. It is shown that they tend to play in the class.

- Second characteristic is the pupils are able to tell about what they have done or heard. Actually, the students in this age like to tell everything about what they have done and heard, but sometimes they do not understand and they cannot filter what they have heard. For example: they tend to tell everything that they know although it’s not real and less polite.

- Third characteristic is the pupils are able to plan the activities. The children usually active in this age, they like to do everything. They are also able to make a plan activity such as making an appointment with their friends, doing their homework etc.

- Fourth characteristic is the pupils can argue for something, tell you why they think like that and what they are thinking about. Actually the children are mostly active in this stage, so they are able to give some arguments about their agreement and disagreement. For example: they will complain if the teacher does not give mark to their assessment.

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- Fifth characteristic is the pupils are able to use their vivid imagination. In this age, the pupils are usually reaching out their imagination. They like dreaming something and sometimes it is irrational, for example: when the teacher explains about astronaut, they will imagine to be an astronaut, etc. - Sixth characteristic is the pupils are able to use a wide range of intonation

pattern in their mother tongue. Usually they are expert in their first language and it makes they get the difficulty to understand the second language. Therefore, the teachers must be patient in teaching the students. The teachers also have to perform the process of teaching and learning in creative way to achieve the goals in teaching the students.

- Seventh characteristic is the pupils are able to understand direct human interaction. In this stage, the pupils know how to interact each other. They have understood how to use language properly and how to associate to the other.

Eight to ten years old children can also be called a beginner, or they may have learned the foreign language for sometimes. In this stage as Scoot and Ytreberg (1990: 3-4), the pupils are having some characteristics as follow:

- First characteristic is the pupils are able to tell the different between fact and fiction. Actually they do not understand clearly about fact and fiction, but they are able to tell the difference of them.

- Second characteristic is the pupils are communicative. They like to ask everything. They tend to be active, because they want to know everything.

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Especially, if the teacher teaches an interesting lesson, they will excite to focus on the lesson.

- Third characteristic is the pupils are able to make some decision about their own learning. They know what they have learned. Basically, the pupils are able to understand the lesson quickly. They are able to understand the instructions in the class and make decision about their own learning. For example: they are able to do their homework individually by looking for the answer in the textbook. It means that they are capable to appreciate what they have learned.

- Fourth characteristic is the pupils are able to develop their mind to give a feedback of situation in the class. They are able to understand and also complain something weird that they find in the class.

- Fifth characteristic is the pupils are able to work in group and learn from other. In this stage, the pupils have realized that they must cooperate to do their task together. They also realized that they are able to learn and share something from their friends (Scoot and Ytreberg, 1990: 3-4).

Brown also states “to success in teaching the children a second language is required specific skills and intuition that are different from those appropriate for adult teaching” (Brown, 2001:87). It means that the teacher must have a method that suitable for the children. It is expected to draw the students’ attention to join the lesson process. The children are different from adult, the teacher should learn

more about children’s characteristics to get their attention. How much they enjoy the class will develop the student’s capability in mastering the materials.

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Based on the statement above, Wendy A. Scoot and Lisbeth H. Ytreberg (1990: 5-7) also give some best ways to teach the children:

- The first way is the teacher does not only rely on spoken word only, but also giving more activities and some objects which enable to make the students understand the lesson easier. The teacher can add some objects such as: pictures and some objects around the school to support the teaching and learning process.

- The second way is playing with the language. The teacher must be creative in delivering knowledge, because the students are usually interested to join the lesson if they enjoy. The teachers are able to use songs, storytelling, and games to create an interesting lesson. Therefore, it is able to make the students pay more attention to the class.

- Third way is using language as language. Most eight to ten years old have awareness about their own language. The information which is delivered often accompanied by other clues such as some facial expressions and movement. These clues are useful to help the learners in understanding the language.

- Fourth way is making variety in the classroom. The teachers must be creative and are able to create variety in teaching, for example; to make variety of interesting activities, variety of delivering the knowledge to avoid the students get bored and lazy in the class.

- Fifth way is routine. The students in this age are very easy to forget the lesson, because sometimes the students do not pay attention to the lesson.

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Therefore the teacher must often drill and repeat the materials many times to make them remind and familiar with the material.

- Sixth way is encouraging the students that learning is not a competition but cooperation. The teacher is able to give more encouragement to the students about the cooperation, give the students opportunity to work in-group, but it does not mean that they must work in-group all the time. In this way, the teachers have to avoid giving a reward and prize to the students.

- Seventh way is in using grammar. The teacher must introduce grammar as simple as possible and interesting. For this age, the teachers have to deliver the knowledge gradually, because the children have the level of difficulty in learning the pattern of grammar. How good the student’s ability in mastering the foreign language is based on the teachers’ performance in the class.

- Eighth way is in giving an assessment. Giving formal assessment is

important in knowing the student’s progress. The teacher may tell the

students’ parents about what their children have done. This assessment is also able to help the children to know their work and encourage them to learn more (Scoot and Ytreberg, 1990: 5-7).

Based on statements above, it can be concluded that teaching children is

different from teaching adult. The teacher should know the student’s

characteristics first, understand them, and then look for the best way to teach

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material, because how the teacher’s capability in conveying material will affect to the students’ attention.

D. Teaching Simple Present Tense

Grammar is part of study form in a language structure. Language has each structure of sentence pattern, for example Indonesian has different sentence pattern from English. Grammar is concerned on the level of sentence, because language has the level of difficulty. Thornbury states “grammar is a process for

making a speaker’s or writer’s meaning clear when the information is lacking” (Thornbury, 1999:4). From the statement, it means that grammar is an important thing in making sentence, especially in written skill. When the structure of sentence is incorrect, it will make the reader misunderstanding. According to McKay (1987) in David Nunan’s book concludes three different views in teaching grammar;

The first view is teaching grammar needs the formal explanation of grammar rules. The teacher needs to give the explanation of grammar rule directly. The guidance of the teacher will help the students to comprehend in English correctly and appropriately. Sometimes some people do not notice grammar rule in teaching practice, but it does not mean that grammar is not important in communication. Grammar is usually needed in formal communication and writing skill.

The second view is teaching grammar is basically matter of providing learners with practice in mastering common grammatical pattern through a

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process of analogy rather than explanation. The teacher needs to build the students to be active by giving a chance to practice English. The learners will remember easily if they practice it in communication. The learners’ achievement in mastering the structure of sentence depends on their seriousness in understanding and practicing it.

The third view is teaching grammar is a matter of giving students the opportunity to use English in a variety of realistic situation. The teachers have to make the students familiar with English expressions by making a conversation with the students in every meeting. The teachers also have to build the students’

attention in responding the teachers’ instruction. Sometimes the teacher also needs to give the students an opportunity to share among the students each other in a group. (Nunan, 1991: 154)

Based on the statements above, teaching grammar can be concluded as a process to help the students in understanding the structure of sentence and it also

needs the teachers’ assistance. The teachers have to provide the lesson with some drills such as; asking the students to practice the language in communication. The

teachers’ performance in the class gives big effect to the students in understanding a language correctly and appropriately.

Simple present tense is a kind of simple grammar. It is usually taught for the beginner learners in elementary schools. Simple present tense is usually used to explain the fact of situations and daily habit. Thornbury explains that to teach the beginner, simple present tense is able to teach by using Realia. Realia is a technique of introducing the material by using real object. Such as; the names of

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fruits are able to teach by using pictures of fruit or real fruit. By explaining realia, simple present tense is able to teach in detail below;

Simple present tense can be delivered by showing many objects directly, such as: showing some pictures, showing the things around them and the students are expected to explain the object clearly. It is aimed to attract the students focus on the lesson. The teachers are able to ask the student’s opinion about the things and then write it down in the white board to discuss. The teacher also provides the students some vocabularies to be a clue in producing sentence by themselves. The teachers can divide the students into some groups to tell some objects that provided. It is aimed to build the speaking skill among the learners each other. Therefore, all of the students will have a chance to express their opinion about those things. The teacher also must pay more attention to the students’ attention in teaching and learning process. The achievement of teaching and learning process is supported by the teacher’s ability in delivering the material (Thornbury, 1999:57).

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CHAPTER III

EXPERIENCE & OBSTACLE

In this chapter, I am going to explain the detail of my job training activity; the description of the elementary school, the process of teaching simple present tense, the obstacles found during the job training and the solutions.

A. Description of SDN 01 Plesungan, Karanganyar 1. General Description

SDN 01 Plesungan is one of public Elementary schools in Karanganyar, located in Mayor Achmadi Street, Plesungan village, Gondangrejo, Karanganyar. It was built in 1951. This School is one of National Standard School. The headmaster of the school is Mrs.Sundahyani,M.Pd. She is the seventh headmaster of SDN 01 Plesungan.

SDN 01 Plesungan has a wide area (3514 m²). It has four buildings, consisting of the first building for headmaster room and teacher room, the second building for six classrooms and two toilets for students and teachers, the third building for library and the fourth building for an auditorium. It also has a canteen behind the teacher room. In the middle of the buildings, there is a schoolyard used for sport activity and assembly. All of the rooms are still in good condition.

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In the last academic year of 2010/2011, SDN 01 Plesungan has 185 students, consisting of 99 boys and 86 girls. There are 15 staffs; seven class teachers, six subject teachers and three administration staffs. This elementary school also has two extracurricular activities for the students, there are; scout and traditional dancing.

In improving their education system, SDN 01 Plesungan has vision and mission for the students and teachers motivation. The vision of SDN 01 Plesungan is to “produce the creative and intellectual students based on faith and piety.”

Meanwhile, the missions of SDN 01 Plesungan are as follows:

1. Making optimum the teaching and learning process to create the best, independent, creative, innovative, well-mannered, social-minded and broad-minded graduation, therefore the students are able to compete in the next level of education.

2. Building faith through religion education.

3. Creating a conducive, healthy, and democratic learning environment through the effectivities of teaching and learning process at school. 4. Developing the spirit of competitiveness and fair achievement in

competition.

5. Keeping and developing traditional-cultural arts by holding non-academic activities.

6. Building the social instinct as the basic of patriotism by doing out bond activities.

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B. The Activities During the Job Training 1. Class Observation

Job training activities was done on 24th of January to 26th of February 2011. I did the observation in SDN 01 Plesungan, Karanganyar two weeks before doing the job training, on January 10,2011. The first observation, I interviewed the headmaster and the English teacher. They explained that the students were indiscipline and they were not very clever. They suggested me to teach the 5th grade students. Besides giving information about the students, the English teacher also asked me to prepare a lesson plan before teaching the students. The English teacher showed me the example of lesson plan and she explained the way to make it. The English teacher also advised me to develop the material and look for the best way in delivering the material to make the students enjoy the class activity and understand the material easily.

The second observation on January 19, 2011, I joined the English lesson class. The fifth grade consisted of 33 students there are; 18 boys and 15 girls. The fifth grade class is equipped with 19 desks available for the students and the teacher’ desk is placed in front of the class. The fifth grade class has two doors; the first is the main door and the second door is separating of the 5th grade and 6th grade classroom. The class does not have fresh air, because there are only have some small windows. It is also equipped with a white board and cleaning equipments; broom and feather duster. The dimension of this classroom is 9m long and 10m wide. It is an ideal classroom for the students.

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I also observed the students’ attention during the teaching and learning process. The 5th students looked really indiscipline and difficult to handle. Most of them often played in the class and chatted each other during the lesson process. The 6th grade students also disturbed the teaching and learning process of the 5th grade by their presence through the second door. The class condition was not conducive and good for teaching and learning process.

2. Lesson Plan Making

The lesson plan is made based on the curriculum and syllabus. The function of lesson plan is to guide the teacher in teaching and learning process. Although the lesson has been arranged based on textbook and worksheet, the teachers need to make lesson plan to organize the lesson process.

In teaching the fifth grade students, I used two books from the school as my reference; PANDU worksheet and textbook entitled “The Smart English 2”. The teacher asked me to continue the material in the worksheet. Then, I read the material while comparing with the syllabus. I found the material in the worksheet was not written in the syllabus. Then, I asked the teacher which material I should use, whether the material based on syllabus or from on worksheet. Finally, the teacher asked me to create the lesson plan based on the worksheet by continuing from the last material.

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3. Teaching and Learning Process of Simple Present Tense

I had an opportunity to teach the fifth grade students on Wednesday at 11.20 - 11.55 a.m. Before teaching the students, the teacher informed me the steps I had to do for teaching and learning process. First, I had to make RPP (Rancangan Proses

Pembelajaran) or lesson plan to organize the teaching and learning process. She also

gave me some suggestions to handle the class. I had prepared the lesson plan one day before teaching and learning process started.

On Wednesday, January 26, 2011, I got responsibility to teach and handle the class as an independent teacher. In this opportunity, I was free to practice my lesson plan in the class. My supervisor, the English teacher, also joined the class to monitor the teaching and learning process. First, she introduced me to the class. I felt glad when I saw the students paid attention to me and they tried to attract my attention by asking many questions.

During the job training activity, I did some steps in teaching and learning process to achieve the objective of the study; Pre-Teaching, While-Teaching and Post-Teaching. Those activities are explained in details below:

A. PRE – TEACHING

First, I greeted the students to create the cheerful atmosphere and to know the

student’s readiness in participating the class activity. First time I greeted the students, they could not answer my greeting correctly.

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Teacher : Good morning students? Students : Good morning teacher. Teacher : How are you today? Students : ……….

The students just kept silent, they could not answer my greeting. Then, I taught them how to answer a greeting as follow;

Teacher : Good morning, students? Students : Good morning, miss. Teacher : How are you today?

Students : I’m fine. Thank you. And you? Teacher : I’m fine too, thank you.

After greeting the students, I asked them whether there was any homework or not. If there was not any homework, I reviewed the last materials and then told them the material to learn on that day. During the teaching and learning process, the class was very noisy. Besides, the presence of the students from another class who tried to join the class, the fifth grade students were also difficult to handle. There were students who drew something, made their friend crying, and chatted each other. Therefore, I needed much time to make the students concentrate on study.

While observing the student’s capability and their enthusiasm, I discussed the material in the worksheet and making a short conversation. To make the students interested to the topic, I started the process of teaching and learning by giving

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warming up related to the material. The first, I gave the students warming up by asking them about kind of transportations, such as;

- “Students, can you mention kind of transportation?”

- “What is a land vehicle?”

- “Can you give the examples of air vehicle?”

The second, I attracted them by showing some pictures of transportation. I printed some colorful pictures to put it on the whiteboard. Then, I asked them to describe the picture in simple sentence. I used English as the Instruction. When the students looked confused, I translated the instruction in Indonesian. Sometimes the students answered my question in English by looking for the answer in their book first.

The next session, I asked the students to open their worksheets by using command in English; “Students, open your worksheet page 23, please!” and then I asked the students to read the short text in the worksheet which related to the topic. I asked all of them to read the dialogue after me. After that, I invited some volunteers to read the text individually. I also checked their pronunciation. After reading the text, I asked them to translate each sentence and when there was any difficult word, I helped them to translate it. The purpose of translating each sentence is to make the students understand the meaning and to make them master new vocabulary.

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For the next step, I decided to teach the simple present tense material to the students because this material was written in the worksheet. Moreover, the short text and dialogue in the worksheet were using simple present tense. I used mostly mother tongue in delivering the material because English was a new language for them and they got the difficulty in accepting the material. I looked for new method in delivering the materials. It was aimed to create new atmosphere to make the students focus on the lesson.

B. WHILE - TEACHING

In this part, I explain the process of teaching and learning simple present tense. Based on the lesson plan, in the while - teaching I did three activities, there are:

b. 1. Exploration

I explained the pattern of simple present tense in Indonesian to make the students understand the materials easily. I also explained the objective of learning simple present tense. Each pattern was introduced gradually. First, I introduced positive pattern with the examples. After that, I explained the negative pattern and the last was the interrogative pattern. I introduced the material slowly to make the students understand. I wrote some sentences on the whiteboard and I asked the students to choose the correct answer. For example;

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Positive sentences

1. I go / goes to school by cycle 2. She put / puts a book on the table

Negative sentence

1. Jenny do / does not read the book. 2. We do / does not drink alcohol

Interrogative sentence

1. Do / does they come to my house yesterday? 2. Do / does he play football?

I also ordered them to make a note because the students had difficulty in accepting materials. They forgot the previous pattern easily when I had explained the next pattern. Therefore, in teaching the young learners I had to teach patiently.

b. 2. Elaboration

In this step, I shared the copy of the note of simple present tense. I introduced simple present tense again with other examples. Then I asked the students to answer the exercise in the note. While the students were busy with their works, I walked

around the class to check the students’ work and correct their mistakes. Here the teacher played an important role as the facilitator, instructor and guidance for the students.

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b. 3. Confirmation

In this step, I discussed the exercises in the note. I invited the students to write the answer on the whiteboard then discussed it together. I also encouraged some of passive students to answer the question by giving good mark. Here, some of the students looked understand enough. They answered the exercises correctly. Besides, I also gave them homework to make them study at home.

C. POST - TEACHING

I finished the class by reviewing material and asking them whether there was any difficult material or not. I asked the students by saying, “Any questions so far?” When the students still looked confused, I would explain it again. Then, I gave the conclusion of the topic, and ended the class by saying “thank you” and “see you”.

My first great experience was when the students kissed my hand before leaving the class at the end of the teaching and learning process. It showed that the students respected me although during the lesson they were so difficult to handle.

The teaching and learning process to the fifth grade students could be concluded run well. The students were cooperative enough in the process of teaching and learning. Many students were having big curiosity and active enough but there were still some uncooperative students in the class. Therefore, I had to paid more attention to handle them.

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C. The Obstacle and Solution During the Job Training

Based on my experience in teaching English to the fifth grade students, I had some obstacles. The obstacles and the solutions were presented in following detail; 1. The obstacle in choosing material and the solution

The first, I checked the syllabus before making the lesson plan to make sure that the topic taught was suitable with the syllabus. There, I found that the material from the teacher was unsuitable with the syllabus. When I asked the teacher which material I should use, she asked me to make the lesson plan and to deliver the material based on the worksheet whereas it was not written in syllabus. In my opinion, the teacher did not focus on the syllabus because she was not an English teacher but she was a religion teacher. To solve the problem, I made the lesson plan based on the worksheet. I simplified the process but all of the materials were still covered. Therefore, I could continue to the next material which was suitable to the syllabus.

2. The obstacle in handling the students in the class and the solution

The fifth grade students were difficult to handle, some of them liked drawing something, chatting and also fighting each other during the teaching and learning process. The class situation was so noisy because the sixth grade students also disturbed the process of teaching and learning by their presence through the second door. Therefore, the teaching and learning process did not work optimally. To handle this situation, I was being strict in teaching the

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students and I also gave them a thread by calling the headmaster when they ignored my instructions. Besides, I encouraged them to learn English by explaining the importance of learning the lessons, especially English. Then, I would continue the lesson after the students could focus on the lesson.

3. The obstacle in having limited time and the solution

I only had one hour (1 x 35 minutes) to deliver the material. The teacher asked me to teach the topic in one meeting, but I actually needed two meetings to deliver the topic. It was because I spent approximately 10 minutes to prepare the class ready for accepting the material. In my opinion, 25 minutes was not effective to deliver the material to the students. To solve the obstacle, I simplified the process of teaching and learning by giving the copy of the note and the exercises. Then, I shared the copy to the students in the class to discuss. Therefore, the students did not spend much time to make a note and the material could be delivered optimally.

4. The obstacle in using English as communication and the solution

English was a new language for the students and it was difficult enough to study by young learners. The students did not understand my instructions when I told them in English. I should translate the instruction into Indonesian to make them understand. Therefore, I tried to make them familiar in using English by asking them to practice some of simple instructions and expressions

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in English in every meeting. I also corrected their pronunciation when they responded my instructions.

5. The obstacle in teaching simple present tense and the solution

The students got difficulty in understanding the simple present tense pattern. It was because English has different sentence structure from Indonesian. When I explained the negative pattern, they forgot the positive and interrogative pattern and it happened repeatedly. Therefore, I explained the material and drilled the students with some exercises many times. I also always gave the students homework to make them learn English at home.

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CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Job training activities at SDN 01 Plesungan, Karanganyar was done from January 24 up to February 26, 2011. The headmaster and the English teacher suggested me to teach the fifth grade students. To know the class situation and

students’ characteristic, I did the observations twice. The first observation was to ask the headmaster and English teacher and the second was to join the teacher in the class. In teaching and learning process, the class situation was not conducive. I needed much time to prepare the students ready to study.

On January 26, 2011 was my first experience in teaching English in SDN 01 Plesungan, Karanganyar. I taught the students on Wednesday at 11.20 - 11.55 a.m. Before teaching the material, my supervisor asked me to make lesson plan to manage the process of teaching and learning. In making lesson plan, I got an obstacle in choosing the material. The teacher asked me to continue the material in the worksheet, but it was not written in the syllabus. Therefore, I prepared the material based on the worksheet.

I taught the simple present tense to the students because this material was written in the worksheet. Moreover, the short text and dialogue in the worksheet were using the simple present tense. Therefore, I decided to teach the simple present tense to make the students understand the structure of English sentence. I taught the positive, negative and interrogative pattern of simple present tense. I

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taught the pattern in front of the class directly. I gave some examples of the sentences and explained the way to arrange it. I repeated the explanation many times because the students got difficulty in understanding the pattern. I gave the students the copy of the note to manage the process be optimum and I always gave the students homework to make them study at home.

I had some obstacles during the teaching and learning process. The first obstacle was in choosing the material. Before the teaching and learning process began, I had to make a lesson plan to arrange the material to teach. The teacher asked me to continue the material in the worksheet but it was not written in the syllabus for the fifth grade. Finally, I made the lesson plan based on the worksheet. To continue to the next material which was suitable to the syllabus, I delivered the last material in the simpler process.

The second obstacle was in handling the students in the class. The class situation was not conducive for the students in accepting the material. Besides, the fifth grade students who were difficult to handle, the annoyance was also from the other class who tried to join the fifth grade class. To make the students focus on the material, I should be strict to the students and sometimes I gave them a thread of calling the headmaster.

The third obstacle was still in relation with the previous obstacle, there was I had limited time. I only had one our (1 x 35 minutes) to teach the students. I had spent approximately 10 minutes to make the students ready to study. In my opinion 25 minutes was not enough to deliver the material to the students. To manage the teaching and learning process, I prepared the copy of the note and

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gave it to the students in the English class. Therefore, I could deliver the material optimally and the students did not spend much time to make a note by themselves.

Fourth obstacle was the students’ difficulty in understanding the instructions. The students could not understand my instruction in English. When they looked confused, I translated my instruction into Indonesian. To minimize the students’ misunderstanding continuously, I made the students familiar with the words by practicing the simple instructions and the expressions in English for every meeting.

The fifth obstacle was in teaching the simple presents tense. It was the main obstacle in this job training. In my opinion, studying simple present tense was not easy for young learners because English was a new language for them and it had different sentence structure from Indonesian. Therefore, the students got difficulty and they needed much time to understand this material.

In teaching the simple present tense, I gave the students the copy of the note and I also taught the material directly. I taught the positive, negative and interrogative pattern of simple present tense directly. I repeated the explanation many times. I drilled them with some exercises in the class and I also gave them homework to make the students study at home. I needed four meetings to deliver the simple present tense material. Finally, I knew that they had understood enough when they did an assessment at the last meeting and it was not so bad, because most of them had a good mark.

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B. Suggestion

Based on the result of my experiences in doing the job training, I present some suggestions as follow;

1. The Teachers of SDN 01 Plesungan, Karanganyar

The teachers in SDN 01 Plesungan, Karanganyar should pay more attention to the syllabus in choosing the material to teach. Syllabus is made based on the competence standard of the students. If there is any material in the handbook and worksheet is unsuitable with the syllabus, the teacher should not use it. The teachers have to adjust the material to teach with the syllabus.

2. To the English Teacher

The English teacher is expected to realize that teaching English to young learners is important. It will be more maximum if English is given through practicing in daily communication, such as greeting, command, and polite request. Practicing English either inside or outside the classroom will be more beneficial for improving students’ capability. The students will be familiar with the expressions and capable to practice it.

3. To the English Diploma Program, Sebelas Maret University

The English diploma program is expected to give more references or offer seminar of each mainstream to enrich the students’ knowledge. So far, there is no enough material given in the class, especially for the students who take the teaching mainstream. Considering that the students do not learn the recent lesson plan or RPP (Rencana Pelaksanaan Pembelajaran)

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making, it makes the students get the obstacle during the job training process. It will be better for the English diploma program to add the up to date lesson plan as an additional material for helping the students in facing the job training process.

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in English in every meeting. I also corrected their pronunciation when they responded my instructions.

5. The obstacle in teaching simple present tense and the solution

The students got difficulty in understanding the simple present tense pattern. It was because English has different sentence structure from Indonesian. When I explained the negative pattern, they forgot the positive and interrogative pattern and it happened repeatedly. Therefore, I explained the material and drilled the students with some exercises many times. I also always gave the students homework to make them learn English at home.

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CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Job training activities at SDN 01 Plesungan, Karanganyar was done from January 24 up to February 26, 2011. The headmaster and the English teacher suggested me to teach the fifth grade students. To know the class situation and students’ characteristic, I did the observations twice. The first observation was to ask the headmaster and English teacher and the second was to join the teacher in the class. In teaching and learning process, the class situation was not conducive. I needed much time to prepare the students ready to study.

On January 26, 2011 was my first experience in teaching English in SDN 01 Plesungan, Karanganyar. I taught the students on Wednesday at 11.20 - 11.55 a.m. Before teaching the material, my supervisor asked me to make lesson plan to manage the process of teaching and learning. In making lesson plan, I got an obstacle in choosing the material. The teacher asked me to continue the material in the worksheet, but it was not written in the syllabus. Therefore, I prepared the material based on the worksheet.

I taught the simple present tense to the students because this material was written in the worksheet. Moreover, the short text and dialogue in the worksheet were using the simple present tense. Therefore, I decided to teach the simple present tense to make the students understand the structure of English sentence. I taught the positive, negative and interrogative pattern of simple present tense. I

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taught the pattern in front of the class directly. I gave some examples of the sentences and explained the way to arrange it. I repeated the explanation many times because the students got difficulty in understanding the pattern. I gave the students the copy of the note to manage the process be optimum and I always gave the students homework to make them study at home.

I had some obstacles during the teaching and learning process. The first obstacle was in choosing the material. Before the teaching and learning process began, I had to make a lesson plan to arrange the material to teach. The teacher asked me to continue the material in the worksheet but it was not written in the syllabus for the fifth grade. Finally, I made the lesson plan based on the worksheet. To continue to the next material which was suitable to the syllabus, I delivered the last material in the simpler process.

The second obstacle was in handling the students in the class. The class situation was not conducive for the students in accepting the material. Besides, the fifth grade students who were difficult to handle, the annoyance was also from the other class who tried to join the fifth grade class. To make the students focus on the material, I should be strict to the students and sometimes I gave them a thread of calling the headmaster.

The third obstacle was still in relation with the previous obstacle, there was I had limited time. I only had one our (1 x 35 minutes) to teach the students. I had spent approximately 10 minutes to make the students ready to study. In my opinion 25 minutes was not enough to deliver the material to the students. To manage the teaching and learning process, I prepared the copy of the note and

commit to user

gave it to the students in the English class. Therefore, I could deliver the material optimally and the students did not spend much time to make a note by themselves. Fourth obstacle was the students’ difficulty in understanding the instructions. The students could not understand my instruction in English. When they looked confused, I translated my instruction into Indonesian. To minimize the students’ misunderstanding continuously, I made the students familiar with the words by practicing the simple instructions and the expressions in English for every meeting.

The fifth obstacle was in teaching the simple presents tense. It was the main obstacle in this job training. In my opinion, studying simple present tense was not easy for young learners because English was a new language for them and it had different sentence structure from Indonesian. Therefore, the students got difficulty and they needed much time to understand this material.

In teaching the simple present tense, I gave the students the copy of the note and I also taught the material directly. I taught the positive, negative and interrogative pattern of simple present tense directly. I repeated the explanation many times. I drilled them with some exercises in the class and I also gave them homework to make the students study at home. I needed four meetings to deliver the simple present tense material. Finally, I knew that they had understood enough when they did an assessment at the last meeting and it was not so bad, because most of them had a good mark.

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B. Suggestion

Based on the result of my experiences in doing the job training, I present some suggestions as follow;

1. The Teachers of SDN 01 Plesungan, Karanganyar

The teachers in SDN 01 Plesungan, Karanganyar should pay more attention to the syllabus in choosing the material to teach. Syllabus is made based on the competence standard of the students. If there is any material in the handbook and worksheet is unsuitable with the syllabus, the teacher should not use it. The teachers have to adjust the material to teach with the syllabus.

2. To the English Teacher

The English teacher is expected to realize that teaching English to young learners is important. It will be more maximum if English is given through practicing in daily communication, such as greeting, command, and polite request. Practicing English either inside or outside the classroom will be more beneficial for improving students’ capability. The students will be familiar with the expressions and capable to practice it.

3. To the English Diploma Program, Sebelas Maret University

The English diploma program is expected to give more references or offer seminar of each mainstream to enrich the students’ knowledge. So far, there is no enough material given in the class, especially for the students who take the teaching mainstream. Considering that the students do not learn the recent lesson plan or RPP (Rencana Pelaksanaan Pembelajaran)

commit to user

making, it makes the students get the obstacle during the job training process. It will be better for the English diploma program to add the up to date lesson plan as an additional material for helping the students in facing the job training process.