Yona Yulistyaningrum C9309091

TEACHING ENGLISH VOCABULARY

TO THE FOURTH GRADE STUDENTS

OF SDN SANGGRAHAN JEBRES SURAKARTA

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:

Yona Yulistyaningrum

C9309091

ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY SURAKARTA

MOTTO

If you ever need anything please don't hesitate to ask someone else first.

(Kurt Cobain)

cry if you are facing the great problems, your successness is pending, or your dreams not yet happen, it means that they will come in theirselves time, so stand up and

~The Writer~

DEDICATION

This final project is dedicated to: My beloved parents

My big family My Soulmate All of my friends All teachers and students of SDN Sanggrahan

PREFACE

Give thanks to Allah SWT, the final project entitled TEACHING ENGLISH VOCABULARY TO THE FOURTH GRADES TUDENTS OF SDN SANGGRAHAN can be finished although the writer realized that there were so many mistakes and weakness from this duty.

The final project was created as one of the requirements in obtaining the English Diploma Program. The report explains about the activity, the difficulties and the problems solving in teaching English Vocabulary to the fourth grade students of SDN Sanggrahan Jebres Surakarta. The writer hopes that this final procject will be beneficial.

Surakarta, December 2012

The writer,

ACKNOWLEDGEMENT

who has given me everything to finish this final project. In conducting this report, the writer got some helps from many people. As a result, I would like to say my appreciation to:

1. Drs. Riyadi Santosa, M.Ed, Ph.D, as a dean of Faculty of Letters and Fine Arts, Sebelas Maret University.

2. Yusuf Kurniawan, SS, MA, as the Head of the English Diploma Program, for the leadership.

3. Drs. Mugijatna, M.Si, Ph.D, my supervisor.Thanksfor the highest dedication and guidance to finish this final project.

4. Drs. Farkhan Mujahidin, S.Ag, M.Ag, my academic supervisor thanks for advices and guidance.

5. Dyan Budiarti, M.Pd, the headmistress of SDN Sanggrahan, for chance given to me to have the job training in the school.

6. All teachers and staff in SDN Sanggrahan Miss Nana , thank you so much for supporting, guiding and helping me. I think that you are a good English teacher, because your kindness, my final project can be finished well. 7. My beloved parents and sisters. Thanks for everything given to me. Your loves,

prayer, guidance, support and advice make me strong.

8. My soulmate, Gybson Hendry. Thanks for your sacrifice. You never tired to give me understanding about the truly life.

9. My friends in English Diploma Program 2009, the wonderfull class of C, especially Bowo, Yani, Winda, Vero, Venni, Chika, Yopi, Tyo, Riski, and all of my bestfriends, keep your spirit and keep our friendship!

10. All of crew in SLC, ILC, Library, and Administration office. Thanks for your services to finish my final project.

11. All of the students in SDN Sanggrahan, you are my spirit. Thanks for your

enthusiasm , Miss Thanks

for remembering. I Love you all, I want to be a good teacher, sister, and bestfriend for you.

12. All participants whom I cannot mention one by one. Thank you so much.

Surakarta, December 2012

Yona Yulistyaningrum

ABSTRACT

Yona Yulistyaningrum. 2013. TEACHINGENGLISH VOCABULARY TO THE FOURTH GRADE STUDENTS OF SDN SANGGRAHAN JEBRES SURAKARTA. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project is based on the job training in SDN Sanggrahan. The writer had an opportunity to teach the 4th grade. The objectives of this final project report are to describe the activities in teaching English vocabulary in the fourth grade in SDN Sanggrahan, the difficulties faced by the writer in teaching learning vocabulary and the problem solving.

The activities in teaching English were based on the lesson plan that was made by the writer. The lesson plan consists of motivating strategy, presentation strategy, skill practice, and assessment. The writer found the difficulties during the teaching learning process, from the facilities, the students, and the parents.

The writer had some solutions to solve to problems. The writer asked the school to provide additional books, and build a comfortable library. Songs, games, and pictureswere the methods used in teaching English Vocabulary. Fun and enjoyment activities are suitable technique to use in teaching learning process. The writer told the parents that their children have high motivation in learning English, so theyneed to give more attention to the students.

TABLE OF CONTENTS

TITLE PAGE ...i

...ii ...iii ...iv ...v ...vi ...vii ...ix ...x ...1 A. ...1 B. ...3 C. ...3

CHAPTER II: ...4

A. ...4

B. Learning ...5

C. Teaching English Vocabulary ...6

D. ...8

...10

A. The description of SDN Sanggrahan ...10

1. Location ...10

2. Vision and Missions of SDN Sanggrahan...10

3. Physical condition of SDN Sanggrahan...11

4. Organization Structure of SDN Sanggrahan ..12

B. The activities of Teaching English to the fourth grade students

of SDN Sanggrahan...13

1. Class Observation ...13

2. Lesson Plan...15

C. Teaching and Learning Process... 16

D. The Difficulties Faced by The Teacher and Students in Teaching Learning Vocabulary ...23

E. The Problem Solving ...25

... 26

A. ...26

B. ...28 BIBLIOGRAPHY

CHAPTER I

INTRODUCTION

A.

Background

English as one of foreign languages, it is very important for developing country. In this era, everyone must be able to speak English. Most people use English to communicate with each other, especially related to international relationship which includes politics, economy, social, culture, education and many more.

There are four skills that should be mastered in English, they are: listening, speaking, reading, and writing. The students should be able to master more vocabulary if they want to learn the four skills.

Elementary school is the second level whenEnglish is introduced after kindergaten. It is one of the basic foundations in teaching English.Because of it, it is needed by the students.

Teaching English, especially vocabulary, to the students of Elementary School is challenging. It is really not simple task to make the students write and pronounce English words correctly as well as to make them memorize the meaning of the words at the same time.

2 The students will be provided with sets of vocabulary that should be constantly practiced. Here, teachers should avoid routinity in the process of teaching, where the teacher is usually more active in teacher learning. The teacher must be more creative on their teaching method, especially teaching English for elementary school. Games, songs, short dialogues can be used by the .It can make the process of learning easier, enjoyable, and more effective.

SDN Sanggrahan Jebres Surakarta, as one of the state Elementary Schools has provided English teaching from the first grade to the sixth grade.

The writer has to make lesson plan, motivating strategy, presentation strategy, skill practice, and assesment to support the students in vocabulary learning.

The writer tries to describe the method used by the teacher in teaching English vocabulary to the fourth grade students of SDN Sanggrahan Jebres Surakarta. The writer tries to solve the problem in the process of teaching and the Fourth Grade Students of SDN Sanggrahan Jebres Surakarta.

3

B.

Objectives

Based on the explanation above, the objectives of this report are:

1. to describe the activities in teaching English vocabulary in the fourth grade in SDN Sanggrahan done by the writer.

2. to describe the difficulties faced by the writer in the job training. 3. to give solutions of the problems.

C. Benefits

The writer hopes that the result of this final project will be beneficial for: 1. SDN Sanggrahan

This final project is expected to give useful input to the teachers in SDN Sanggrahan in increasing the quality and capability of the students. 2. English Diploma Students

The writer expects the result of this final project will give an input to other students in English Diploma Program.

3. The Readers

This final project is expected to be meaningful for the readers in teaching English vocabulary.

CHAPTER II

LITERATURE REVIEW

A. Teaching

The definition of teaching according to Oxford Advanced Lea rners Dictiona ry,

giving information about it; to show somebody how to do something so that they will be

to do something, giving instructions, guiding in the study of something, providing with

kn is

done by the teacher to give knowledge to the students and the teacher should make the students understand about the subject they learn.

To be a good teacher, there are some issues that teacher should point out: 1. a teacher should make their lessons interesting.

2. a teacher must love their job.

3. a teacher should have their own personality. 4. a teacher should have a lot of knowledge.

5. a teacher is an entertainer in a positive sense not in negative sense.

5 In teaching activities, the teachers must control their students in the class. The teacher transfers the message of the knowledge to the students and the students will receive the message from the teacher. High motivation is helpful and important in teaching learning activity. The students have high motivation to learn and teacher should have high motivation to teach them.

The teacher is one and the only person who has the important role to teach the students and to settle the behavior of the students during in the school. Less motivation can make the students lazy to follow teaching learning activity. The teacher does not only deliver the material but also gives facilitation, instruction, and motivation.

B. Learning

successful if the is acquiring or getting off subject or a skill by study, experience, or

Moreover, Douglas Brown in his book Principles of La ngua ge Lea rning a nd

Tea ching extracts the definition of learning into some points as follows:

1.

6 3. retention implies storage system, memory, cogntive, organization.

4. learning involves active, conscious focus on acting upon events outside or inside the organism.

5. learning is relatively permanent but subject forgetting.

6. learning involves some form of practice, perhaps reinforced practice. 7. learning is a change in behavior. (Brown,1994:7)

C. Teaching Vocabulary

According to I.S.P Nation Tea ching Voca bula ry stra tegies a nd Techniques,

occurs in the language (its frequency) and how widely i Nation,2008:7)

Vocabulary is basic in communication. It is also very important for the acquisition process. If the students do not recognize the meaning of the key words used by those who address them, they will be unable to participate in the conversation. (Krashen,1995:155)

Harmer stated,

vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing an

7

Learners do not know a word, they must discover its meaning by guessing from their structural knowledge of the language, guessing from the context, using reference materials, or asking someone else.

Brown and Payne (in Hatch and Brown,1995:372) propose strategies in teaching vocabulary. According to them, the teachers have always been naturally interested in how learners go about learning vocabulary. If they know more about learner strategies and what works and what does not work well, they can help learners acquire more profitable strategies.

Successful language learning outside the school is generally in a situation where the learner can see what is named by the word to be learned. Whenever possible, that condition of successful vocabulary learning should be provided in second language classrooms. (Allen,1983:33)

From the explanation above, it can be concluded that vocabulary is total numbers of words in a language that individual speaker might use to convey their meanings. The terms of vocabulary refer to a list or set of words for a particular language or a list or set of words that individual speakers of language might use.

8

D. Young Learners

According to Sarah Philips in her book Young Lea rners, young learners mean children from the first year of formal schooling (five or six years old) to eleven, or twelve

the

book-level one in beginner stage. The eight to ten years old are also beginners, or they may have been learning the foreign language sometimes, so there are both level two pupils in the eight to ten age group.

The beginners of eight to ten years old will not respond well to an activity that they perceive as childish, or well below their intellectual level. As general rule, it can be assumed that the younger the children are the more holistic learner they will be. Younger learners respond to a language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system.

There are some points to make the English class an enjoyable for beginners: 1. the activities should be simple enough for the children to understand what is

expected of them.

2. the task should be within their abilities.

9 Young Children learn many of their first language words through social interaction with adults, and the use of stories in young learner classrooms would seem to offer similar rich opportunities for learning vocabulary indirectly, or incidentally, while attending to something else. (Cameron,2001: 91)

The children like to learn about something new that they consider unusual and make them enjoyable. Young learners also interested in knowing further about something new in their surroundings.

CHAPTER III

DISCUSSION

A. The description of SD Negeri Sanggrahan Jebres Surakarta 1. Location

SD Negeri Sanggrahan Jebres Surakarta is located at Kartika street number 6 Jebres, Surakarta. This school is simple with a field in front of the building as school toilets, a library, a hall and parking space for students and teachers. Some of the classrooms are not in a good condition, they can be seen from some of the walls that are hollow and the classrooms which are not in ceramic tiles. For teaching learning process, this school is supported by comfortable atmosphere, each room have some big windows along the wall, and the location is in a quite enough village.

2. Vision and Mission

The vision of SDN Sanggrahan Jebres Surakarta:

Developing excellent, competence and religious characteristic in achievement. The missions of SDN Sanggrahan Jebres Surakarta are:

1. activating the teacher role for intra and extracurricular activities. 2. applying creative and attractive learning activities.

11 4. optimazing teaching in learning activities to the students.

5. optimazing the participation of the teacher and students in school activities.

6. doing religious activity programs continuously. 7. guiding the students in a good attitude.

3. Physical condition of SDN Sanggrahan Jebres Surakarta

Kartika street 6t h gr ad e 5t h gr ad e 4t h gr ad e Headma room Tea cher offic e 3r d g ra de 2 nd gr ad e 1 st gr ad e Mosque School Yard Religi on room toilet parking

areas Parking

areas

library

Can teen

12

4. Organization Structure

SDN Sanggrahan has an organization structure which is arranged based on duties. There is also organization of commitee to manage the school finance. This is the organization structure of SDN Sanggrahan.

Headmaster Commitee Teacher 1st grade Teacher 2nd grade Teacher 4th grade Teacher 5th grade Teacher 6th grade Teacher 3rd grade English Teacher Religion Teacher

Sport Teacher Extracurricular

5. Teachers and Students

There are 13 teachers in SDN Sanggrahan Jebres Surakarta. The name of the headmistress is Dyan Budiarti. The headmistress has responsilbilites to handle the whole school activities, such as making school activities program, coordinating all school also serves as cleaning services.

SDN Sanggrahan Jebres Surakarta has 138 students. Grade I has thirteen students, grade II has thirteen students too, grade III has sixteen students, grade IV has twenty five students, grade V has thirty one students, and the last,grade VI, has forty students.

B. The Activities During Job Training in SDN Sanggrahan Jebres Surakarta

1. Class Observation

The job training was done from February 16, 2012 up to March 30, 2012. In SDN Sanggrahan Jebres Surakarta, school begins at 7.15 a.m until 12.15 p.m. However, the teaching and learning activity on Friday is from 07.30 a.m until 11 a.m. Then, on Saturday is from 07.30 a.m until 10 a.m. The condition of the classroom is good enough and suitable for teaching and learning activities.

This project is focused in the fourth grade. The writer chose the 4tthh grade students because the 4tthhgrade students were easy to guide. There were 25 students which consist of 8 girls and 17 boys. In the job training activities, the writer observed the teaching and learning process.

14 The English lesson for the 4th grade students starts on Thursday after second break, that is 11.30 up to 12.05 a.m. Based on the observation, the atmosphere of the fourth

grade was rather noisy. Besides, the very untidy.

Therefore, the writer tried to arrange again the students seat so that they felt comfortable to study English at that moment.

There are one whiteboard, one cupboard, and some pictures in the classroom. It also has several brooms, a duster, and a garbage bin outside the classroom. The windows are unusual, they are made of cord. The windows and the floor are broken, they need repairing because the condition makes the students felt uncomfortable in learning process.

In teaching English vocabulary, the writer used resource books. It helped the writer to explain the material easier. SDN Sanggrahan Jebres Surakarta uses LKS

Tera mpil Berba ha sa Inggris. But sometimes the writer modified the material from the

15

2. Lesson Plan

Firstly, the writer made a lesson plan before starting the material. Lesson plan was very important for the writer because it facilitated in learning process. Lesson plan has four parts: motivation strategy, presentation strategy, skill practice, and assessment.

a. Motivating strategy

Motivating strategy was used to know how far the students have motivation to learn English. It was really needed in making lesson plan. The writer introduced the ion related to the material.

b. Presentation strategy

Presetation strategy was used to tell the students of grade 4 about learning and knowledge of vocabulary. In presentation strategy, the writer used pictures, song, movements, or games so that the learning process was not boring. After that, the writer tried to ask the students to take some notes and stored in their brain what they have learned.

c. Skill practice

Skill practice was given to measure how far they master the lesson. The writer also gave the students some games which were appropriated with the material. The students enjoyable the learning English process with games.

16 d. Assessment

Assesment was used to check the

students understanding about vocabulary from the material that had been explained before.The parts of assesment are: doing exercise, homework,performance, and doing test. The writer gave plus point to the students who are active in the class.

C. Teaching and Learning Process

There are some activities in the process of teaching vocabulary to the fourth grade of SDN Sanggrahan Jebres Surakarta. The activities done by the writer are: greeting, warming up, presentation strategies, skill practice, and assessment. The material was taken from LKS Tera mpil. The duration to teach the material was 35 minutes. The activities can be described as follow.

1. Greeting

Firstly, before starting the lesson, the writer greeted the students. This activity was done to make the student apply their English and they can practice it outside the class. The writer would greet and ask some questions as follows.

Stud

17 2. Presentation

Secondly, after greeting, the writer checked their attendance. The writer called the name of the students one by one based on the list. Then, the writer asked question to the students about the lesson they had learned.

Thirdly, the writer would explain the materials. In this part, the writer gave an explanation about the topic. The topic is about the kinds of fruit. The writer asked the students about the material as follows.

The writer also used some pictures to present the material to learn by the students. The teacher showed one picture about fruits. The teacher asked the students, about the kind of fruit on the picture, then the students answered together. When the writer gave the material, some students were noisy and they did not focus on the

18 After this, the writer continued the explanation about fruits. The writer wrote the name of the fruits on the whiteboard. The writer asked the students to mention the name of the fruits clearly and loudly.

!

1. ( strawberry ) 6. ( pineapple)

/ /

2. ( mango) 7. (watermelon)

/

3. ( orange ) 8. (banana)

4. ( apple ) 9. (durian)

Then, they asked to their friends about their favourite fruits, one of the students asked her/his friends with the same question. When her/his friends answered about their favourite food, the other students asked to their friends about what fruits that they like. In this case, the students would be easy to memorize how to express something without getting bored. For example:

what favourite fruits that they like, then complete

Example: Do you like strawberry, Rani? N

o

Name of Fruits Friend 1 Friend 2

Friend 3

Friend 4

1 .

X

2 .

...

...

...

...

.

.

4 .

...

...

...

...

.

5 .

...

...

...

...

After completing the table, the writer gave a simple song. The song made the students relax. The writer divided the students into groups. The group consists of 4 until 6 persons. The writer gave the example how to sing it. Then, the writer asked group 1 to sing first. After that, the writer and the students sang together.

What do you like ( 2x ) I like pink strawberry. What do you like ( 2x ) I like yellow banana. What do you like ( 2x ) so many fruits in the basket. I like this fruit, I like this fruit. This fruit make us healthy.

21 After the students had completed the table and sang together, the writer asked the students to repeat the word again. Moreover, the writer asked the students to practice the words to each other with their friends.

3. Skill Practice

In this part, the writer still used some pictures about the kind of fruits to the students. The writer asked the students to make a group consisting of two persons. The writer wrote some sentences on the whiteboard.

1. My mother like ...

The color of this fruit is green.

2.

The taste of this fruit is sour.

3. Monkey like to eat...

4. Do you like it?

22 Then, the writer asked students to arrange jumbled words, the students stuck on the correct picture based on the word. In this case, the students should remember the vocabulary about kind of fruits and can spell it and practice the word in their daily activities.

a. M N- A G O

b. N A N A B A

c. P A P L E

4. Assessment

This is the last part in the teaching process. Assesment was used to know how far the students made improve and how to make the material enjoyable to the input to make a better way of teaching learning.

The writer gave homework, if the time was not enough. It would be checked,

?

?

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D. The Difficulties Faced by The Teacher and Students in Teaching Learning Vocabulary

During the job training in SDN Sanggrahan, the writer found several problems. They were problems faced by the the writer during teaching and learning process: from the facilities, the students, and the parents.

1. The facilities

The school has limitedfacilities. It was difficult to teach English vocabulary because there was no English facility such as library, tape,cassete,TV, or LCD. Moreover, there is no handbook for the students, except for the LKS. The students felt difficult to learn English easily, because their book and the attention from their parents to support English learning were limited.The teacher should motivate the students to study hard, eventhough the school has limited facilities.

2. The students

The other difficulty faced by the writer was the students. They were the

understand the meaning, spelling, mentioning, and pronuncing the words clearly. Besides that, they were naughty, they did not want to keep silent. Moreover, the students got bored easily when the teacher gave them material.

24 3. The Parents

Several students in SDN Sanggrahan come from low class. Their homesare near Bengawan Solo River, and the economy of the family is poor.The students get less attention from their parents, because their parents spend the time only to work .

25

E.The Problem Solving

1. The facilities

To solve this problem, the school should provide additional books. The school should also provide CD or cassetes and build a comfortable library so that the students have spirit and interested in learning English.

2. The Students

The teacher should give the students high motivation and support them to learn English frequently. The teacher needs to make the students enjoy learning English. Song, games, or other activities can make them happy. Actually making them enthusiastic to learn English is easy. The writer had some strategies for it, for example, making them learning in group, learning the additional book of English from school library, or having outdoor class activity and having additional time like an English extracuricullar activities.

3. The Parents

The parents should support and motivate them, so that their children have nice skills and glad to study English. The parents should give extra attention and control over the children. Moreover, the parents should be active to accompany their children when they are studying at home. The parents should support them and ask their problems at school in English lesson. They should guide their children, control them so that they are successful.

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

The writer concludes this final project in SDN Sanggrahan: from the job training activities, the difficulties, and the problem solving.

1. The job training activities

The job training activities consisted of class observation and teaching activitiesbased on the lesson plan. There were four parts in lesson plan: motivation strategy, presentation strategy, skill practice, and assesment. LKS Tera mpil was used in teaching learning process.

2. The difficulties faced by the writer in the job training activities

1.The facilities

The school facilities are less. There were no dictionary, handbook and library. It was difficult to teach English vocabulary

2.The students

understand the meaning of vocabulary quickly. They felt bored and confused with the new material. They were also naughty, and did not want to keep silent.

27 3. The parents

The parents of the students come from low class. Most of them are poor. And the students get less attention from their parents.

3. The problem solving

1. The facilities

The writer asked the school to provide additional books. And build a comfortable library so that the students were interested in learning English. 2. The students

The writer had some methods to solve the problems and made the students have high motivation to learn English, for example, making them learning in group, using games, songs and pictures. It was fun for the students and they did not get bored easily to learn English. Although their parents had less attention to the students, the writer tried to support the students to study hard.

3.The parents

The writer toldthe parents that their children havehigh motivation in learning English,so the parents need to give more attention to the students.

28

B.

Suggestions

Based on the job training, the writer would like to give some suggestions to the teaching of English vocabulary. Hopefully, the suggestions will be useful to enrich the

1. For the School

SDN Sanggrahan should support the teachers to always learn about how to teach well especially to enrich its quality in teaching learning English as second language. The school also has to provide an appropriate facilities that support the teaching and learning process. It makes the teacher has opporunity to express their brand new ideas and show their ability in enriching the language skill. The teacher and students must be dicipline in learning process such as starting the class on time, giving punishment to them who make mistakes, and giving reward to them who have achievement in the school. The school needs to buy books to complete and support the teaching and learning process. The school needs to provide additional book such as dictionary, magazines, newspaper, or storybook in the library related to English. 2. For English Teacher

The English teacher has to be responsible in finding the effective technique before presenting the material. An appropriate technique will encourage the

29 3. For Students

Some students might consider English as a difficult subject if there is no motivation to learn English. The students should encourage themselves to learn, to ask, and to know more.

4. For parents

The parents must give extra attention and control over the children. They have big role to guide their children. Moreover, the parents must be active to accompany their children when they are studying at home. Parents should support them and ask what their problems at school in English lesson.

5. For English Diploma Program

This final project can be a reference for the students of English Diploma Program in making Final Project report. The reference can be used to add more information about job training.

commit to user

3. The Parents

Several students in SDN Sanggrahan come from low class. Their homesare near Bengawan Solo River, and the economy of the family is poor.The students get less attention from their parents, because their parents spend the time only to work .

commit to user

25

E.The Problem Solving

1. The facilities

To solve this problem, the school should provide additional books. The school should also provide CD or cassetes and build a comfortable library so that the students have spirit and interested in learning English.

2. The Students

The teacher should give the students high motivation and support them to learn English frequently. The teacher needs to make the students enjoy learning English. Song, games, or other activities can make them happy. Actually making them enthusiastic to learn English is easy. The writer had some strategies for it, for example, making them learning in group, learning the additional book of English from school library, or having outdoor class activity and having additional time like an English extracuricullar activities.

3. The Parents

The parents should support and motivate them, so that their children have nice skills and glad to study English. The parents should give extra attention and control over the children. Moreover, the parents should be active to accompany their children when they are studying at home. The parents should support them and ask their problems at school in English lesson. They should guide their children, control them so that they are successful.

commit to user

CONCLUSION AND SUGGESTION

A. Conclusion

The writer concludes this final project in SDN Sanggrahan: from the job training activities, the difficulties, and the problem solving.

1. The job training activities

The job training activities consisted of class observation and teaching activitiesbased on the lesson plan. There were four parts in lesson plan: motivation strategy, presentation strategy, skill practice, and assesment. LKS Tera mpil was used in teaching learning process.

2. The difficulties faced by the writer in the job training activities

1.The facilities

The school facilities are less. There were no dictionary, handbook and library. It was difficult to teach English vocabulary

2.The students

understand the meaning of vocabulary quickly. They felt bored and confused with the new material. They were also naughty, and did not want to keep silent.

commit to user

27 3. The parents

The parents of the students come from low class. Most of them are poor. And the students get less attention from their parents.

3. The problem solving

1. The facilities

The writer asked the school to provide additional books. And build a comfortable library so that the students were interested in learning English.

2. The students

The writer had some methods to solve the problems and made the students have high motivation to learn English, for example, making them learning in group, using games, songs and pictures. It was fun for the students and they did not get bored easily to learn English. Although their parents had less attention to the students, the writer tried to support the students to study hard.

3.The parents

The writer toldthe parents that their children havehigh motivation in learning English,so the parents need to give more attention to the students.

commit to user

B.

Suggestions

Based on the job training, the writer would like to give some suggestions to the teaching of English vocabulary. Hopefully, the suggestions will be useful to enrich the

1. For the School

SDN Sanggrahan should support the teachers to always learn about how to teach well especially to enrich its quality in teaching learning English as second language. The school also has to provide an appropriate facilities that support the teaching and learning process. It makes the teacher has opporunity to express their brand new ideas and show their ability in enriching the language skill. The teacher and students must be dicipline in learning process such as starting the class on time, giving punishment to them who make mistakes, and giving reward to them who have achievement in the school. The school needs to buy books to complete and support the teaching and learning process. The school needs to provide additional book such as dictionary, magazines, newspaper, or storybook in the library related to English.

2. For English Teacher

The English teacher has to be responsible in finding the effective technique before presenting the material. An appropriate technique will encourage the asmosphere in the classroom.

commit to user

29

3. For Students

Some students might consider English as a difficult subject if there is no motivation to learn English. The students should encourage themselves to learn, to ask, and to know more.

4. For parents

The parents must give extra attention and control over the children. They have big role to guide their children. Moreover, the parents must be active to accompany their children when they are studying at home. Parents should support them and ask what their problems at school in English lesson.

5. For English Diploma Program

This final project can be a reference for the students of English Diploma Program in making Final Project report. The reference can be used to add more information about job training.