Elvera Nurin Prastika C9308022
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TEACHING ENGLISH PRONUNCIATION TO THE 4
thGRADE OF ELEMENTARY SCHOOL IN SD ISLAM
SUNAN KALIJAGA 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
Elvera Nurin Prastika C9308022
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
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MOTTO
“Be the best, do the best and get the best”
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DEDICATION
The final project is dedicated to:
My beloved parents My big family All of my friends All of my students
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PREFACE
First of all, the writer would like to thank to Allah SWT who has given everything. Also, the writer would like to thank to all people for giving support, guidance, and spirit in finishing this final project entitled “Teaching English Pronunciation to the 4th Elementary School in SD Islam Sunan Kalijaga
Surakarta”.
In this final project report, the writer interested in discussing the problems in English Teaching and Learning Activities to the Fourth Grade Students in SD Islam Sunan Kalijaga Surakarta. This final project also discusses the suggested solution of those problems.
Finally, the writer realizes that this final project report is far from being perfect. Therefore, the writer needs suggestion from many sides to improve this report. The writer hopes this final project report will be beneficial for the readers.
Surakarta, December 2011
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ACKNOWLEDGMENT
In the name of Allah SWT, Who is the Most Loving, and the Most Merciful. All praise to be Allah, the Lord of the worlds. Peace and blessing of Allah SWT be upon our Prophet Muhammad SAW, and on his family and companions.
Alhamdulillahirobbil’alamin. First of all, I would like to express my highest gratitude to Allah SWT, who gives me strength and everything to finish this final project. Secondly, I would like to express my gratitude to:
1. The dean of Letters and Fine Arts Faculty, Sebelas Maret University, Drs. Riyadi Santosa, M.Ed, Ph.D.
2. The head of English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University, Yusuf Kurniawan, S.S, M.A.
3. Dr. Tri Wiratno, M.A., as my supervisor, for guidance, and time to finish this final project.
4. Drs. Sri Marmanto, M.Hum, my academic supervisor for the advices. 5. Sugiyanta. S.Pd, the head master of SD Islam Sunan Kalijaga Surakarta,
for the chance given to me to had job training in the school.
6. All of the teachers and students of SD Islam Sunan Kalijaga Surakarta, especially 4th grade students.
7. My beloved parents, thank you so much for your endless love, support and prayer to me. I can be strong girl until now.
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9. My close friends, Wisnu, Nurul, Ziza, Kholis, Riris, Ndaru. Thanks for the unforgettable memories, the greatest happiness,support and friendship. 10.All of my friends in English Diploma Program 2008, I can’t mention you
one by one thank you so for every moment we’ve spent together. I will miss you!!
11.Mbak Heny,mbak Susi, mbak Devi for giving me so much help during my study. I will never forget your kindness.
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ABSTRACT
ELVERA NURIN PRASTIKA.2011.TEACHING ENGLISH PRONUNCIATION TO THE 4th GRADE ELEMENTARY SCHOOL IN SD ISLAM SUNAN KALIJAGA SURAKARTA. English Diploma Program Faculty of Letters and Fine Arts, Sebelas Maret University.
This final project is written based on the writer’s job training activities as an English teacher in SD Islam Sunan Kalijaga Surakarta. The purposes were to know and to understand the process of teaching and learning English in SD Islam Sunan Kalijaga Surakarta, including the difficulties during the process, and the solution for those problems.
By observing the class and teaching directly at the 4th grade class, the writer could write the final project completely. There were some problems during English teaching and learning activities for the 4th grade students in SD Islam Sunan Kalijaga Surakarta. The problems faced by the students were difficult to pronoun the words, memorize the words, uncooperative students, the students were not confidence. The problems faced by the teacher were handling the uncooperative the students in teaching and learning processes. The writer also presented the solution to solve those problems.
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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 and Learning ... 4
1. Teaching ... 4
2. Learning ... 5
B. Teaching English for Young Learner ... 7
C. Teaching English Pronunciation ... 8
CHAPTER III: DISCUSSION A. SD Islam Sunan Kalijaga Surakarta ... 10
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1. Description of SD Islam Sunan Kalijaga Surakarta ... 10
2. Vision and Mission of SD Islam Sunan Kalijaga Surakarta ... 11
B. Job Training Activity ... 12
1. Class Observation ... 12
2. Making Lesson Plan ... 13
C. Teaching and Learning Process ... 14
D. The Problems in Teaching and Learning English Pronunciation ... 20
E. The Problem Solutions ... 21
CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusion ... 23
B. Suggestion ... 24 BIBLIOGRAPHY
APPENDICES
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TEACHING ENGLISH PRONUNCIATION TO THE 4th GRADE ELEMENTARY SCHOOL IN SD ISLAM SUNAN
KALIJAGA SURAKARTA
Elvera Nurin Prastika1 Dr. Tri Wiratno, M.A2
ABSTRACT
2011.TEACHING ENGLISH PRONUNCIATION TO THE 4th GRADE ELEMENTARY SCHOOL IN SD ISLAM SUNAN KALIJAGA SURAKARTA. English Diploma Program Faculty of Letters and Fine Arts, Sebelas Maret University.
This final project is written based on the writer’s job training
activities as an English teacher in SD Islam Sunan Kalijaga Surakarta. The purposes were to know and to understand the process of teaching and learning English in SD Islam Sunan Kalijaga Surakarta, including the difficulties during the process, and the solution for those problems.
By observing the class and teaching directly at the 4th grade class, the writer could write the final project completely. There were some problems during English teaching and learning activities for the 4th grade students in SD Islam Sunan Kalijaga Surakarta. The problems faced by the students were difficult to pronoun the words, memorize the words, uncooperative students, the students were not confidence. The problems faced by the teacher were handling the uncooperative the students in teaching and learning processes. The writer also presented the solution to solve those problems.
1
Mahasiswa Jurusan DIII Bahasa Inggris Dengan NIM C9308022 2
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CHAPTER I
INTRODUCTION
A. Background
Language is used to communicate with other people. Without language, this world becomes silent. There are many languages in the world. Some of them are international languages. English, one of the international languages, has become the most popular foreign language in Indonesia. English is used for companion language in teaching process, international business, medical, etc.
As we know, elementary school is the first level where young learners start studying lesson formally. In this case, the children are introduced English in classroom earlier. Recently, English lesson has been included in the elementary school curriculum by the government. That policy purposes to create better generation who really master in English. The purpose of the policy is to create generations who have high competence in English.
In elementary school, children study the Basic English. They study about simple words or things in their surrounding such as the names of animal, fruit, occupation, color, etc. They also learn about the pronunciation to enrich their skills and how to pronounce the words clearly in learning English. To enrich their skills, they also study pronunciation, how to pronounce English words clearly.
Pronunciation is very important for young learners who study English. The learners will get difficulties in understanding the new language if they do not
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know how to spelling the words. Learners need to learn how to pronouncing the words. So, it can reduce the mistakes when they speak in English.
Using English in teaching process is important to produce high quality of human recourses who master in English. Now, English is a key of success in many levels, so it is necessary to give English lesson for young learners, especially for elementary school students.
Teaching young learners is different from teaching adult. Young children tend to change their mood every minute. They are extremely difficult to pay attention in the lesson. On the other hand, they show greater motivation then adult to do things that appeal to them.
During the job training in SD Islam Sunan Klijaga Surakarta, there were some problems in teaching and learning activity faced by the students and the teacher. The problems of the students were they can not pronounce the words correctly, can not pay attention to the lesson, most of them fell bored and uncooperative students. Meanwhile, the problems faced by the teacher were handling big class. The writer focused on the problems happen in the class and the solutions.
Based on the background above, the writer presents a discussion and report entitled “Teaching English Pronunciation to the 4th Grade Elementary School in SD Islam Sunan Kalijaga Surakarta”. The report contains the problem in 4th grade English class and solutions based on the writer’s experience during teaching in SD Islam Sunan Kalijaga Surakarta.
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B. Objective
Based on the background above, the objectives of this report are:
1. To describe the teaching of English pronunciation to the 4th grade students of SD Islam Sunan Kalijaga Surakarta.
2. To find out the problems faced in the learning process of English pronunciation.
3. To give solutions to the problems faced in the learning process of English pronunciation.
C. Benefits
The writer hopes that the results of this final project report will be beneficial to:
1. The teachers
The writer hopes that this final project report can be one of references for all English teachers, especially for the elementary school English teacher.
2. English diploma students
It is expected that this final project report can give contribution to the students of English diploma program as additional knowledge about teaching of English pronunciation to elementary school.
3. Other readers
It is also expected that this final project can give more knowledge to other readers who read this final project report.
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CHAPTER II
LITERATURE REVIEW
A. Teaching and Learning
Education consists of teaching and learning. Therefore, the success of education depends on teaching and learning process.
1. Teaching
Teaching is the part of teaching – learning activity to help the students understand about the material they are learning.
According to Brown he defines teaching as “showing or helping someone to learn how to do something, providing with knowledge, causing to know or understand.” (Brown, 2007: 7)
Hornby in Oxford Advanced Learners Dictionary says that “Teaching means the ideas of a particular person/group especially about politics, religion or society that are taught to other people” (2005: 1574).
Based on the statements above, it can be defined that teaching is the teacher’s effort in giving knowledge and sharing the experiences to guide the students in order to make them understand about the subject they are studying.
In teaching activities, teachers are responsible to teach and to guide their students in learning process and to fulfill the goal of learning itself.
“They keep students engaged in worthwhile lessons and activities; they monitor their classrooms continually and respond to emerging problems before
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they become disruptive; and when possible they intervene in ways that do not disrupt lesson momentum or distract students who are working on assignments” (Brophy, 1998:23).
The teacher gives a chance for the students to learn independently but the teacher keeps watching them.
2. Learning
Learning is an activity, particularly experienced by the students during the process of study, obtaining knowledge. Hornby in Oxford Advanced Learners Dictionary says that “Learning is knowledge that you get from reading and studying”. (2005: 874)
According to Longman, there are three definitions of learning: “to get knowledge of a subject or skill by studying or doing it; to find out more information or news by hearing it from someone else; to realize that something is important, and change the way you behave because of this and get to know something so well that you can easily remember it.” (Addison Wesley Longman, 1998: 380)
Brown breaks down the components of the definition of learning as follow:
1. Learning is acquisition or “getting”.
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3. Retention implies storage system, memory, cognitive, organization.
4. Learning involves active, conscious focus on and acting upon event outside or inside the organism.
5. Learning is relatively permanent but subject to forgetting.
6. Learning involves some form of practice, perhaps reinforced practice.
7. Learning is a change in behavior. (Brown, 2000: 7)
From the statements above, it can be concluded that learning is a process to get some information or knowledge, involving some activities done by learners such as studying or practicing something.
According to Nana Sudjana, “Learning is a process signed with the presence of someone’s changes. The changes as a result of study can be shown in various forms, such as change in knowledge understanding, behavior and attitude, skill, ability, habit, and the other aspects of change that is studied by the learner” (Nana Sudjana, 1996: 5). Similarly, “Learning is relatively permanent change in a behavioral tendency and is a result of reinforce practice.”(Kimble & Garmezy, 1963: 133)
From the statement above we can conclude, in learning there would be a process of getting or acquiring knowledge or skill through practice. As a result,
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there would be memorizing of information or skill and behavior changes within the learner.
B. Teaching English Pronunciation
Using language to communicate should be a central in all class room language instruction. According to Rita Wong “Teaching English pronunciation is not exclusively a linguistic matter”, (Wong, 1986: 17). The teacher needs to take into consideration such factors as our learner’s age, exposure, type of pronoun instruction, toward the target language and their motivation to achieve intelligible speech pattern in the second language.
In other way, in Longman Active Study Dictionary, there are two definitions of pronunciation: “the way that a language or world is pronounced; the way someone pronounces a word or words. (Longman, 1998: 685)
John C. Almack and E. H. Staffelbach state that children learn English pronunciation in three ways:
1. Through the imitation of a correct model.
2. Through to use the dictionary.
3. Through the application of a general rule or phonetics. (Almack and Staffelbach, 1993: 273)
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Meanwhile, Oxford Advanced Learner’s Dictionary has applied a meaning for pronunciation as “the way in which a word is spoken; the way in word which is pronounced; the way a person speaks the words of a language” (Oxford, 1995: 928)
The most important way to teach pronunciation to the children is by using the imitation of correct model. In this way, the students are more able to pronounce the English words and the teacher can know how far the ability of the students in pronouncing the English words.
Mastering pronunciation is very important in foreign language learning. It is not to say that students should sound exactly like Native Speaker. However, it is obvious that students should pronounce the English words correctly to smooth the communication.
C. Teaching English for Young Learner
Young learners are students of kindergarten at the age of five or six years old to eleven or twelve years old. In these ages, their physical and mental developments grow fast. They are interested in knowing more about everything new in their surrounding.
Young learners are “Children from the first year of formal schooling (five or six years old) to eleven or twelve years of age” (Philips, 1996: 5). English
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young learners are the children who learn English from five or six to eleven or twelve. The children are learning in the elementary school.
Teaching English as a second language is entirely different from teaching the same material to adult. “Children do not always understand what children are talking about. Adults do not always understand what children are talking about” (Wendy A. and Ytreberg, 1998: 3).
From the statements above, it means that the teacher should understand and pay attention to the students in order to know how the students’ condition are, to find out how to increase the students’ motivation in learning English, and to know how to make them interested in learning English.
According to Scott, there are some characteristics of young learners that must be learnt by the teacher:
1. They understand situations more quickly than they understand the language level.
2. Their own understanding comes through their hands, eyes and ears. 3. They have a relatively short attention and concentration span. 4. They are often happy playing and working alone.
5. They are enthusiastic and positive about learning. (Scott, 1998: 2)
Young learners are very interested in knowing about something new in their surrounding. They like learning something new that they consider strange and make them enjoyable.
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CHAPTER III
DISCUSSION
A. SD Islam Sunan Kalijaga Surakarta
1. Description of SD Islam Sunan Kalijaga Surakarta
SD Islam Sunan Kalijaga is one of the elementary schools in Surakarta. The school is located in Baluwarti, Pasar Kliwon, Surakarta. It was built in 1971 on the area of around 459 meters square.
This school has eleven classes. It is divided in to two, first up to the sixth grade and each class has two classes, class A and class B, except the sixth grade, it only consists of one class. This school has 281 students consisting of 158 boys and 123 girls. This school also has a headmaster room, teacher’s room. There are some others rooms such as the mushola, the library, the computer laboratory, the bathrooms, the canteen, and the school clinic (UKS). The extracurricular were Boys and Girls Scout, Karate, Calligraphy, and read Qur’an.
SD Islam Sunan Kalijaga leads by a headmaster who has responsibilities to guide and controlling the teaching and learning process, controlling the material. This school also had vice headmaster. The vice headmaster is a person who helped the headmaster in controlling and handling every activity which related with school.
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SD Islam Sunan Klaijaga has sixteen teachers; each of them is responsible for managing a class and taught most of the subjects to his class.
ORGANIZATION STRUCTURE OF SD ISLAM SUNAN KALIJAGA SURAKARTA ACADEMIC YEAR 2010 / 2011
2. Vision and Mission of SD Islam Sunan Kalijaga
SD Islam Sunan Kalijaga has visions and missions to improve the quality of the students, teachers, and staffs.
Vision
1. To realize the national curriculum and religious plus extracurricular.
Sport Teacher Religion Teacher English Teacher
6th Grade Teacher 5th Grade
Teacher 4th Grade
Teacher 3rd Grade
Teacher 2nd Grade
Teacher
1st Grade Teacher Headmaster Computer Teacher Students Society School Guard
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2. To make SD Islam Sunan Kalijaga Surakarta as a central Islamic knowledge with high quality and have great knowledge in technology (Iptek), faith and piety (Imtaq) through multimedia.
Mission
~ To develop education, teaching, culture, in general or on the basis of Islam in particular.
B. Job Training Activity 1. Class Observation
The writer did the job training in SD Islam Sunan Klaijaga started from January 18th 2011. In order to know the class facilities and situation, the writer observed the classes first before doing the job training. The writer observed the students of first grade until the students of sixth grade. Then, the writer focused to do the job training at fourth grade. The writer came to SD Islam Sunan Kalijaga every day, except Friday, but the writer taught English every Thursday and Tuesday (2x a week).
The writer observed the English class from the beginning until the end. The class observation was necessary to help the writer in collecting any information about the students’ condition during the teaching and learning activities.
The classroom has facilities that can support the teaching and learning activity, such as: a blackboard, a cupboard, a clock, teacher’s desk-chair, some
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picture like Alphabet, kind of animals, Map of world, math, lesson schedule, and picket schedule.
2. Making Lesson Plan
The writer made lesson plan before doing teaching and learning activity in SD Islam Sunan Kalijaga. The lesson plan has function as a tool to allocate the time so that the teaching and learning activity can be organized well.
The writer made lesson plan based on the student’s work sheet published by Erlangga entitled Grow with English.
1. Motivating strategy
Motivating strategy was used to arouse the student’s motivation toward the material. In this stage, the writer was supposed to make the conditions as attractive and simulating as possible.
2. Presentation strategy
Presentation strategy was used to give some explanation concerning the day’s lesson in order to make the students understand about new things they learned such as an explanation or grammar.
3. Assessment
Assessment was used to assess the final outcome of the lesson and to what extent the learning objectives were achieved. It provided an opportunity for honest reflection about what activities worked or did not work.
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C. Teaching and Learning Process
After making lesson plan, the writer taught English based on the lesson plan she had made. The material used to teach the fourth grade students in SD Islam Sunan Kalijaga was from Erlangga and allocated time to teach English was 35 minutes.The writer gave instruction and explanation related to material by using Bahasa Indonesia and English to make the students easy in understanding the material. The writer had explained the English material about Body and Face.
The activities of teaching and learning English in the fourth grade were motivating strategy, presentation, exercise and assessment.
1. Motivating Strategy a. Greeting
In this stage, the writer began the lesson by greeting the students. The writer greeted the students to open the lesson as follow:
The teacher : “good morning my students” The students : “good morning mom” The teacher : “how are you today?”
The students : “I’m fine thank you, and you?” The teacher : “I’m fine too, thank you” After that, the writer checked the student’s attendance.
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b. Warming up
The aim of this section was to remind the students about the last material they had. They were asked some questions to remember what the material they got on the last meeting. The activity as follows:
Teacher : “did you still remember our last material we had?”
The students : “no…”
Teacher :” ok, last week we had learned about kind of job. And today we will discusses about Part of Body, are you ready students?”
The students : “yes mom…”
c. Introducing new material
This section was the bridge from reviewing last material to the new material. It was done by asking the students all the things related to the new material that would be learnt. Therefore, they could imagine or describe about the material.
d. Presentation
In this part, the writer explained the material. The writer focused on two skills, they are listening and speaking skills. After that, the writer read the words then asked the students to repeat. This activity is purposed
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to improve the pronunciation skill of the students, so the students can pronounce the words well. The activity as follows:
Teacher: this is my head.
Students: this is my head. (They repeated the word HEAD [ hed ] by correct spelling)
Teacher: this is my knee.
Students: this is my knee. (They repeated the word KNEE [ ni: ] by correct spelling)
After that, the writer explained the material. During the process, the writer should take the concentration of the students to focus on the material; the writer gave some activities and exercise to the students. The activities and exercises was based on the material should be simple enough in order to make the students enjoy.
The exercise is done by giving some words. The exercise as follows:
Match the English words with the Indonesian! (Jodohkan kata-kata berikut dengan artinya dalam bahasa Indonesia)
1. Head a. telinga
2. Hair b. pipi
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4. Forehead d. mata
5. Nose e. mulut
6. Mouth f. kening
7. Nostril g. rambut
8. Lips h. lubang hidung
9. Eyebrow i. alis
10.Cheek j. bibir
After all students finished doing the practice, the writer checked the answers with the class and asked them to read the correct answers loudly.
The writer also asked one-two students to practice simple dialogue. The dialogue as follows:
Ema : Let’s make a question and answer about part of the body!
Dian : All right.
Ema : What do you use to beat the meal?
Dian : I use my teeth. It’s my turn. What do you use to smell the fragrance of the rose?
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Dian : Of course, I use my leg. Now, what do you use to enjoy the scenery?
Ema : That’s easy. I use my eyes, of course
After the students practiced the dialogue, the writer explained about the dialogue they had read.
e. Assessment
Assessment was the last step in teaching and learning process. This was where the writer assessed the final outcome of the lesson and to know if the learning objectives were adequately achieved or not. It was to check the student’s progress and to be used to determine the lesson for the next session.
In the assessment, the writer asked the students to find the missing letter. She asked the students to do it individually. After all the students had finished, the writer cheeked the answer with class. The assessment as follows:
Task 1
Find the missing letters! ( Carilah kata-kata yang hilang)
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2.
_ y_
3. n _ _ e
Task 2
Arrange these words into good sentences! (Susunlah kata-kata berikut menjadi sebuah kalimat!)
1. Is – your – this – waist
Answer: ………. 2. Eyes – open – your
Answer: ……….
3. Hand- your – wise
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4. This – shoulder – is – my
Answer: ……… 5. One – we – nose – have
Answer: ……….
D. The Problems in Teaching and Learning English Pronunciation
During the job training, the writer found some problems in learning and teaching English Pronunciation. These are the problem:
1. Difficulties to pronouncing the words
After the writer gave the material, most of the students had some difficulties to pronouncing the words correctly. It’s because, they thought that English is difficult and they are not familiar with them. Moreover, they got less practices in pronouncing the word, and memorizing the correct pronouncing.
2. Memorizing the words
The students faced difficulties to memorize the English words and the meaning. The words in English were complicated and difficult for them. For example, when the students were asked to translate the words, they often forgot the meaning even though the teacher gave the meaning at the beginning.
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3. Uncooperative students
Sometimes it was very hard to make the students concentrate to do something. The students’ of 4th grade of SD Islam Sunan Kalijaga, the students often chatted with their friends when the teacher explained the lessons. Sometimes the writer got difficulties to control them. It disturbs the teaching and learning activity
4. The Students were not confident
The other problem is some students were not confidents with their ability. For example, they were not confident to answer the question although they were able to answer it. They were afraid if they made mistakes. They were just still quiet if the teacher asked their name to answer the question.
E. The Problem Solutions
1. The students should practice pronouncing the words as many as possible
The students should practice pronouncing as many as possible so that their tongues got accustomed to saying the words. They should try to memorize the words, so that they can understand and remember the way to pronouncing the word correctly.
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2. By giving some words to memorize the students
To solve the problem’s of memorizing; the writer gave 5 to 10 words at the end of meeting and asked the students to memorize it at home. Next meeting the writer asked them to speak up what they memorized.
3. The teachers should be more creative in creating the materials
The main problem is the students do not pay attention because they are not interested in the material or the teacher. The teachers should be more creative in creating the materials and presentation strategies. Maybe by using Pictures, games, and song are very useful to make the teaching-learning process interesting. Therefore, the students will be focused on the lesson and understand the material.
4. By giving motivation to the students
The writer gave suggestion that making a mistake in answering the question was not an embarrassing case so the students can answer the question. If any students made mistakes in answering the questions, the other students may not derisive laugher
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion in chapter III, there are some conclusions that can be drawn from this final project report. The conclusions are as follows:
1. Teaching and Learning Process in SD Islam Sunan Kalijaga such as: a) Motivating strategy
Motivating strategy was used to arouse the student’s motivation toward the material. In this stage, the writer was supposed to make the conditions as attractive and simulating as possible.
b) Presentation strategy
Presentation strategy was used to give some explanation concerning the day’s lesson in order to make the students understand about new things they learned such as an explanation or grammar.
c) Assessment
Assessment was used to assess the final outcome of the lesson and to what extent the learning objectives were achieved. It provided an opportunity for honest reflection about what activities worked or did not work.
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2. Some problem in teaching and learning process in SD Islam Sunan Kalijaga
There were some problems during teaching and learning process in SD Islam Sunan Kalijaga. Those problems are that the students had difficulties when they have to pronouncing the words, and memorizing the words, the students were not confident and uncooperative students.
B. Suggestion
Solving the students problems in pronouncing the words and memorizing the words, have the students to practice as much as possible. Not only in school, but also when they at home with accompanied by their teachers or their parents. Solving the students were not confidence, the teacher give suggestion and support the students that made mistakes in answering the questions is not embracing. To solve the uncooperative students, the teacher should use technique in teaching English in order to make the students not to get bored so easily and to be more focus on the lesson and understand the material. And all of the teacher should be more active and creative.
For The students of SD Islam Sunan Kalijaga
Learning English is needed to fulfill the educational requirement. However, the students sometimes get difficulties and then they are lazy to learn
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English. So, the students must be discipline and they have to study hard in order to master English.
For English diploma program
For the English Diploma Program who will takes mainstream teaching especially pronunciation as heir theme, they should have good preparation, such as have a good materials and strategies in teaching and learning pronunciation.
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Answer: ……… 5. One – we – nose – have
Answer: ……….
D. The Problems in Teaching and Learning English Pronunciation
During the job training, the writer found some problems in learning and teaching English Pronunciation. These are the problem:
1. Difficulties to pronouncing the words
After the writer gave the material, most of the students had some difficulties to pronouncing the words correctly. It’s because, they thought that English is difficult and they are not familiar with them. Moreover, they got less practices in pronouncing the word, and memorizing the correct pronouncing.
2. Memorizing the words
The students faced difficulties to memorize the English words and the meaning. The words in English were complicated and difficult for them. For example, when the students were asked to translate the words, they often forgot the meaning even though the teacher gave the meaning at the beginning.
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3. Uncooperative students
Sometimes it was very hard to make the students concentrate to do something. The students’ of 4th grade of SD Islam Sunan Kalijaga, the students often chatted with their friends when the teacher explained the lessons. Sometimes the writer got difficulties to control them. It disturbs the teaching and learning activity
4. The Students were not confident
The other problem is some students were not confidents with their ability. For example, they were not confident to answer the question although they were able to answer it. They were afraid if they made mistakes. They were just still quiet if the teacher asked their name to answer the question.
E. The Problem Solutions
1. The students should practice pronouncing the words as many as possible
The students should practice pronouncing as many as possible so that their tongues got accustomed to saying the words. They should try to memorize the words, so that they can understand and remember the way to pronouncing the word correctly.
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2. By giving some words to memorize the students
To solve the problem’s of memorizing; the writer gave 5 to 10 words at the end of meeting and asked the students to memorize it at home. Next meeting the writer asked them to speak up what they memorized.
3. The teachers should be more creative in creating the materials
The main problem is the students do not pay attention because they are not interested in the material or the teacher. The teachers should be more creative in creating the materials and presentation strategies. Maybe by using Pictures, games, and song are very useful to make the teaching-learning process interesting. Therefore, the students will be focused on the lesson and understand the material.
4. By giving motivation to the students
The writer gave suggestion that making a mistake in answering the question was not an embarrassing case so the students can answer the question. If any students made mistakes in answering the questions, the other students may not derisive laugher
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CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion in chapter III, there are some conclusions that can be drawn from this final project report. The conclusions are as follows:
1. Teaching and Learning Process in SD Islam Sunan Kalijaga such as: a) Motivating strategy
Motivating strategy was used to arouse the student’s motivation toward the material. In this stage, the writer was supposed to make the conditions as attractive and simulating as possible.
b) Presentation strategy
Presentation strategy was used to give some explanation concerning the day’s lesson in order to make the students understand about new things they learned such as an explanation or grammar.
c) Assessment
Assessment was used to assess the final outcome of the lesson and to what extent the learning objectives were achieved. It provided an opportunity for honest reflection about what activities worked or did not work.
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2. Some problem in teaching and learning process in SD Islam Sunan Kalijaga
There were some problems during teaching and learning process in SD Islam Sunan Kalijaga. Those problems are that the students had difficulties when they have to pronouncing the words, and memorizing the words, the students were not confident and uncooperative students.
B. Suggestion
Solving the students problems in pronouncing the words and memorizing the words, have the students to practice as much as possible. Not only in school, but also when they at home with accompanied by their teachers or their parents. Solving the students were not confidence, the teacher give suggestion and support the students that made mistakes in answering the questions is not embracing. To solve the uncooperative students, the teacher should use technique in teaching English in order to make the students not to get bored so easily and to be more focus on the lesson and understand the material. And all of the teacher should be more active and creative.
For The students of SD Islam Sunan Kalijaga
Learning English is needed to fulfill the educational requirement. However, the students sometimes get difficulties and then they are lazy to learn
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For English diploma program
For the English Diploma Program who will takes mainstream teaching especially pronunciation as heir theme, they should have good preparation, such as have a good materials and strategies in teaching and learning pronunciation.