TEACHING VOCABULARY TO THE 3RD GRADE STUDENTS OF SDN 5 NGRINGO

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TEACHING VOCABULARY TO THE 3

RD

GRADE STUDENTS

OF SDN 5 NGRINGO

FINAL PROJECT

Submitted as a Partial Fulfillment of Requirements for the Diploma Degree in English Diploma Program

of Faculty of Letters and Fine Arts of Sebelas Maret University

Dewi Puspita Sari C9307030

ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY 2011

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APPROVAL OF CONSULTANT

Approved to be examined before the Board of Examiners,

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

Final Project Report:

TEACHING VOCABULARY TO THE 3RD GRADE STUDENTS OF SD N 5 NGRINGO

Name: Dewi Puspita Sari NIM: C9307030

Supervisor:

Dr. Tri Wiratno, MA. (…….……..………..) Supervisior NIP.196109141987031001

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APPROVAL OF THE BOARD OF EXAMINERS

Report : TEACHING VOCABULARY TO THE 3RD GRADE STUDENTS OF SDN 5 NGRINGO

Student’s name : Dewi Puspita Sari

NIM : C9307030

Examination Date : Wednesday, 26 January 2011

Accepted and Approved by the Board of Examiners English Diploma Program, Faculty of Letters and Fine Arts

Sebelas Maret University

The Board of Examiners:

1) Yusuf Kurniawan. S.S.M.A. (………….…………..…..) Chairperson NIP. 197111301999031001

2) Dra.Endang Sri Astuti.M.S (…………..…………..) Secretary NIP. 195208141981032001

3) Dr. Tri Wiratno, M.A. (………..) Main examiner NIP. 196109141987031001

Faculty of Letters and Fine Arts Sebelas Maret University,

Dean

Drs. Sudarno, MA NIP. 19530314985061001

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MOTTO

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DEDICATION

I would like to dedicate this final project for:

1)

My Almighty God, Allah SWT

2)

My beloved Parent and family

3)

My friends

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PREFACE

First, the writer would like to say thanks to all of persons who have

supported in finishing this final project entitled “Teaching Vocabulary To The 3rd Grade Students Of SDN 5 Ngringo”. The writer interested in discussing the

techniques in teaching English in Elementary School with the consideration that English has been a subject in Elementary Schools.

Teaching English in Elementary School is not as easy as we imagine. It needs some techniques to make the English lesson effective. Therefore, the writer tries to introduce English to the students in attractive way. Moreover, the students in the 3rd grade have not been given the English subject yet. Therefore it is a good chance for the writer to introduce English to them. As we know, according to some people, studying English is difficult and boring so the writer tries to make English lesson more fun and attractive. The writer hopes this repot will be beneficial for anyone.

Surakarta, 28 October 2010

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ACKNOWLEDGEMENT

Firstly, I would like to thank to Allah SWT for blessing and guiding me during the writing of this final project. I will also express my gratitude to all of people as follows:

1. The Dean of faculty of letters, Sebelas Maret University Drs. Sudarno.M.A.

2. Yusuf Kurniawan, S.S.M.A. The head of English Diploma Program.

3. Dr. Tri Wiratno.M.A. as my final project supervisor who has patiently guided me and corrected for the beginning to the completion of this report.

4. M. Farkhan M,.S.Ag.M.Ag. my academic consultant. Thank for your guiding during my time of study.

5. All of the lectures in English Diploma Program.

6. All teachers in SDN 5 Ngringo. Thanks for the opportunity and the guidance during my job training.

7. All my family who have given me spirit to finish my final project.

8. My best friends: Hartini, Debbie, and Aulia just do the best guys. 9. All my friends in the Diploma Program, we had spent the time in

great moment.

I will be grateful for comments and suggestion from readers. I hope this final report is able to give beneficial significance for the readers. This report is relatively far from perfection, so I need suggestion from many sides in order to improve the result of other researchers.

Surakarta, 28 Oktober 2010

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ABSTRACT

Dewi Puspita Sari. 2011. TEACHING VOCABULARY TO THE 3RD GRADE STUDENTS OF SDN 5 NGRINGO. English Diploma Program, Faculty of Letter and Fine Arts, UNS.

This report was written based on the job training which had been done in SD N 5 Ngringo within three months. The writer took a class, the 3rd grade, as the subject to be observed. The students had not been given English subject yet so the writer has a chance to introduce English. The objectives of this repot were: To explain the ways of teaching vocabulary in SDN 5 Ngringo especially in the 3rd grade, and To explain the result of the students after getting English lesson.

The method used by the writer was direct method. In giving the lesson to the students, the writer showed the students the real things, pictures and flashcard. While the writer holds up the pictures, the students repeated the writer’s words. This method was considered as the appropriate method because it emphasized repetition in teaching language activities. Therefore, repetition could give the students a chance to say the new language immediately. In conclusion, the students were eager to study English because the writer taught English in attractive way. Finally, half of the students could mention the vocabularies given before. But, the students must be corrected if they made mistakes.

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TABLE OF CONTENT

TITLE ... i

APPROVAL OF CONSULTANT ... ii

APPROVAL OF BROAD OF EXAMINERS ... iii

MOTTO ... iv

DEDICATION ... v

PREFACE ... vi

ACKNOWLEDGEMENT ... vii

ABSTRACT ... viii

TABLE OF CONTENTS ... ix

CHAPTER I: INTRODUCTION ... 1

A) Background ... 1

B) Objectives ... 3

C) Benefits ... 3

CHAPTER II: LITERATURE REVIEW ... 4

A) Definition ... 4

1. Teaching and Learning ... 4

2. Vocabulary ... 5

B) Ways of Teaching Vocabulary ... 6

CHAPTER III: DISCUSSION ... 9

A) SDN 5 Ngringo ... 10

1) Description of SDN 05 Ngringo ... 10

2) Vision and Mission of SDN 05 Ngringo……….. 11

B) Some Observation When Doing The Job Training ... 12

1) Class observation ... 12

2) Lesson Plan ... 12

3) Teaching And Learning Activity In The Classroom ... 13

4) Extracurricular Activity ... 14

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1) The Process of Teaching Vocabulary In 3rd Grade Of Students SDN 5 Ngringo ... 15 2) The Result of Student’s Test After Getting English Lesson 30 CHAPTER VI: CONLUSION AND SUGGESTION ... 32 1.Conclusion ... ……… 32 2.Suggestion ... 32 BIBLIOGRAPHY

TEACHING VOCABULARY TO THE 3RD GRADE STUDENTS OF SDN 5 NGRINGO

Dewi Puspita Sari1 Dr. Tri Wiratno, MA.2

ABSTRACT

2011. English Diploma Program, Faculty of Letter and Fine Arts, UNS.

This report was written based on the job training which had been done in SD N 5 Ngringo within three months. The writer took a class, the 3rd grade, as the subject to be observed. The students had not been given English subject yet so the writer has a chance to introduce English. The objectives of this repot were: To explain the ways of teaching vocabulary in SDN 5 Ngringo especially in the 3rd grade, and To explain the result of the students after getting English lesson.

The method used by the writer was direct method. In giving the lesson to the students, the writer showed the students the real things, pictures and flashcard. While the writer holds up the

pictures, the students repeated the writer’s words. This method was

considered as the appropriate method because it emphasized repetition in teaching language activities. Therefore, repetition could give the students a chance to say the new language immediately. In conclusion, the students were eager to study English because the writer taught English in attractive way. Finally, half of the students could mention the vocabularies given before. But, the students must be corrected if they made mistakes.

1

Mahasiswa Jurusan D III Bahasa Inggris dengan NIM C9307030

2

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CHAPTER I

INTRODUCTION

A. Background

It is not something new that English becomes the most popular foreign language in Indonesia even in the world. Many people realize that English is very important because of the majority of information is written in English. Mastering information is the key of success. People take formal or informal education for mastering it. There are lots of informal educations in Indonesia. We can find many English courses offering many kinds of program, either from basic or up to advance level. In formal education, many schools have English subject for their students. Learning English as a second language is a complex process, involving a seemingly infinite number of variables and becoming bilingual is a way of life. Most of our Indonesian is affected as our struggle to reach beyond the confines of our first language and into a new language, a new culture, a new way of thinking, feeling and acting. A total commitment, a total involvement, a total physical, intellectual and emotional responses are necessary to send and receive message successfully in a second language.

Nowadays, English is not only introduced to adult but also introduced to children. For them who want to enlarge and to improve his or her ability in English, they can join in English courses. In the English courses, students are also taught the four basic skills in different atmospheres. They are listening,

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speaking, reading and writing skills. In this way, teacher is as a friend and she or he makes the students into some groups based on their abilities of using English.

On the other hand, the situation in formal education is different. In SDN 5 NGRINGO, English is introduced at the moment. For the students of SD N 5 Ngringo, English is something new because they have never got English lesson in kindergarten. Most of the students live in villages. Therefore, joining English courses is impossible for them; consequently they can not improve their English. Besides economic condition of their parents, there is no English course near their houses or school. In the school, they get English lesson once a week for an hour with limited facilities.

For introducing English to the students, the writer starts giving some English vocabularies. As the beginner, the students will be taught the general English. On the other hand, we need to be careful with words that the sound are similar in the student’s language, but in fact meaning something is quite different in English (for example, “house” it means a place for people to live in but for them it means thirsty). It is common to make some mistakes. Students who learn English will make a mistake in interpreting the meaning or in the construction of sentences. Their mistake will be regarded as an essential part of learning. They can learn through their mistakes. Based on the phenomenon, the writer is interested in discussing about the ways of teaching vocabulary in elementary school especially in the 3rd grade and knowing what they will get after studying English.

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B. Objectives

The objectives of the report are:

1. To describe the process of teaching vocabulary to the 3rd grade students in SDN 5 Ngringo.

2. To describe the result of teaching vocabulary to the 3rd grade students in SDN 5 Ngringo.

C. Benefits

This project gives some benefits for: 1. The teacher

For the teacher who wants to teach English in primary school, there are many ways can help the students to make them easy and happy to remember the words.

2. The Reader

This final project report is hoped the readers get additional knowledge about teaching vocabulary in elementary school, especially to 3rd grade students.

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CHAPTER II LITERATURE REVIEW

A. Definition 1. Teaching and Learning

What does teaching mean? Teaching is work of teacher. There are

some definitions about teaching. “Teaching is obviously an intensely practical undertaking” (Bowen, 1994:2). According to Jack C. Richards, teaching is approach in terms of methods, or products that offer teachers predetermined models to follow. Teaching depends upon the application of appropriate theory, the development of careful instructional designs and strategies, and the study of what actually happens in the classroom (1992:16)

How about learning? Human being never stops learning in their

lives. “Learning is a relatively permanent change in behaviour or in

behavioral potentially that result from experience and can not be attributed to temporary body states such as those induced by illness, fatigue or

drugs.”(Hergenhahn and Mattew, 1997:6). Similarly, learning can be defined as “an experiential process resulting in a relatively permanent

change in behaviour that can not be explained by temporary states,

maturation, or innate response tendencies.”(Steohen, 1995:2). Jerome

Bruner reminds us that learning is most often figuring out how to use what already knows in order to go beyond what currently thinks (1992:11)

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From those statements, we can make conclusion that teachers need to be able to show that they know their subject. They should be able to give clear instructions and examples as many as possible and have answers to

the student’s questions. We will do some changes in behaviour, thought, etc when we learn about knowledge and skills in order that we can apply what we have learned in our lives.

2. Vocabulary

Without grammar, there is a very little thing can be conveyed, without vocabulary, there is nothing can be conveyed. This is how the linguist David Wilkins, summed up the importance of vocabulary learning. His view is echoed in this advice to the students from a recent course book

(Dellar H and Hocking D, Innovation, LTP): “If you spend most your time

studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can get almost anything with words (Thornury, 1992:13)

Recognition of the meaning and making potential of words meant that vocabulary becomes a learning objective in its own right. In 1984, for example, in the introduction to Cambridge English Course, Swan and Walter wrote that vocabulary acquisition is the biggest component of any language. If you do not know enough vocabulary, you will not be able to

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In addition, Coady also states that vocabulary is central to language of critical importance to typical language learner (1997:5)

According to Linda Taylor, in order to live in the world, we must name it. Names are essential for the construction of reality. Without name, it is difficult to accept the existence of an event, a feeling. Naming is the means whereby we attempt to order and structure the chaos and flux the existence, which would otherwise be an undifferentiated mass. By assigning names we impose a pattern and a meaning, which allows us to manipulate the world (1992:2)

We can make conclusion that the first time for someone studying a language is vocabulary. To express something, we must know about many words on other hand we can easy to show what we mean.

B. The Ways of Teaching Vocabulary

Before teaching, teachers prepare some methods to make the students interested in studying. It is a big challenge to teach students in elementary school. The students can easily get bored in studying if the way of teaching

does not make them happy. According to Virginia French, “it is probably true

that the most ineffective means of explaining vocabulary are the most widely used. They are translation, giving a synonym, and providing a verbal explanation. These are occasions when each is appropriate, but occasions when there are more interesting, more effective, and more memorable ways of explaining new vocabulary, and helping to fix it in student’s minds”

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(1983:101). Harmer states in his book, the practice of English language teaching, that we have said that vocabulary teaching is as important as the teaching of structure, and in the following examples we will look at a range of activities which are designed teaching practice words and their various uses. We will look at presentation, Discovery techniques and practice (1991:161).

1. Presentation

Not all vocabulary can be learnt through interaction and discovery techniques. Even if such techniques are possible, however, they are not always the most cost effective. There are many occasions when some form of presentation and/ or explanation is the best way to bring new words into the classroom. We will look at some example:

a) Realia

One way of presenting words is to bring the things they represent into the classroom-by bringing „realia’ into room. Words like „post card’,

„ruler’, „pen’, „ball’, etc. can obviously be presented in this way. Much of vocabulary at this stage of children’s learning will consist of concrete nouns. This means that there are plenty of objects can be used to show the meaning. Objects in the classroom can be used or things can be brought to the classroom. Introducing a new word by showing the real object often helps pupils to memorize the word through visualization.

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b) Pictures

A great of vocabulary can be introduced by using illustration of pictures, either those found in the language leaning materials you are using or making your own visual aids, using pictures from magazines and so on. Visual support to helps pupil understands the meaning and helps to make the word more memorable. Bringing a spoon into the classroom is not a problem. One solution is the using of pictures.

c) Mime, action and gesture

It is often impossible to explain the meaning of word and grammar either trough the use of realia or in pictures. Actions, in particular, are probably better explained by mime. Concepts like running or smoking are easy to present in this way; so are ways of walking, expressions,

prepositions („to’, „toward’, etc) and times (a hand jerked back over the

shoulder to represent the past, for example).

2. Discovery techniques

Discovery techniques, on the other hand, aim to give students a chance to take charge earlier. What is being suggested is that there is a range of

techniques where the teacher gets the students to do most of work. ’’Discovery

techniques used with vocabulary materials allow students to activate their previous knowledge and to share what they know (if they are working with others). They also provoke the kind of interaction with words, which we have said is desirable. Even at the beginner levels, however, we may want to ask

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students to try to work out what words mean, rather than just handing them the meanings: when students have ”had go” with the words we can lead feedback sessions to see if they have understood the words correctly (Harmer, 1991:160).

3. Practice

After getting explanation, we will look at the ways of getting students to practice their English to make students more understand. “In this section we will look at activities designed to encourage students to use words in an involving way (Harmer, 1991:170). According to Dr. Vermon. A. Magnesen,

as quoted in Bobbi (2003:57) that “kita belajar:

10% dari apa yang kita baca, 20% dari apa yang kita dengar, 30% dari apa yang kita lihat,

50% dari apa yang kita lihat dan dengar, 70% dari apa yang kita katakana,

90% dari apa yang kita katakana dan lakukan.”

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CHAPTER III

DISCUSSION

A. SDN 5 Ngringo

1.Description Of SD N 5 Ngringo

SDN 5 Ngringo is located in Ngringo, Jaten, Karanganyar. The school is not in the edge of main road but it is about 200 meters from Ngringo’s intersection. The location of the school is good enough because the students and the teachers will not be disturbed by the sound of vehicles. Besides, there are many big trees growing in surrounding of the school, and there is a good environment supporting the atmosphere for study. In the north side of school, there is a clinic government.

SD N 5 Ngringo has six classrooms, a teacher’s and headmaster’s offices, a library, a school health care room (UKS), a warehouse, a parking area and two toilets. In front of each class, there is a small park with many kinds of flower making the school more attractive.

CLASS 4

CLASS 5

UKS CLASS 6

CLASS 1

OFFICE CLASS 3

CLASS 2

N

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SD N 5 Ngringo has a headmaster whose duty is handling all of school activity and making decision for school needs. To teach students, SD N 5 Ngringo has a headmaster, six class teachers, two religion teachers, a sport teacher, and an English teacher. There is also a school guard who has responsibility in school security. There are 127 students.

2. Vision And Mission of SD N 5 Ngringo

SD N 5 Ngringo has vision and missions in order to increase the quality of the students, teacher, and staffs.

a) Visions:

To be faithful, smart, amd competent. b) Missions:

- To organize intensive and effective teaching-learning

activity using students’ centered, learning approaches,

multi method, and multimedia.

- To create professionalism for the teacher.

- To increase spirit of getting special quality for all of the school academic.

- To produce religious generation who are clever, have much knowledge and good deed.

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B. Some Activities In The Job Training

1. Class Observation

Every student and teacher need a comfortable atmosphere when she or he is studying or teaching in the class. It means that students and the teacher will feel happy and it will be easy for both the students and the teacher to get or give lesson. In SDN 5 Ngringo, the classes are made to achieve that purpose. Each class is completed by many facilities to help students in studying or keeping the classroom. There are some pictures such as the pictures of the president and the vice president of Indonesia, symbol of Indonesia “Garuda Pancasila”, the heroes of Indonesia and some picture about Indonesia. There are some boards, which are hanging on the wall. The boards are about the datum of the class, structure of class organization, etc. To make the students staying in the healthy class, it is equipped with windows and ventilations, because cleanliness is important. To help students clean the class everyday, the teacher provides some brooms, dustbins, duster, etc. In the classroom, the arrangements of seat are same with other schools. The chair is sited by two students and it is not separated. There is also a desk in the front of them. The arrangement of seat is changed everyday. Therefore, the students can sit in different place.

2. Lesson plan

Teacher and students have some preparations before starting the teaching-learning activity in the class. For students, they read and study what they have got and should study for their next lesson. While the

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teachers, they make a lesson plan what they will give to their students. The best teachers are those who think carefully about what they are going to do in their classes and plan what they are going to organize the teaching and learning. Good lesson plan consists of art of mixing techniques, activities and material in such a way that a balance idea is created for the class. Some teachers in SDN 5 Ngringo make lesson plans before having class. They do not write down what they are going to do in such a complicated way, they just write the outline. They arrange a lesson plan referring to the hand book and the curriculum. In the classroom, a plan helps to remind teachers what they intended to do especially if they get distracted or momentarily forget what they had intended. Finally, planning helps students get confidence: they know immediately whether a teacher has brought about the lesson, and they respond positively to those that have.

3. Teaching And Learning Activity In The Classroom

A teacher used to began the class by giving some question about last material to the students. When the students could answer the question well, the teacher continued to the next material but if some students could not answer the question, the teacher had to explain again and in more detail. Sometimes a teacher started the class by discussing the homework together. After checking the homework, the teacher gave the students explanation about the lesson which she or he had prepared before. When the teacher was explaining the lesson, the students were forbidden to take a note, and they had to pay attention to the teacher. The students were

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allowed to make notes when the teacher finished in explaining the material. It means the students have to understand and the teacher will not explain the lesson twice. To make the students master the lesson, the teacher gives some exercises. The exercise is done in group or individually and in the end of lesson the students are given homework in order they study in the house.

4. Extracurricular Activity

More than anything else, children are curios and this in itself is motivating. Children need frequent changes of activity: they need to be involved on something active (they will usually not sit and listen!), and they need to be appreciated by the teacher, an important figure for them. Therefore, the teacher makes schedule to give more knowledge to the students. In SDN 5 Ngringo, there is only one extracurricular, which is held. It is scout. The extracurricular is done on Friday at 3 pm. The scoutmaster realizes that it is important to channel be own master.

C. Teaching Vocabulary In The 3rd Grade Of SDN 5 Ngringo

English has been taught in the SDN 5 Ngringo for students who are in the 4th, 5th, and 6th grades. When the writer asked permission to have job training in the school, the headmaster was happy because the writer could introduce English for student in the 1st, 2nd, and 3rd grades. The writer had the job training about three months and taught the students only once a week.

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For final project, the writer takes the students in the 3rd grade because next year they will get an English subject. Therefore introducing English to them is good for the students. In introducing English, the writer gives them the Basic English. The materials are alphabets, numbers, things in the classroom, fruits, and animals.

The class is not big. There are only 16 students. They are about 8-9 years old. In teaching English, the writer does not speak English all the time but the writer fixes between English and Indonesian. They are so happy and enthusiastic in learning English.

C.1 The process of teaching vocabulary in 3rd Grade Of Students SDN 5 Ngringo

This part discusses the teaching and learning process in SDN 5 Ngringo. The writer had some aids such as the handbook, worksheets, material notes, pictures, flashcard, etc in conducting the English activities. The process of teaching vocabulary in 3rd grade consists of five steps. Those steps are:

1. Motivating Strategies 2. Presentation Strategies 3. Skill Practice

4. Assessment 5. Closing

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1. Motivating Strategies

a. Greeting

The teacher greeted the student after entering the class as follows: Teacher: Good morning students?

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

Students: We are fine, thank you and you? Teacher: I am fine too, thank you.

b. Warming Up

After the teacher greeted the students, she gave warming up activities in order to make the students have spirit to join the lesson. The teacher used a song. For example are “Up and Down”, Are you sleeping?” or “If

you Are Happy” songs. The songs could attract the students’ attention. It means the teacher is able to get their attention from the first time before teaching the lesson. This way is important to keep students’ spirit in joining the English class.

In introducing the material and knowing how far the students know about the material, the teacher can use songs, pictures, games, poem, question and answer technique, and real things to introduce the material.

1. Real things

One way to introduce words is to bring the things into the classroom. In teaching fruits, the writer brought some fruits made by plastic, such as

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apples, bananas, oranges, grapes, mangoes, papaya etc. Before going to main activity, the writer asked the students some questions. The questions were:

Teacher: “What is your favorite fruit?”

“Do you like apple?”

“Do you have fruit trees at home? What are they?” After answering the questions, the writer took the plastic fruits from the bag. When the writer showed the fruits, they were laughing and they thought that the writer would ask them for playing. They were very excited to get the fruits. The writer showed the fruits and asked the students to mention the name of fruits in their mother language, Indonesia. Apparently, they did not know all the name of fruits in English. The writer said the name of fruits one by one by showing the fruits and asked the

students to repeat the writer’s words. To ensure the students understand,

the writer wrote down the name of fruits in the blackboard.

The writer did the same way when the writer taught things „in the

classroom’. The writer did not need to bring the real things because

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The writer said the words and then asked the students to repeat. The writer wrote down in the blackboard and added the pictures of things in the classroom. To start the lesson, the writer gave the students some questions:

Teacher: “Do you like your classroom? Why?”

“What do you do to make your class clean everyday?”

“Would you mention some of things around you?”

The writer gave the students time to write down the lesson and asked them some questions to make the lesson clear

.

2. Pictures and Drawing

In teaching animals, the writer drew many kinds of animals because it was impossible to bring the real animals in the classroom. To make the students curios, the writer asked them some questions:

Teacher: “Do you have pet at home?”

“Would you tell me, why you have a pet?”

“Do you ever go to the zoo? what animal do you see there?”

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Students: “Ya, saya punya kucing, anjing, burung, kelinci. They shouted one by one.”

“Karena kucing lucu, anjing dapat membantu keluargaku dari pencuri, burung nyaring suaranya.”

“Ya, saya melihat harimau, ular, jerapah, gajah, monyet, dll.”

The writer took some of animals from magazines, books, or drew by herself. It helped the students imagine about the animals. Therefore, they would not be confused. The writer showed the students the pictures and asked them to mention the name of animals in their language. So that, they could recognize the animals first. After that, the writer told the name of the animals one by one and asked the students to repeat. It was not enough just asked them to repeat the words once but many times. The writer realizes that repetition done whole class is useful because it gives all students a chance to say the new words immediately. It creates students confidence and anxiety understand the material. To help they wrote down the name of the animals in their book and they should give the picture to make them easy in remember. In fact, only some students could give the picture of animals in their book well. To overcome the problem, the writer asked the students to find the picture from the magazines or other books.

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3. Flashcard

When the writer came in the class for the first time, the writer introduced them with alphabets and numbers. The writer also asked some questions such us:

What is your name?

How do you spell your name? How many letters in the alphabets?

A

B

C

S

X

1

3

17

25

28

37

42

51

56

60

The writer wrote down the alphabets in the blackboard and asked them to sing the songs about alphabets in order to be easy in remembering. The writer pointed the letter one by one and asked the students to repeat. They were so happy when they sang the song. The writer asked them to repeat many times and the writer asked some students to come in front of the class to sing the song. To check the students if they remember the alphabets is correct or not, the writer had prepared some flashcards. The writer showed the letter and the students pronounce what the letter was.

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THE ALPHABETS SONG

A B C D E F G

Come and sing a long with me H I J K L M N O P Tell me what you want to be

Q R S, T U V, W X Y and Z

Now I know my ABC’s

Next time won’t you sing with me

When the writer taught about number, the writer had prepared number cards from „one to sixty’. The writer said the numbers and asked the students to repeat. The students could pronounce the number from one to „ten’ well but they had difficulty to pronounce the number after „ten’. The writer told to the students to add „teen’ after the number but only the number after „twelve’. For example: empat belas

means empat is „four’ and belas is „teen’. Therefore, it becomes

„fourteen’. The writer asked the students to add teen like a sound of bus. But for puluhan „tens’, the students should add „ty’ after the

number four. Example: lima puluh becomes „fifty’, tiga puluh

becomes „thirty’, etc.

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Poem is a way to introduce the materials to the students. By the rhythm of the poem, the students are able to memorize some vocabularies related to the material easily. For example, in introducing days, the poem is:

1. Sunday is a holiday It is a happy day

I go to school on Monday It is a hard day

2. This is a hat The hat is pink It is on my head This is a ribbon The ribbon is yellow It is on my hair

2. Presentation Strategies

The main point of the lesson given in the first year is vocabulary. The materials given are vocabularies related to the theme on that week or month as the lesson plan. For example, the theme of that month was things in the kitchen.

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The material (vocabulary) is given on a note, therefore the writer made printed note containing the vocabulary.

THINGS IN THE KITCHEN Cooking pot

Tea pot Pan Knife Spoon Fork

Refrigerator Cupboard Stove

Each student got a printed note. Then, they were asked to adhere the note on their note book (if there was no enough time, the students could adhere the note after school). In this way, the writer was able to manage her time in teaching.

Because the aim of the lesson was vocabulary, the writer asked the students to repeat after her in order to apply a good pronunciation to the students.

After the students studied about pronunciation, the writer would continue by asking some students in full sentences.

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Students : This is a ……

In answering the question, the students are guided by the writer. The writer asked the students continuously. Therefore, they were able to memorize the pattern well without an explanation.

3. Skill Practice And Assessment

At this part, teacher is able to check students’ ability in a group. Therefore, the writer used a game.

A game can be used in many class levels to provide an amusing teaching - learning aid and challenging respite from other classroom activity, and create cheerfulness in English class. Therefore, the writer included a game in her teaching – learning activity.

“Guessing Game” was chosen by the writer. The students could

understand the material well, and felt fun. Although, it was just a simple game, but to make it runs well, the teacher should make a good preparation related to the class arrangement and students condition. The design of game had to match with the competence. Therefore, the writer divided the class into some groups and she would prepare some pictures and aids.

After understanding the material with game, the students were asked by the writer to do exercise individually. The writer wanted to provide opportunities for them to practice the material and check that they understand or not.

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To Asses the Skills about:

a. Alphabets

The first, the writer asked the students to match the words. The writer wrote the spelling, for example:

1. (pi:) (a:) (ei) (em) a. IKA 2. (kei) (eu) (i:) (es) b. PRAM 3. (ai) (kei) (ei) c. KOES

The second, the writer asked the students to write the spelling of some words.

1. TALL 2. PEAR 3. FRUIT 4. CAMEL

b. Numbers

The writer prepared some pictures and asked the students to count the amount of pictures.

1. Let’s write in English

Linda: How many apples? Charles: Ten apples.

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Rona:

Steven: How many cars? Linda:

Anton: How many tomatoes? Rani:

Steven: How many helicopters? Linda:

Anton: How many airplanes? Rani:

2. Let’s tell your friends What number is it?

TEN

It is number

10

………

It is number

41

TWELVE

It is number

…

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c. Things in the classroom

To make the students master and remember the things around them, the writer gave them puzzles.

3. Let’s find 12 things in the classroom

R W T C A F L A G W R C R Y I I A D E A R Z D U F O A N T L C L O C K U V W X N D I E D O N M I C N D Y T O D N B E K Y P A P E R I W J D P V P R Y L R S Z E B L A C K B O A R D K R S L A R X B C S P M R K M M R P E R O H G R D P F A O Q G B G O A J H T Y R P P K J I H K I Q D O O R X A L T X Q M R B F A D R S

4. Let’s arrange the letter into the words a) U – L – E – R – R =

b) K – O – B – O = c) L – E – N – C – I – P = d) L – E – B – A – T = e) P – A – M =

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Animals and Fruits:

1)

2)

3)

4)

5)

6)

The writer told the students to match the words and the pictures. For the writer, that exercise were not enough. Therefore, the writer asked the students to complete the missing words; it means the students are trained to write the name of word.

Avocado Lion Banana Rabbit Apple Cow

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FILL IN THE BLANKS

1) P _ _ E A P _ _ E 2) E _ _ P _ A _ _ 3) E _ E _ H _ N T 4) C _ O C O _ _ _ 5) G _ _ A _ F E

4. Closing

The aim of this part is to check the students’ understanding the material before closing the class. It means the writer is able to know how far her students understood the material given. The writer used pictures for asking the students. The writer checked the students together by asking them some questions in full sentences with showing the pictures as follows: Teacher : What is this?

Students : This is a …..

On other ways, teacher can use song given before. It means, teacher can check the students vocabulary and they will be fun until the end of the lesson.

The teacher usually closes the lesson by saying,

Teacher : Well students, that’s all for today. Thank you very much.

Good Bye ….

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C.2 The Result of Student’s Test After Getting English Lesson

English is the first foreign language taught in SD N 5 Ngringo. The writer had a chance to teach the students in the 3rd for three months. When the writer introduced English, the writer gave vocabularies, which were around them. The vocabularies are alphabets, numbers, animals, fruits, colors and things in the class room, bedroom, living room and kitchen. Each student is given about „fifty’ up to „fifty – five’ words. After teaching the students, the writer wants to know what the students get.

In the last day of job training, the writer holds an oral test to the students. The writer asked the students to present the words. The writer prepared many pictures to help the students remember the words easily. The result was startle for the writer because there was half of the students remember the words well.

But, it is normal if some students can do well and if all the students make mistakes at various level of their language learning. It is part of the natural process, they are going through and occurs for a number of reasons. The writer does not let the students always make mistakes. If the students make mistakes, the writer gives them correction. It is important because correction helps students to clarify their understanding of meaning and construction of language. The correction done by the writer are:

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It means that the writer shows to the students that a mistake has been made if they understand this feedback he or she will be able to correct the mistakes and this self-correction will be helpful to him or her as part of the learning process. For showing incorrectness, the writer uses expression.

2. Using correction techniques

If the students are unable to correct themselves, the writer does some techniques:

a) Student corrects student

The writer asks if anyone else can give the correct response. The

writer asks if anyone can „help’ the student who has made the

mistake.

b) Teacher corrects student(s)

In this technique, the writer gives the correct response immediately and students repeat the words.

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CHAPTER IV

CONCLUSION AND SUGGESTION

A) Conclusion

After accomplishing this job training report, some points can be drawn and arranged as follows:

1) The teaching methods applied in SD N 5 Ngringo are direct methods. It means the writer introduces the words directly by showing the pictures, bringing the realia, using the gesture and drawing.

2) The effectiveness of English teaching methods used in SD 5 Ngringo can

be seen from the student’s result. By giving them the attractive materials,

the students can remember the words well. They are studying like playing. The students can receive what we have given.

B) Suggestion

The writer wants to give some suggestions to the institution especially SD N 5 Ngringo and also the faculty of Diploma English Program of Sebelas Maret University:

1) SD 5 Ngringo

Because English will be taught in the next semester, the school should pay more attention to the facilities offered so that it is easy for the students to get references.

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2) The English Diploma Program Of Sebelas Maret University

The program should give and offer more references and literatures of

books to fulfill students’ need, especially in teaching and learning

perpustakaan.uns.ac.id digilib.uns.ac.id

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BIBLIOGRAPHY

Allen, V. F. (1983). Techniques In Teaching Vocabulary. Oxford: Oxford American English

Bowen, T. (1994). Inside Teaching. Oxford: Heinemann

Bruner, J. (1978). The process of Education. Cambridge: Cambridge University Press

Coady, J. (1997). Second Language Vocabulary Acquisition. New York: Cambridge University Press

Deporter, B. (2003). Quantum Teaching. Bandung: Kaifa

Harmer, J. (1991). The Practice of English Language Teaching. London: Longman

Hergenhahn, B.R & Matthew, H.O. (1997). An Introduction To Theories Of Learning. New York: Prentice-Hall International

Krasen, S.D. (1995). Principles and Practice In Second Language Acquistion. New York: Pheonix ELT

McCarthy, M. & Carter, R. (1988). Vocabulary and Language Teaching. London: Longman

Richard, J.C. (1992). The Language Teaching Matrix. Cambidge: Cambridge University Press

Taylor, L. (1990). Teaching and Learning Vocabulary. New York: Prentice-hall Thornbury, S. (2002). How To Teach Vocabulary. London: Longman

commit to user

C.2 The Result of Student’s Test After Getting English Lesson

English is the first foreign language taught in SD N 5 Ngringo. The writer had a chance to teach the students in the 3rd for three months. When the writer introduced English, the writer gave vocabularies, which were around them. The vocabularies are alphabets, numbers, animals, fruits, colors and things in the class room, bedroom, living room and kitchen. Each student is given about „fifty’ up to „fifty – five’ words. After teaching the students, the writer wants to know what the students get.

In the last day of job training, the writer holds an oral test to the students. The writer asked the students to present the words. The writer prepared many pictures to help the students remember the words easily. The result was startle for the writer because there was half of the students remember the words well.

But, it is normal if some students can do well and if all the students make mistakes at various level of their language learning. It is part of the natural process, they are going through and occurs for a number of reasons. The writer does not let the students always make mistakes. If the students make mistakes, the writer gives them correction. It is important because correction helps students to clarify their understanding of meaning and construction of language. The correction done by the writer are:

commit to user

It means that the writer shows to the students that a mistake has been made if they understand this feedback he or she will be able to correct the mistakes and this self-correction will be helpful to him or her as part of the learning process. For showing incorrectness, the writer uses expression.

2. Using correction techniques

If the students are unable to correct themselves, the writer does some techniques:

a) Student corrects student

The writer asks if anyone else can give the correct response. The writer asks if anyone can „help’ the student who has made the mistake.

b) Teacher corrects student(s)

In this technique, the writer gives the correct response immediately and students repeat the words.

commit to user

32

CHAPTER IV

CONCLUSION AND SUGGESTION

A) Conclusion

After accomplishing this job training report, some points can be drawn and arranged as follows:

1) The teaching methods applied in SD N 5 Ngringo are direct methods. It means the writer introduces the words directly by showing the pictures, bringing the realia, using the gesture and drawing.

2) The effectiveness of English teaching methods used in SD 5 Ngringo can be seen from the student’s result. By giving them the attractive materials, the students can remember the words well. They are studying like playing. The students can receive what we have given.

B) Suggestion

The writer wants to give some suggestions to the institution especially SD N 5 Ngringo and also the faculty of Diploma English Program of Sebelas Maret University:

1) SD 5 Ngringo

Because English will be taught in the next semester, the school should pay more attention to the facilities offered so that it is easy for the students to get references.

commit to user

2) The English Diploma Program Of Sebelas Maret University

The program should give and offer more references and literatures of books to fulfill students’ need, especially in teaching and learning lectures.

commit to user

BIBLIOGRAPHY

Allen, V. F. (1983). Techniques In Teaching Vocabulary. Oxford: Oxford American English

Bowen, T. (1994). Inside Teaching. Oxford: Heinemann

Bruner, J. (1978). The process of Education. Cambridge: Cambridge University Press

Coady, J. (1997). Second Language Vocabulary Acquisition. New York: Cambridge University Press

Deporter, B. (2003). Quantum Teaching. Bandung: Kaifa

Harmer, J. (1991). The Practice of English Language Teaching. London: Longman

Hergenhahn, B.R & Matthew, H.O. (1997). An Introduction To Theories Of Learning. New York: Prentice-Hall International

Krasen, S.D. (1995). Principles and Practice In Second Language Acquistion. New York: Pheonix ELT

McCarthy, M. & Carter, R. (1988). Vocabulary and Language Teaching. London: Longman

Richard, J.C. (1992). The Language Teaching Matrix. Cambidge: Cambridge University Press

Taylor, L. (1990). Teaching and Learning Vocabulary. New York: Prentice-hall Thornbury, S. (2002). How To Teach Vocabulary. London: Longman