Games as a Means of Teaching English for the 4th Grade Students at SD N Gawanan 01 Colomadu adi boma
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GAMES AS A MEANS OF TEACHING ENGLISH FOR
THE 4
thGRADE STUDENTS AT SD N GAWANAN 01,
COLOMADU
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:
Adi Boma Reztrianjaya C9308077
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
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iv MOTTO
“People can reach their goal
when they put their effort on it”
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DEDICATION
I dedicate this final project report to:
o My Beloved Parents o My Beloved Brothers o My Beloved Friends
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vi PREFACE
Alhamdulillahhirobbil’alamin, only because of Allah SWT finally the
writer has been able to finishing this final project report which is entitled Games as a means of Teaching English for the 4th grade Students at SD N Gawanan 01, Colomadu. This final project was made as a partial requirement in obtaining degree in the English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University. This final project report discusses the use of games, the effectiveness of using games, the problems and the solutions the problems in teaching vocabulary for the 4th grade students in SD N Gawanan 01.
The writer would like to thank to every person who has given support, help and encouragement during the process of writing this final project report. The writer thought that their contribution was very helpful to finish this final project report.
Surakarta, January 2011
The writer
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ACKNOWLEDGEMENT
First of all, Alhamdulillahirobbil’alamin, All praise is to “ALLAH SWT” for the wonderful blessing given to me. I realize that it imposible to finish the final project without the contribution of some persons. On this opportunity, I would like to express my sincere gratitude to:
1. Drs. Riyadi Santosa, M. Ed, Ph.D. the Dean of Faculty of Lettes and Fine Arts, Sebelas Maret University.
2. Yusuf Kurniawan, S.S, M.A. the Head of English Diploma Program of Faculty of Letters and Fine Arts, Sebelas Maret University, for giving the approval and permission to write this final project report.
3. Dr. Sri Marmanto, M.Hum. my Final Project Supervisor, thank you for your guidance and advice in writing the final project.
4. Dra. Endang SA, M.S. my Academic Supervisor, thank you for kindness and guidance.
5. All of the Lecturers of English Diploma Program, thank you for giving me valuable knowledge and skill.
6. Drs. Suparwoto, the headmaster of SD Negeri Gawanan 01 Colomadu, for giving me the opportunity to have the job training in SD Negeri Gawanan 01 Colomadu.
7. Miss. Freti Hanna, the English teacher of SD Negeri Gawanan 01 Colomadu, for her help during the job training.
8. My beloved parents: Ibu and Bapak. Thank you for the whole thing that given to me until now.
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9. My beloved brother: Dimas. Thanks for being a good child at home. 10.All my friends in class B Diploma 3 Program, thank you for always
reminding me to finish this final project
11.My beloved friends: Intan and Tiara, thanks for always encouraging me to finish this final project quickly. also Ellen and Happy, Thanks for your support.
12.Every person who gave help and support that I cannot mention one by one.
Surakarta, January 2012
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ix ABSTRACT
ADI BOMA REZTRIANJAYA. 2011. GAMES AS A MEANS OF TEACHING ENGLISH FOR THE 4th GRADE STUDENTS AT SD N GAWANAN 01, COLOMADU. English Diploma Program, Faculty of Letters and Arts, Sebelas Maret University.
This final project report was written based on the job training at SD Negeri Gawanan 01 Colomadu. The objectives were to describe the the process of using games in teaching vocabulary, to show the effectiveness of using games in teaching vocabulary, and to find out the problems and solutions of using games in teaching vocabulary.
Teaching English vocabulary consists of six steps. They are Greeting, Warming up, Explanation, Production, Assessment, and Closing the Lesson. Teaching English vocabulary using games was placed in the production. In the lesson, firstly the writer asked the students to make groups. After that, he gave the worksheet to the students and explained the rules of the games. After the students finished the games, he pointed some students and the students say the answer loudly. The games applied by by the writer were matching games, word puzzles and crossword puzzles.
Games in teaching vocabulary were effective. Games could help the students to memorize and understand the material or new vocabulary easily. It could make
the class more productive and used to assess the students’ ability. Games also
gave the students an opportunity to take part in teaching process. During the lesson, Games helped the students’ concentration.
In teaching vocabulary using games,the writer found two problems. They are linguistic problems and non-linguistic problems. The linguistic problems were the problem in writing English vocabulary and the problem in pronuncing English vocabulary. Non-linguistic problems were the students’ equipment, the lack motivation of the students in doing homework, and the outside factor including the disturbance from the other students in other classrooms.
To solve the the problems, the writer found out some solutions, the writer pointed some students and asked them to write simple sentences on the whiteboard based on the vocabulary, pronounced the correct pronunciation together with the students several times, and also gave advises and motivations to the students.
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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 ... 4
C. Benefits ... 4
CHAPTER II: LITERATURE REVIEW A. Teaching ... 5
B. Vocabulary ... 6
C. Teaching Vocabulary to Young Learners ... 7
D. Games ... 9
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xi CHAPTER III: DISCUSSION
A. SD Negeri Gawanan I Colomadu ... 13
1. Description of SD N Gawanan I Colomadu ... 13
2. Vision and Mission of SD N Gawanan I Colomadu ... 14
3. The Goals of SD N Gawanan I Colomadu ... 15
B. Job Training Activities ... 15
1. Class Observation ... 15
2. The Teaching Material ... 16
3. Making Lesson Plan ... 17
C. Using Games in Teaching English Vocabulary to the 4th Grade Students of SD N Gawanan I Colomadu ... 20
D. The Effectiveness of Using Games in Teaching English Vocabulary to the 4th Grade Students of SD N Gawanan I Colomadu ... 24
E. The Problems of Teaching English Vocabulary Using Games to the 4th Grade Students of SD N Gawanan I Colomadu ... 25
F. The Solutions of The Problems ... 27
CHAPTER IV: CONCLUSION AND SUGGESTION A. Conclusion ... 30
B. Suggestion ...34 BIBLIOGRAPHY
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CHAPTER 1 INTRODUCTION
A. Background
English is one of the important languages in the world. As an international language, English has been spoken by all people in the world. They use it to communicate with each other. English is important for people to use modern technology. Today, most of our tools have English language for the manual. We have to master English to know how to use it. In the work, English is also one of the requirements for the people to seek for a job.
English is important for the globalization era. In order to face this era, we should know about English language well. Because of that, English has to be taught as early as possible. Children are more potential than adults for learning English language. They are easier to comprehend the language. From that statement, the government makes English as an obligatory subject in elementary schools.
In elementary schools, the main focus of teaching English is to introduce the English language to the students. The material should be simple to make the students easier to understand. Teachers in the elementary school build the students mind with teaching vocabulary. Vocabulary is the basic of English language. It is important to know every single word before the students make a complex sentence.
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“Learning a language means learning its vocabulary. We use the vocabulary in communication either in spoken or written form. We try to send messages, to share information and ideas by using the language. In general, no language acquisition is possible without understanding the vocabulary, either in
the first or the second language” (Kweldju, 2004:18).
The process and the way that we go through in learning and using the target language usually takes hard effort especially in learning a foreign language. This is because a foreign language is different from a mother language. The differences can be in the rules of the sounds system (phonology), the word
formation (morphology), the word structures (syntax), the words’ meaning
(semantic), and the social context (sociolinguistic). These can cause problems in learning a foreign language. However, teachers of a foreign language should always motivate their students to keep practicing using the language. They should use many methods which can interest their students in using the target language in classroom communication.
Students of elementary students often find difficulties in using a foreign language because they lack of vocabularies and they often forget easily new vocabularies after they get the meaning from dictionaries and lesson. One of children characteristics is easy to get bored. They get bored if they always have to listen to their teacher. Basically, English is something new for them to learn. They are usually excited to learn the language. To make a comfortable situation between the students and the teacher, the teacher must create encouraging technique.
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One of the techniques to encourage the students is using game. Children usually love some fun activity such as game. They can take part actively by using game. There are many games that can be used such as matching card game, crossword game, guessing, word search, etc
The writer chooses SD N Gawanan 01 because it is one of the Government Elementary School. This school has enough resources and it has comfortable environment for teaching activity.
During the completion of job training, the writer chooses the fourth grade class as an object to be observed. It is because the fourth grade students have enough knowledge about English from the previous class. So, it will be easy for them to understand the material. Besides, they are not noisy like the lower class.
Based on the job training, this final project discusses about the process of teaching English vocabulary using games, the problems and solutions in teaching English vocabulary using games and the effectiveness of teaching English vocabulary using games. From the background description above, the writer
presents report entitled “Games as a means of Teaching English for the 4th grade Students at SD N Gawanan 01, Colomadu”
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B. Objectives
The objectives in making Final Project Report are:
1. To describe the process of using games in teaching vocabulary for the 4th grade students in SD N Gawanan 01
2. To show the effectiveness of using games in teaching vocabulary for the 4th grade students in SD N Gawanan 01
3. To find out the problems and solutions of using games in teaching vocabulary for the 4th grade students in SD N Gawanan 01
C. Benefit
The writer hopes that this final project will be beneficial for: 1. SD N Gawanan 01
The writer hopes that this final project could be useful for the institution in improving the quality of English Teaching. 2. The English teacher in SD N Gawanan 01
This final project can be the additional reading to choose the appropriate games in teaching vocabulary and the information to improve the quality of English teaching in SD N Gawanan 01. 3. The English Diploma students
This final project can help the English Diploma students to get some information in teaching English language using games.
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CHAPTER II LITERATURE REVIEW
In this chapter, the writer discusses literature review that related to the topic of discussion. Here, the writer present five topics. There are about teaching, vocabulary, teaching vocabulary to young learner, games and types of games. All of that part of discussion will be explained below.
A. Teaching
Teaching has a lot of definitions. In general, according to Oxford Advanced Learner’s Dictionary, teaching is to give somebody an information about a particular subject; to help somebody learn something (Hornby, 1995: 1225). It means that through teaching, the teacher will help the learner in learning some informations.
Brown states that teaching is showing or helping someone how to learn something, giving in the study of something, providing with knowledge, causing to know or to understand (2001: 7). In teaching, teacher should make students know and understand the study.
While, according to James R. Davis “teaching is the interaction of students and teacher over a subject.” (1997: 1). There should be an interaction between students and teacher in teaching. It is required to deliver the subject successfully.
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In conclusion, teacher has a role to deliver an information to the students and make the students understand the information. Teacher also has to make interaction to the students.
B. Vocabulary
Vocabulary has an important role in teaching because vocabulary is the basic of teaching English. Vocabulary has a lot of meanings. According to Oxford Advanced Learner’s dictionary, the word of vocabulary is defined as “a list of words with their meaning, especially one that accompanies a textbook in a foreign
language” (Oxford Advanced Learner’s Dictionary New Edition, 1995: 1331).
Vocabulary can help someone to understand a foreign language’s text book with
providing the meaning of it’s difficult words.
Meanwhile, James Coady and Thomas Huckin give an opinion “the vocabulary is central to language and critical importance to the typical language learner ” (Coady and Huckin, 1997: 5). In this case, someone needs to know vocabulary if they want to learn a language. Without vocabulary, they can not understand a language.
Beside that “Vocabulary is the total number of word you know in a particular language ” (Sinclair, 2001:1747). When studying a language, learner must know some of the words in the language. The amount of the words that learner know is the meaning of vocbulary.
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From the statements above, it can be concluded that vocabulary is a list of words that has some meaning which students know in a language. And also vocabulary is a central of a language thay should be known by a learner.
C. Teaching Vocabulary to Young Learners
Teaching vocabulary to young learner is not easy. They have their own factors that different from each other. “Children differ in physical characteristic, social skills, home site intellectual ability, learning capability, ideas attitudes, needs, ambitions, hopes, and dream. It requires teacher to use teaching and
tactics.” (Jerolimeck, J. et. al. 2001:3)
Wendy A. Scott and Lisbeth H. Ytreberg mention that young learners have certain characteristics that teacher should know. Some of the characteristic are:
1. They understand situations more quickly than they understand the language used.
2. Their own understanding comes through hands, eyes, and ears. 3. They are very logical-what you say first happened first.
4. They are very short attention and concentration span.
5. Young children sometimes have difficulty knowing what fact is and what fiction is.
6. Young children are often playing and working alone, but in the accompany of others.
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8. Young children are enthusiastic about learning. (Scott and Lisbeth, 1990: 2-3)
The characteristics of students are complex. In order to make good interaction to them, teacher should know and understand the characteristics of the students.
Teachers not only have to understand the characteristis of the students but also have to choose some techniques to teach. According to Allen, “Understanding the meaning is not only the first steps in learning a word” there are many techniques to teach vocabulary for young learners. They are:
1. The teacher can show the students the meanings of all the new words in sample textbook lesson.
2. The meanings can be shown by pictures.
3. The teacher can ask the students by pointing something in the classroom which is named by the English.
4. The students can hear and see each of the words and copy the new vocabulary into their notebooks.
5. The students can use the words in communication activities (Allen, 1983 : 21).
Based on the explanations above, a teacher should understand children’s
characterictics because each of them has their own characteristic. Teaching with words does not enough for young learners. A teacher have to be more creative in delivering a material by using some media and activities.
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D. Games
Games are one of the media that can be used in English teaching. Based on the Longman Dictionary Contemporary English (2003: 663), Games are the system to use rules or laws to get what you want in an unfair but legal way, a game is an activity with rules, challenge and interactivity.
According to Brumfit, “Games are activities that children naturally and
universally are engaged in” (1995:143). Naturally, children love to spend their
times to play along. They get their own pleasure when playing a game.
Furthermore, Brumfit and Ray Tongue stated that there are some characteristics of games: games are activities governed by rules, which set up clearly defined goals, games involve a contest either between players or between the players and the goal, and games should led to have fun (Brumfit and Ray Tongue, 1995:142-143). Games are a competition between player, guiding by a rules to achieves a goal. It has to be fun to do.
From the explanations above, it can be concluded that games are activities with rules which played between the players. And the players have to compete in or order to achieve the goals. Also, games must be fun.
E. Types of Games
Hadfield states that there are some varieties of games techniques. Here are the varieties of games techniques according to Hadfield;
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a. Information gap. In these activities, students A has access to some information which is not held by students B. students B must acquire the information to complete the task successfully.
b. Guessing games are a familiar variant on this principle. The player with the information deliberately with holds it, while others guess what it might be.
c. Search games are another variant involving the whole class. In these games everyone in the class has one piece of information. The player must obtain all or large amount of the information available to fill in a questionnaire or to solve a problem.
d. Matching games are based on a different principle. However, also involved a transfer of information. These games involve matching corresponding pairs of cards on pictures, and may be played as a whole class activity.
e. Matching up games are based on jigsaw or “fitting together” principle. Each player in a group has a list of opinions, preferences, wants or possibilities. Through discussion and compromise the group must reach an agreement.
f. Exchanging games are based on the “barter” principle. Players have certain articles, cards or ideas which they wish to exchange for others. The aim of the games is to make an exchange which is satisfactory to both sides.
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g. Exchanging and collecting games are an extension of this; players have certain articles or cards which they are willing to exchange for others in order to complete a set.
h. Combining activities are those in which the players must act on certain information in order to arrange themselves in groups such as families or people spending holidays together.
i. Arranging games are games where the players must acquire information and act on it in order to arrange items in a specific order.
j. Board games and card games are familiar game types, where the aim is to be the first round a board or to collect the most cards or to get rid of the cards first.
k. Puzzle-solving activities occur when participants in the game share or pool information in order to solve a puzzle or a mystery. (Hadfield, 1998;4-5)
From the types of games above, the writer only took three kinds of games which is used to teach the fourth grade students at SD N Gawanan I Colomadu. The games are matching up games, search games and puzzle-solving activities.
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CHAPTER III DISCUSSION
A. SD N Gawanan I Colomadu 1. Description of SD N Gawanan I Colomadu
SD N Gawanan I is one of the government elementary schools which is located in Jl. Adisumarmo RT 01/IX No 69 DS. Gawanan. SD N Gawanan I Colomadu was established in 1962 on the area of 2720 square meters. It faces to the west. The building consists of many rooms. They are a headmaster and
teacher’s room, a guest room, seven classrooms, and others facilities such as a
worshiping room, a school health center, a library, a computer laboratory,
teacher’s parking area, student’s parking area, canteen, students toilet (teachers
toilet located in the guest room). All of the facilities are provided to support the process of teaching and learning.
SD N Gawanan I Colomadu in 2010/2011 has one headmaster, 14 teachers (some teachers also has a duty to manage the library), and a school guard. At present, the headmaster of SD N Gawanan I is Drs. Suparwoto. The headmaster has a duty to handle the school activity. The teachers are responsible for teaching and learning activities and they are also responsible
for marking the student’s achievement. In the recent academic year, SD N
Gawanan I had 253 students consisting of 119 male students and 134 female students.
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They are classified into 6 grades in 7 classrooms. The second grade divided into class A and class B. Each class has one teacher who leads the daily activities of teaching and learning. However, there are some sucject that are taught by special teachers, such as English, sport, religion and computer.
2. Vision and Mission of SDN Gawanan I Colomadu
Every school has its own vision and mission. The Vision of SDN Gawanan I Colomadu is “High quality generation based on faith and piety”. Meanwhile, the Mission of SDN Gawanan I Colomadu is “Create students learning wtih ”PAKEM” system (Active, Creative and Fun learning)”. There are five points that the school do to create the Vision and Mission. They are:
1) Construction of belief and behavior in accordance with the philosophy of Indonesian.
2) Contribute intellectually with implementing “PAKEM”
learning process.
3) Develop the skills by conducting training as local content.
4) Seriously in a good learning activities with the “PAKEM” and
cooperate with other parties.
5) Ensuring that learners can receive the lesson well and obtain achievement.
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The goal of basic education is to increase perspicacity, knowledge, personality, moral, competency to have a standalone live and kept up with advanced study. Especially, appropriate with the vision and mission of the school, the goals of SD N I Gawanan Colomadu are:
1) Optimize the learning process through phenomenological learning with the students as a center (Student Centered Learning). Such as CTL (Contextual Teaching and Learning), PAKEM, and guidance and counseling service.
2) Raport result of 1st grade to 6th grade reach the average of 70. 3) School examination result for the 6th grade reach the average of
60.
4) The percentage of graduation accepted in government SMP reach 90%.
5) Every competition activity should be in ten ranks in sub district area.
6) Increase the religious activity, scout and school discipline behavior.
B. Job Training Activities 1. Class observation
The writer focused on the fourth grade class as the main observation. In SD N Gawanan I Colomadu, English language is given to first grade class until
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grade were respectful to the teacher. The students always shook the teachers’
hand when they met the teacher and said “Assalamualaikum” or “Selamat pagi Pak/Bu” to the teacher.
The students in SD N Gawanan I Colomadu were also discipline enough; they directly entered the class after the bells ringing although the teacher hasn’t come yet. Before the class started, the leader of the class led his friends to pray together.
There are 35 students in fourth grade class aged 10-12 years old, 18 boys and 17 girls. The class has enough facilities for conducting a lesson. There is a whiteboard in front of the class. The marker and eraser are in the basket on the teacher desk. Every students get chair and desk. Usually one desk is used by two students. The class has a cupboard. It is used to store the teaching material
or the teachers’ books.
2. The teaching material
Teaching material is very important in teaching process. A good teaching material determines the teaching process run successfully. Teaching materials are used to support the teaching process and to organize the teaching activity.
Before doing the job training, the writer interviewed the English teacher of SD N Gawanan I about the hand book which is used to teach the fourth grade students. The hand book a entitled Fokus published by CV. Sindunata. There are some topics that the writer should teach during the job training. They are Calendar, Toys and Games, Shopping, School activities and Fruits and Vegetables.
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3. Making lesson plan
In teaching, teacher must have a lesson plan in order to make the material given to the students able to be controlled and appropriate with the curriculum concept. Usually, a teacher makes a lesson plan before presenting the material to the student. It has a purpose to make the teacher easier in delivering the material and the students to learn the English language. Besides, it gives benefit to teacher and students in understanding the material. Teacher has to make a lesson plan for each topic of the lesson. Making a lesson plan is an important point for the teacher to be successful in teaching activities.
Making a lesson plan can help a teacher what the teacher must do when teaching English language. Therefore, the lesson plan can help the teacher to minimize their mistakes when delivering the material.
LESSON PLAN
Topic : Fruits and Vegetables
Grade Level : 4th grade student of Elementary School
Alocated Time : 60 minutes
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Goals :
The students know many kinds of Fruits and Vegetables.
The students can pronounce the names of Fruits and Vegetables. The students can differenciate the kind of Fruits and Vegetables.
1. BKOF (Building Knowledge of Field) a. Greeting
T : Good morning students! S : Good morning Sir! T : How are you today?
S : I am fine, thank you, and you? T : I am fine too
b. Teacher asked the students if there are students who absent. c. Introduce through mentioning the name of fruits and vegetables in
English and the mean in Indonesian.
d. Asking the students to respond by answering questions about fruits and vegetables.
2. Modeling
a. The teacher introduces some vocabulary of Fruits and Vegetables. b. The teacher reads the vocabulary, and then the student repeat after
the teacher, then the teacher repeated the vocabulary several times. c. The teacher ask some questions to the students related to the
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T : Didik, what vegetable do you like? Didik : I like spinach
T : Linda, what fruit do you like? Linda : I like Oranges
d. The teacher asks the students to practice the exercises in the textbook.
3. Joint Construction of Text
a. The teacher asks the students to make a group consist of two students. b. The teacher gives a worksheet for each of the group. The worksheet is
a matching game.
c. The students should match the pictures with the correct vocabulary. d. The representative of the group come forward and writes the answers
on the whiteboard.
e. The groups who answer with the most correct number will be the winner.
4. Independent Construction of Text
a. The teacher gives the students the word puzzle games.
b. The students should fine the hidden words in the word puzzle. c. After they find all the words, they should give a little explanation
about the word. 5. Closing activity
a. The teacher review the material generally b. The teacher gives the students some homework.
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C. Using Games in Teaching English Vocabulary to the 4th Grade Students of SD Negeri Gawanan 01 Colomadu
In this session, the writer is going to discuss the use of games in teaching English vocabulary to the 4th grade students of SD N Gawanan I Colomadu. English language in SD N Gawanan I Colomadu was taught from the 1st grade to the 6th grade. English language lesson in 4th grade is given once a week on Monday, 70 minutes per meeting. The English class began at 07.25 a.m. until 08.35 a.m.. The use of games in teaching English vocabulary consists of six steps. They are:
1. Greeting
Before starting the lesson, usually the writer asked the leader of the class to come forward and lead his friend to pray. After praying, the writer greeted the students. He greeted the students in purpose to make the students ready for the lesson and to make the students get accustomed to use greeting when they meet someone. The greeting
which is usually used by the writer are: “Good morning my students”, “How are you today?”. After the greeting, the writer checked the students’ attendance by asking if there are students who absent.
2. Warming up
Before starting the lesson, the writer began with discussing homework that he gave to the students for the last meeting. After that, the writer gave the warming up which was suitable with the topic.
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Warming up is the first step in teaching process. This step is very important. It can prepare psychological readiness of the students. The warming up began by asking some questions related to the topic, “Do
you know Fruits and Vegetables?”, “Do you like Fruits and Vegetables?”, What Fruits and Vegetables do you like?”. The
questions could build the knowledge of the field. After doing the warming up, the writer told to the students that they will study about fruits and vegetables.
3. Explanation
In the second step, the writer gave the explanation to the students. Explanation has big influence in determining whether the students will successfully acquire the knowledge or not. In this step, the writer began by asking the students to open their course book and pay attention to the topic. After that the teacher pronounces the vocabulary and the students repeat after the teacher. The teacher repeated to pronounce the vocabulary several times. After pronouncing the vocabulary, the teacher showed the meaning of the vocabulary.
4. Production
a. Matching games
The writer gave the students a piece of paper containing of some pictures and words. The pictures and words were put in two columns. The first column is the pictures of the vocabulary and the
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second column is the words of the vocabulary. The students gave the answer by drawing an arrow from the picture to the correct vocabulary. For example: for the topic of fruits and vegetables, the teacher gave matching games with some pictures of fruits and vegetables in the first column and the vocabulary of the fruits and vegetables in the second column.
b. Crossword Games
The writer gave each student a piece of paper containing of a crossword puzzle. The clues of the crossword puzzle were the pictures of the topic vocabulary with some letters of the vocabulary. For example: for the topic of fruits and vegetables, the writer put some pictures of the fruits and vegetables vocabulary and the consonant letters of the vocabulary. After write the answer on the worksheet, the writer points some students and the students say the answer loudly.
c. Word Puzzle
In this game, the writer writes many letters on a box. There are some hidden vocabulary on the box. The goal of the game is students can find the hidden vocabulary on the box. There are some pictures of the vocabulary beside the word puzzle. The students circle the vocabulary after they heard a short explanation of the vocabulary. For example: the vocabulary is carrot. The writer will
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say to the students “Rabbit likes this vegetables; it is good for your
eyes. What is it?”
This game cans the students’ listening skill. They have to
listen to the explanation of the vocabulary to answer the puzzle. They could also train their concentration in listening to the explanation.
5. Assessment
In the end of the games, the writer points some students to come forward in front of the class. The writer asks the student about the material which has been given. If the student has some problems when pronouncing some vocabulary, the writer helps the students to pronounce the vocabulary. It is hoped that the students could memorize the material which they have studied.
6. Closing the lesson
The last step of teaching is ending the lesson. The writer reviewed the material which has been learned together with the students. The students were very active. They always ask for homework, so that, the writer gave homework to the students. It was purposes to let the students review the material when they were at home.
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D. The Effectiveness of Using Games in Teaching English Vocabulary to the 4th Grade Students of SD Negeri Gawanan 01 Colomadu
Studying English language is a hard task which can be frustrating or boring.
Children were very active; they can’t just always sit and listen to the material
given by the teacher. They can easily be bored when listening to the teacher. In this case, the writer used games as a way to attract the students for studying the material. Games are always related to fun, enjoyable and encouraging. From that reason, games are loved by the children.
Using games could help the students to memorize and understand the material or new vocabulary easily. The games are usually easy to solve. It used simple sentences in the explanation. The other factor that made the students easy to memorize the vocabulary is the fun factor. When the students enjoy the lesson, they could absorb the material optimally and understand the material well.
Games could make the class more productive. The students were always active in participated the activity. Games included a competition between the students. The student always tried to defeat their friend when doing the games. In a group, they could cooperate with their friends to defeat the other groups.
Games could also used to assess the students’ ability. Games can measure the students’ ability in memorizing vocabulary. It could be seen from the result of the
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students work. The students usually get better result when doing the vocabulary games.
Games gave the students an opportunity to take part in teaching process. By using games in teaching process, the writer gave an opportunity to the students to show their ability in completing the games. The students not only listen to the explanation, but they could also apply the material they have studied.
Games can help the students’ concentration in studying vocabulary. Children
could enjoy the lesson which is fun. By using games, the writer attracted the students to have fun in studying. When they feel fun, they will pay attention to the lesson. Therefore they could keep their concentration to the lesson.
From the explanation above, the writer can conclude that games is very effective in teaching English vocabulary.
E. The Problems of Teaching English Vocabulary Using Games to the 4th Grade Students of SD Negeri Gawanan 01 Colomadu
Teaching English vocabulary using games was a very fun activity. Besides that, the writer also found some difficulties when teaching the fourth grade. The problems divided into two categories. They are linguistic problems and non-linguistic problems. The problems that the writer found will be detailed below.
1. Linguistic problems
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When writing the English vocabulary, the students often get a mistake to write some letters of the vocabulary. For example: the students wrote the word “ cabbage” with single “b”.
b. The problem in pronouncing the English vocabulary
Correct pronounciation is needed to make the meaning of the vocabulary clear. the students in fourth grade class were still influenced by javanesse. Therefore, they usually pronounce the vocabulary incorectly. For example: they said the word
“carrot” by “karot”. The correct pronounciation is kær.ət
2. Non-linguistic problems
a. The students’ equipment.
Some student often forgot their textbook or didn’t bring
their dictionary when learning English. They took a long time to find the meaning of difficult vocabulary in their textbook. When doing the homework, they often used their notebook. Because of that behavior, sometimes they lost their homework result.
b. The outside factor.
In this case, the factor was the students from the other class. When the other class beside the fourth grade class finished the lesson, the student of that class usually make a noise. They often run in front of the classroom. They always talk loudly and stand in front of the fourth grade classroom or near the
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windows. It made the students who studied in the classroom
couldn’t concentrate to the lesson.
c. The lack motivation of the students in doing homework.
The students in the fourth grade of SD N Gawanan I were lack of motivation in doing homework. When the writer
checked the students’ homework, the writer found that there are some students who didn’t fully do their homework. These
students left some questions without answer. It was influenced to their homework mark. This problem also proved that the
students didn’t review the material after they were in home.
F. The Solutions of the Problems
In this part, the writer will discusses about the solution to the problem found during the teaching process using games. The solutions of the problems will be discusses below.
1. Linguistic problems
a. The problem in writing the English vocabulary
Writing is one of important thing in studying english. To solve the problem in writing English vocabulary, the writer usually asked the students to write the vocabulary on their textbook and pointed some students to write simple sentence on the whiteboard based on the vocabulary.
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Pronunciation is the basic of speaking skill. To solve the problem in pronouncing the English vocabulary, the writer pronounced the correct vocabulary pronunciation first. Then, pronounced together with the students several times to make them accostumed to the pronunciation.
2. Non-linguistic problems
a. The students’ equipment
The equipment such as dictionary and textbook is very important in conducting lesson. The writer advised the students to complete their equipment to support their studying activity. If the students
didn’t bring the equipment the writer gives them a punishment.
The punishment is writing the vocabulary of the topic that they have learned and the meaning of the vocabulary in their notebook. It is hoped that this punishment could also motivate them to memorize the vocabulary.
b. The lack motivation of the students in doing homework
Students usually feel lazy to do much homework. When they go home, they prefer playing with their friends to doing their
homework. To solve this problem, the writer avoided giving a lot of homework to the students.
c. The outside factor
The disturbance of the other class students was annoyed. The writer usually closed the door when it happened and told to those
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students to not disturb. The writer also motivated the students in the class to focus on the teaching process.
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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 report. The conclusions are as follows
1. Using Games in Teachig English Vocabulary to the 4th Grade Students of SD Negeri Gawanan 01 Colomadu.
English language in SD N Gawanan I Colomadu was taught from the 1st grade to the 6th grade. English language lesson in 4th grade is given once a week in Monday, 70 minutes per meeting. The English class began at 07.25 a.m. until 08.35 a.m.. The use of games in teaching English vocabulary consists of six steps. They are:
a. Greeting b. Warming up c. Explanation d. Production e. Assessment f. Closing the lesson
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The games was put in the Exercise step. There are some games which is used by the writers. They are Matching Games, Word Puzzle and Crossword Puzzle.
2. The Effectiveness of Using Games in Teaching English Vocabulary to the 4th Grade Students of SD Negeri Gawanan 01 Colomadu
Studying English language is a hard task which can be frustrating or
boring. Children were very active; they can’t just always sit and listen to
the material given by the teacher. They can easily be bored when listening to the teacher. In this case, the writer used games as a way to attract the students for studying the material. From the training activity, the writer found that games is very effective in teaching English vocabulary. The effectiveness of games are:
a) Games could help the students to memorize and understand the material or new vocabulary easily.
b) Games could make the class more productive. c) Games could be used to assess the students’ ability.
d) Games gave the students an opportunity to take part in teaching process.
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3. 1. The Problems Teaching English Vocabulary Using Games to the 4th Grade Students of SD Negeri Gawanan 01 Colomadu
During the job training activity, the writer found some problems in teaching the fourth grade. The problems are:
a. Linguistic problems
1. The problem in writing the English vocabulary
The students get a mistake to write some letters of the vocabulary.
2. The problem in pronouncing the English vocabulary The students pronounce the vocabulary incorectly. b. Non-linguistic problems
1. The students’ equipment.
The students often forgot their textbook or didn’t bring their dictionary when learning English.
2. The lack motivation of the students in doing homework. Some students didn’t fully do their homework.
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The students from other class often disturb the fourth class when these students finished the class first.The students’ equipment.
3. 2. The Solutions of the Problems
A. Linguistic problem
1. The problem in writing the English vocabulary
The writer asked the students to write the vocabulary on their textbook and pointed some students to write simple sentence on the whiteboard based on the vocabulary.
2. The problem in pronouncing the English vocabulary.
The writer pronounced the correct vocabulary pronunciation first. Then, pronounced with the students several times to make them accostumed to the pronunciation.
B. Non-linguistic problem
1. The students’ equipment.
To solve the problem of students’ equipment, The writer
advised the students to complete their equipment to support their studying activity and gives a punishment to the students. 2. The lack motivation of the students in doing homework
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To solve the problem, the writer avoided giving a lot of homework to the students.
3. The outside factor
To solve this problem, The writer closed the classroom door and motivated the student in the class to focus on the teaching process.
B. Suggestion
Based on the conclusions which has been drawn before, the writer wants to give some suggestions as follows.
1. SD N Gawanan I Colomadu
SD N Gawanan I Colomadu should hold some improvements in teaching activities. It would be better if the school supply the materials and
facilities to support the teaching activity. For example: Dictionary, games tool such as vocabulary card, puzzle, etc
2. The English teacher in SD N Gawanan I Colomadu
The teacher should be more creative in attracting the students to enjoy the material. The teacher could applies some fun activities like games
3. The students of English Diploma Program
Before doing job training, it is necessary to make a preparation for the activity when doing the job training. It is better if they find as much as references of the material for the teaching activity.
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BIBLIOGRAPHY
Allen, V. F. (1983). Techniques in Teaching Vocabulary. New York : Oxford University Press.
Brown, H. D. (2001). Principles of Language Learning and Teaching. New York: Longman.
Brumfit, C J Moon & Tongue, R. (1995). Teaching English to Children. New York: Longman Group Ltd.
Brumfit, C. (1995). Teaching English to Children from Practice to Principle.
Harlow: Longman Press.
Bullon, Stephen. (2003). Longman Dictionary of Contemporary English New Edition. Harlow: Pearson Education.
Coady, J & Huckin, T. (1997). Second Language Vocabulary Acquisition: A Rationale for Pedagogy. Melbourne. Cambridge University Press.
Davis, R J. (1997). Better Teaching More Learning. New York: Orxy Press.
Hadfield, J. (1998). A Collection of Vocabulary Games and Activities for Elementary Students of English. New York : Longman.
Hornby, A. S. (1995). Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press.
Jerolimeck, J. et. al. (2001). Teaching and Learning in the Elementary School. New York : Prentice Hall.
Kweldju, S. (2004). Invest Your Time in Learning English Today For Building Better Indonesia. University of Malang
Scott, A. W & Lisbeth, H. Y. (1990). Teaching English to Children. New York: Longman.
Sinclair, J. (2001). English Dictionary for Advanced Learner. United Kingdom. Harper Collins Publishers.
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commit to user 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 report. The conclusions are as follows
1. Using Games in Teachig English Vocabulary to the 4th Grade
Students of SD Negeri Gawanan 01 Colomadu.
English language in SD N Gawanan I Colomadu was taught from the 1st grade to the 6th grade. English language lesson in 4th grade is given once a week in Monday, 70 minutes per meeting. The English class began at 07.25 a.m. until 08.35 a.m.. The use of games in teaching English vocabulary consists of six steps. They are:
a. Greeting b. Warming up c. Explanation d. Production e. Assessment f. Closing the lesson
(2)
The games was put in the Exercise step. There are some games which is used by the writers. They are Matching Games, Word Puzzle and Crossword Puzzle.
2. The Effectiveness of Using Games in Teaching English Vocabulary to
the 4th Grade Students of SD Negeri Gawanan 01 Colomadu
Studying English language is a hard task which can be frustrating or
boring. Children were very active; they can’t just always sit and listen to
the material given by the teacher. They can easily be bored when listening to the teacher. In this case, the writer used games as a way to attract the students for studying the material. From the training activity, the writer found that games is very effective in teaching English vocabulary. The effectiveness of games are:
a) Games could help the students to memorize and understand the material or new vocabulary easily.
b) Games could make the class more productive. c) Games could be used to assess the students’ ability.
d) Games gave the students an opportunity to take part in teaching process.
(3)
3. 1. The Problems Teaching English Vocabulary Using Games to the 4th Grade Students of SD Negeri Gawanan 01 Colomadu
During the job training activity, the writer found some problems in teaching the fourth grade. The problems are:
a. Linguistic problems
1. The problem in writing the English vocabulary
The students get a mistake to write some letters of the vocabulary.
2. The problem in pronouncing the English vocabulary The students pronounce the vocabulary incorectly. b. Non-linguistic problems
1. The students’ equipment.
The students often forgot their textbook or didn’t bring their dictionary when learning English.
2. The lack motivation of the students in doing homework. Some students didn’t fully do their homework.
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The students from other class often disturb the fourth class when these students finished the class first.The students’ equipment.
3. 2. The Solutions of the Problems
A. Linguistic problem
1. The problem in writing the English vocabulary
The writer asked the students to write the vocabulary on their textbook and pointed some students to write simple sentence on the whiteboard based on the vocabulary.
2. The problem in pronouncing the English vocabulary.
The writer pronounced the correct vocabulary pronunciation first. Then, pronounced with the students several times to make them accostumed to the pronunciation.
B. Non-linguistic problem 1. The students’ equipment.
To solve the problem of students’ equipment, The writer advised the students to complete their equipment to support their studying activity and gives a punishment to the students. 2. The lack motivation of the students in doing homework
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To solve the problem, the writer avoided giving a lot of homework to the students.
3. The outside factor
To solve this problem, The writer closed the classroom door and motivated the student in the class to focus on the teaching process.
B. Suggestion
Based on the conclusions which has been drawn before, the writer wants to give some suggestions as follows.
1. SD N Gawanan I Colomadu
SD N Gawanan I Colomadu should hold some improvements in teaching activities. It would be better if the school supply the materials and
facilities to support the teaching activity. For example: Dictionary, games tool such as vocabulary card, puzzle, etc
2. The English teacher in SD N Gawanan I Colomadu
The teacher should be more creative in attracting the students to enjoy the material. The teacher could applies some fun activities like games
3. The students of English Diploma Program
Before doing job training, it is necessary to make a preparation for the activity when doing the job training. It is better if they find as much as
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Allen, V. F. (1983). Techniques in Teaching Vocabulary. New York : Oxford University Press.
Brown, H. D. (2001). Principles of Language Learning and Teaching. New York: Longman.
Brumfit, C J Moon & Tongue, R. (1995). Teaching English to Children. New
York: Longman Group Ltd.
Brumfit, C. (1995). Teaching English to Children from Practice to Principle.
Harlow: Longman Press.
Bullon, Stephen. (2003). Longman Dictionary of Contemporary English New Edition. Harlow: Pearson Education.
Coady, J & Huckin, T. (1997). Second Language Vocabulary Acquisition: A
Rationale for Pedagogy. Melbourne. Cambridge University Press. Davis, R J. (1997). Better Teaching More Learning. New York: Orxy Press.
Hadfield, J. (1998). A Collection of Vocabulary Games and Activities for
Elementary Students of English. New York : Longman.
Hornby, A. S. (1995). Oxford Advanced Learner’s Dictionary. Oxford: Oxford
University Press.
Jerolimeck, J. et. al. (2001). Teaching and Learning in the Elementary School.
New York : Prentice Hall.
Kweldju, S. (2004). Invest Your Time in Learning English Today For Building
Better Indonesia. University of Malang
Scott, A. W & Lisbeth, H. Y. (1990). Teaching English to Children. New York: Longman.
Sinclair, J. (2001). English Dictionary for Advanced Learner. United Kingdom.