JESSIKA MAYANG SARI C9308038
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TEACHING DESCRIPTIVE TEXT TO THE 7
thGRADE
STUDENT OF SMPN 2 JATEN KARANGANYAR
FINAL PROJECT REPORT
Submitted as a partial requirement in Obtaining Degree in the English Diploma Program. Faculty of Letters and Fine Arts, Sebelas Maret University
JESSIKA MAYANG SARI
C9308038
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
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Mottoes
Failed is not the end of life
Sesungguhnya kesulitan itu ada kemudahan maka apabila kamu telah selesai waktu urusan maka katakanlah dengan sungguh-sungguh urusan yang lain dan hanya kepada Allah hendaknya kamu berharap.
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Dedication
I dedication this final project:
Allah SWT
I believe that Allah always give a power for me to start for writing my final project report
My Family
Thank to always support me because without you i’m nothing and this report is dedicated for you to make you proud of me
All of my friend
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First of all, the writer thanks to Allah SWT for blessing and the guidance during finishing the study in English Diploma Program, Faculty of Letters and Fine Arts of Sebelas Maret University Surakarta. Due to her merey and aid, the writer has been able to finish writing the final project report entitle “Teaching Descriptive Text to 7th grade of SMP Negeri 2 Jaten Karanganyar”.
After the writer finished the job training activities in SMP Negeri 2 Jaten Karanganyar, the writer had to write a final project as the requirement in obtaining the degree in English Diploma Program. This final project is discussed the process of teaching descriptive text and the method of teaching descriptive text.
The writer would also like to express a great expression of thanks to everyone who gives their support and motivation during the process accomplishing this report. A great thanks is expressed Mr. Yusuf Kurniawan, SS, MA as the final project consultant. Thanks for the guidance and help in writing this final project.
The writer realized that there are still a lot of mistakes and flaws in this final report. Therefore, suggestions and criticism are needed as an evaluation in the future. I hope this final report will give benefit for everyone.
Surakarta, July 13, 2011
JESSIKA MAYANG SARI
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I would like to express my highest gratitude to Allah SWT, the lord of the universe, who gives me so much blessing and gifts in my life. Finally, I have finished this final project report. However, I realized that this report would not be done without the assistance and the encouragement from some individuals and the institution. I would like to express my deepest gratitude and appreciation to:
1. Drs. Riyadi Santoso, M.Ed, Dean of Facultyof Letters and Fines arts, for approving the report.
2. Yusuf Kurniawan,SS, MA, the Head of English Diploma Program and as my supervisor, for the time, valuable guidance, advice and patience during the writing process of the final project report.
3. Dra. Nani Sukarni, MS, for guidance and help during my study in English Diploma Program.
4. Hardiyanto, S.Pd, M.Pd, MM, the Headmaster of SMP Negeri 2 Jaten for giving me a chance to teach and his believable.
5. Ani Widowati and all of teacher in SMP Negeri 2 Jaten for helping me in finishing my final project report.
6. My beloved Parent and brother, thanks for always gives me spirit and always make me strong and never give up.
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7. All of my Friend English Diploma Program ’08 especially in Class A, thanks for always motivates me in finishing my final project report.
8. My Best Friend, I will never forget you’re kindness because you are always support me and help me in finishing my final project report.
9. Person who gives me spirit.
10.Thanks for all that I can’t mention it one by one for helping me in finishing my final project report.
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JESSIKA MAYANG SARI, TEACHING DESCRIPTIVE TEXT TO THE 7th GRADE STUDENT OF SMPN 2 JATEN KARANGANYAR. English Diploma Program, Faculty of Letters and fines arts, Sebelas Maret University.
This final project was written based on the job training, which had been done by the writer on February, 7th 2011 in SMP Negeri 2 Jaten. The purpose of the final project are to describe the process of teaching descriptive text to the 7th grade students of SMPN 2 Jaten and to describe the methods used in teaching descriptive text to 7th the grade students of SMPN 2 Jaten.
By observing the class and directly teaching to the student of Junior High School in SMP Negeri 2 Jaten to the seven grade class, the writer could be write the final project report completely. The process of teaching descriptive text consists of some activity. They are opening (greeting), BKOF, modeling, practice and test, and closing the lesson. The media used by SMPN 2 Jaten were hand-book and student worksheet. In SMPN 2 Jaten, the students and teacher used English on Sky as the hand book and LKS Bahasa Inggris SMP kelas VII as the students’ worksheet. During the teaching learning process there were some difficulties. They are less self confidence and Limited Vocabulary. In this process the writer make methods for making the student easy to study. They are direct method and Grammar-translation method.
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TITTLE ……….i
APPROVAL OF CONSULTANT ………ii
APPROVAL OF THE BOARD EXAMINER ……….iii
MOTTO ………...iv
DEDICATION ………...v
PREFACE ………..vi
ACKNOWLEDGE ……….vii
ABSTRACT ………ix
TABLE OF CONTENT ………...x
CHAPTER I: INTRODUCTION A. Background ………..1
B. Objectives ……….2
C. Benefit ………...3
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A. Teaching ………...4
B. Learning ………...4
C. Reading ……….6
D. Method of Reading ………...7
E. Descriptive text ………10
CHAPTER III: DISCUSSION A. SMP Negeri 2 Jaten 1. Description of SMPN 2 Jaten ………..11
2. The Establishment of SMPN 2 Jaten ………...12
3. The Organization Structure of SMPN 2 Jaten ……..13
B. The Preparation for the English Teaching Class 1. Class Observation ……….14
2. The Media ……….15
3. The Lesson Plan ………16
C. The Problem in Teaching Descriptive Text to the seven grade of SMPN 2 Jaten ………16
D. The Process of teaching and learning to seven grade in SMPN 2 Jaten ………..18
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1. The Class Observation ……….18
2. The Method of teaching descriptive text ………..23
CHAPTER IV: CONCLUSION AND SUGGESTION
A. Conclusion ………..24
B. Suggestion ………...25
BIBLIOGRAPHY
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CHAPTER I
INTRODUCTION
A. Background
Language is a tool between two persons or more. It is usually used by people in their daily activities. Language is important to us because without language we will not get knowledge and even we will not know about new things in our life. Language also used when we want to say with a native speaker. In this case, people need to say something because language determines how much the education they have.
In the globalization era, we know that English is very important to all of people. English has been an international language, so many people around the world already speak English. In fact, English is needed because wherever and whenever we are, we nearly always use English.
In Indonesia, all level of schools has used English in their studying process. It can see that English use by kindergarten until university. For example, Most of the Elementary school and Junior High school is used an International basic. English is used in the school because the student wants to improve their English quality. On the other hand, they will master English very well.
As we know, we will not find the short way to master English quickly. Because of that problem, we have to master all of skill that English have. There are four skills that use in English. There are reading, speaking, listening, and
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writing. The students have to master each skill because it is used to improve their skill and to support their fluently in modern era.
From the teaching and learning process, actually we learn all of skill there especially reading. Reading is a process that makes student fun, enjoy, get much education and also get experience. One of the genre are in the reading is descriptive text. It is used to tell the story in a detail of characteristic.
One of junior high school that includes English in its lesson is SMP Negeri 2 Jaten. The writer had chosen SMP Negeri 2 Jaten in doing the job training for the final project report as requirement for graduated from English diploma program. In this department, the writer did job training as an English teacher and focused in reading especially in descriptive text. Based on the experience, the writer present report entitled “Teaching Descriptive text for the 7th
grade student of SMPN 2 Jaten Karanganyar.
B. Objective
The objectives of his report are:
1. To describe the process of teaching descriptive text to the 7th grade students of SMPN 2 Jaten
2. To describe the methods used in teaching descriptive text to the grade students of SMPN 2 Jaten
C. Benefit
The writer hopes that the final report can be useful for: 1. The English Teacher of SMPN 2 Jaten
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This final project report can be used for the orientation and reference in mking descriptive text.
2. The Students of English Diploma Program
This report can be used to add the information to the students who wants to take the same heme in making final project 3. The readers
It is also can give some additional information of teaching descriptive text for the readers.
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CHAPTER II LITERATURE REVIEW
In chapter II we present literature review related to the topic of discussion in this report. There are five main topics, they are the definition of teaching, learning, reading and descriptive text.
A. Teaching
According to Brown teaching means showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 1990:7). “Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning” (Brown, 1990:7).
According to Oxford Advanced learner’s dictionary teaching is to give somebody information about a particular subject, to help somebody learn something (Hornby, 1995: 1225).
From the definition of teaching above, we can conclude that teaching is giving information or knowledge to someone before people knows about material until people knows and understand.
B. Learning
According to Hamilton and Gathala (1994:9) learning and instruction learning is relatively permanent change in an individual’s knowledge or behavior that result from previous experience.
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A more specialized definition by Kimble and Garmezy learning is a relatively permanent change in a behavioral tendency and is the result of
reinforced practice (Kimble and Garmezy, 1963:133). Brown stated “Learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction”.(Brown,1990:7)
It means that learning is a chance in knowledge or behavior. This part of the definition reflects the fact that theorist differ in their view of what is learned from previous experience. Behavioral theorist focus on changes in knowledge. It means that learning is process to get information or knowledge resulting someone know or understand something and make a permanent change in behavior.
According to brown, it is the component of the definition of learning: 1. Learning is acquisition or “getting”.
2. Learning is retention of informal or skill.
3. Learning implies storage system, memory, cognitive organization. 4. Learning involves active, conscious focus on and acting upon events
outside or inside the organism.
5. Learning is relatively permanent but subject to forgetting.
6. Learning involves some from of practice, perhaps reinforced practice. 7. Learning is a change in behavior.
(Brown, 1990:7)
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In order for teacher to give meaningful attention to the personal made of students, as discussed in the preceding pages, they must understand clearly their own positions regarding reading. In any case, the following is one approach to clarify and develop your views in reading. The effort will be, and, it turn, set the stage for selecting broad goals for specifics learners. Reading is a complex activity that involves both perception and thought. It consists of two related processes: word recognition and comprehension. Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information (Anderson et al., 1985:117).
Reading is the process of constructing meaning through the dynamic interaction among: the reader’s existing knowledge, the information suggested by the text being read, and the context of the reading situation.(http:/blog.beswandjarum.com/zulkifliarsyad/2009/10/24/definition-of-reading/)
From the definition above, it can be defined that reading is process giving information, knowledge to the readers by constructing meaning and the many vocabularies there. We also use high concentration for reading to get a meaning of a story.
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Scanning
Scanning means to read very quickly and look for just the information does you need. For example, scanning a telephone directoy:
You are looking for it quickly.
You know what you are searching for (key words and names).
You „see’ every item on the page, but you don’t necessarily read the pages – you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page.
(Butler, 2003:7). Skimming
When you read quickly to gain a general impression as to whether the text is of use to you. You are not necessarily searching for a specific item and key words. Skimming provides an „overview’ of he text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs. It is used to quickly identify the main ideas of a text. The purpose of skimming.
To check relevance of text.
Sets the scene for the more concentrated effort that is follow, if the text is useful.
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Light
Reading for leisure tends to be 'light':
Read at a pace which feels comfortable. Read with understand.
Skim the boring, irrelevant passages.
An average light reading speed is 100-200 words per minute. This form of reading does not generally require detailed concentration.(http://ababasoft.com/speedreading/five_types_of_reading.ht m)
Word by word
el of concentration. Some material is not readily understood and so requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an
hour just to read a few lines of
text.(http://wik.ed.uiuc.edu/index.php/Whole_word_approach)
Reading to study
A method of reading for study is called SQ3R2, (SQ3R, SQ4R, PSQ5R) the aim is to understand the material in some depth. The method involves five simple steps; Survey, Question, Read, Recall and Review.
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Survey: skim through to gain an overview and not key points.
Question: devise questions you hope the text will answer.
Read: slowly and carefully.
Recall: from memory, write down the main points made by the chapter.
Review: revisit your questions - compare these to your recall and establish how well the text has answered them; fill in any gaps by further
reading and note
-taking.(http://abasoft.com/speedreading/five_tye s_of_reading.htm)
Speed reading
Speed reading is a skill that is acquired after much reading. I started heavily reading at the age of 10 and by the time I was 12-13 I could speed read flawlessly. That skill has not degraded at all over the years. I think the more you read the more your mind adapts to it, to were eventually it will pick out the most important words, naturally to were with less words you understand it as well as if you read every word or the whole
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E. Descriptive text
According to Pardiyono descriptive text is a text is a text is which describes a particular person, place, or thing. In a descriptive text, the writer usually uses the simple present tense. In each genre, the teacher has to understanding about communicative purpose, rhetorical structure, and grammatical pattern or linquistic items.
Here is the structure of a descriptive text:
1. Identification : Identifies phenomenon to be described
2. Description : Describes parts, qualities, characteristics of the person or something that described.
(Pardiyono,M.Pd,2007:1).
According to the explanation above descriptive text is a process that use in reading skill. It is a kind of genre there and it is used for detail characteristic.
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CHAPTER III DISCUSSION
A. The Brief History of SMPN 2 Jaten A.1. Description of SMPN 2 Jaten
SMP Negeri 2 Jaten is located at Jl. Solo-Sragen Km.9 Karanganyar. SMP Negeri 2 Jaten was established in 1985 by Drs. Suyono. In the teaching and learning process, SMPN 2 Jaten had not building itself. In teaching and learning process, SMPN 2 Jaten still made the other building especially on SD Jetis I which has three classrooms. It consists of IA, IB, and IC. There are some good teachers who teach in SMP Negeri 2 Jaten. Totally there are 23 teachers that consist of PNS and Temporary.
Teaching and Learning process of SMPN 2 Jaten was held in SD Jetis I just run about eight months while waiting for the new building of SMP Negeri 2 Jaten that is located in Grumbul Sawit, Jaten, Karanganyar. On February 26, 1868, SMP Negeri 2 Jaten was officialy occupied. The building looked glorious and strong. The classroom is already enough. The facility and the library were allow the modern era that wide and comfortable situation.
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A.2. The Establishment of SMP Negeri 2 Jaten are:
1. Memorandum of Education and Culture Department office Central Java province on May 23, 1985 Number 958/ 103 / C 1985 about a headmaster AGB SMP/SMA 1985-1986.
2. Work program of a headmaster SMP Negeri 2 Jaten
3. Limited meeting between BP3 and almost of the school elements on January 31, 1986
4. The meeting that was attended by entire parents of the students SMP Negeri 2 Jaten, on February 8, 1986.
5. The meeting of all teachers SMP Negeri 2 Jaten
6. The meeting and checking BP3 with the element of school on February 20, 1986
The visions of SMP Negeri 2 Jaten are “excellent in achievement and independent in globalization era”. While the missions are:
1. Increasing the quality of academic 2. Increasing disciplinary
3. Increasing the talent and interest 4. Increasing manners
5. Increasing 8k (safety, hygiene, orderliness, magnificence, kinship, shade, health, openness)
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A. The Preparation For English Teaching Class 1. Class Observation
B. The Preparation for the English Teaching Class
B.1. Class Observation
KETUA KOMITE KEPALA SEKOLAH
WAKIL KEPALA SEKOLAH
Ur. Kurikulum
Ur. Tata Usaha
1. Rusmini, S.pd 6. Pareng 2. Wiryatmi 7. Wahyu Budi 3. Tri Wahyuningsih 8. Risa puspita Sari 4. Wakinem 9. Eguard H S.sos 5. Karno 10. Widayat
Ur. Humas Ur. Sarana
PUSTAKAWAN
Ndari Rahayu, S.pd
Wakinem
Eguars Hendrawan S.sos WALI KELAS
LABORATORIUM
GURU AGAMA GURU PKN GURU B. IND GURU MAT GURU IPA GURU IPS GURU KESENIAN
Umi R, S.ag Drs. Setiyono Hardiyanto, S.pd MM Drs. Iwan Poerwadi, MM Juwadi S.Pd Kartini Susianingsih, S.Pd Drs. Supardi Tunjiah Dra. Umi Hastuti Sri Tugini Siti N, S.Pd Suroto, S.Pd Muh Azhari Ndari R, S.pd Endah Sri Dra. Erlina WP Endarmini Tri H, S.Pd, MM
Sukarno HA,S.pd Saptowati, S.Pd Sriyono H S.Pd Ngatminah Endang S, S.Pd Indiyati D.P S.Pd Prima W S,Pd
GURU B.Ind Olahraga Mulok
Widanarti, S.Pd Dra. Dwi N Widiyatmi, S.Pd
Any W, S.Pd Drs. Heriyono Titik K, S.Pd
Etu M, S.Pd Sudarmanto
Ririn S,S.Pd
Drs. Wahono MM Hardiyanto, S.Pd, M,P.d MM
GURU PEMBIMBING
Any Kusdayanti S,Psi
Sri Hartini, S.Pd
Diana Purnawati S.Pd
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The writer did job training for one a half months, January 24 to March 26, 2011. The first activity done by the writer before doing the teaching and learning process was the class observation. The writer did the class observation on January 22, 2011. According to the agreement between the writer and the English teacher, the writer accepted the responsibility of Teaching English to two of six first grade classes. The writer replaced Mrs. Ani Widowati in teaching English in class VIIA and VIIC. Each class of first grade classes consists of about 42 students. The English lesson was conducted three times a week to each class. It took about 80minutes per meeting.
The classrooms in SMP Negeri 2 Jaten were comfortable. The classrooms have standard facilities, such as chairs, desks, whiteboards, brooms, mirrors, etc. There are also many pictures made by the students on the wall, and class data.
During the job training, the writer had a responsibility to teach English to two classes, they were VIIA and VIIC. Each class consisted of 42 students, 18 of them were female and 24 others were male. The class VIIA had the English class on Monday in the fifth and sixth sessions, from 10.15 a.m until 11.35 a.m and on Saturday in the third sessions, from 08.40 a.m until 09.20. The class VIIC had English class on Wednesday in the fifth and sixth sessions from 10.15 a.m until 11.35 a.m and Saturday in the fifth and sixth sessions, from 10.15 a.m until 11.35 a.m. The students were friendly and most of them had their interest in English. They did all of the tasks and the homework given.
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Media is one thing that is very important in teaching and learning process. The media used by SMPN 2 Jaten were hand-book and student worksheet. In SMPN 2 Jaten, the students and teacher used English on Sky as the hand book and LKS Bahasa Inggris SMP kelas VII as the students’ worksheet. The book itself is a handbook intended for junior high school.
The Writer did the teaching and learning process based on those source books. However, the writer are also allowed to add several materials to the curriculum and beneficial for teaching and learning process.
B.3. The Method
Method was an important factor for the teaching and learning process. A method played a role as a guidance to help the teacher in teaching. It was the planning of the teacher when the teacher will teach in teaching and learning process.
In SMPN 2 Jaten, English teacher teacher generally used the grammar-translation method. It was used because almost all of the students did not understand and were not usual with English. However, it has also some weakness and learning process effectively. On the other hand, students also tried to use English in class for communicating with the teacher. One of types of technique used in study class was reading. The writer gave example by reading in front of the class and the students followed to read it. The teacher also explained the meaning of the text and tried to give examples by spell the word. On the other hand, the writer also explained what the genre was there.
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B.4. The lesson plan
A lesson plan was so important in teaching. By using the lesson plan, the writer could manage the time of teaching. The lesson plan also gave several advantages to the writer. Before teaching, the writer always made the lesson plan to help in explaining the material. This was an important point to a teacher if we want to be successful in teaching activities. Lesson plan was used as a teacher guidance and it is arranged in order to make the delivery process of the material can be easily accepted by the students. Besides, the allocation of time can bee arranged according to the schedule that has been deermined.
C. The Problems in teaching Descriptive text to the seven Grade of SMP Negeri 2 Jaten
In teaching and learning process, there were some problems that the writer met and the writer had to solve these problems.
1. Less self confidence
It was a problem of almost all the students. The student who has less self confidence will be an inactive student. In this case, the students should try to improve their ability and make their self confidence bigger than before.
In both of the classes, there were several students that have less self confidence. They were just silent and do not active in the class. When the writer
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asked them, they just said that they did not know the answer. On the other cases, they were shy when stand up in front of the class.
2. Limited Vocabulary
The other problem was limited vocabulary. When the writer asked them about the meaning of some words, they just silent and said that they did not know the meaning. In this case, the writer had to explain the meaning and how to pronounce it. Before that, the writer also asked them to open their dictionary. It is used to help them in knowing the meaning of a word. In other ways, the writer also gave many assessments in reading. It was done for adding their vocabulary.
A. Discussion
English lesson is a compulsory subject given at all junior high schools in Indonesia. Moreover, English is one of the subjects to be tested in the final exam. It means that it is one factor that influences whether a student can graduate or not. In SMP Negeri 2 Jaten, English lesson was taught by four teachers. One of them is Mrs. Ani Widowati. She was the writer’s consultant during the job training.
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1.1 The class Observation
The first time that the writer did was observing how the English teacher taught the students in class VIIA. This observation was done on January 22, 2011. The writer saw the teacher manage the class very well. The English teacher covers the whole 42 students in that class. She could persuade the students to keep silent and pay attention to the lesson. The students seemed very interested to the lesson carried out by Mrs. Ani.
The method used by Mrs. Ani was indeed the direct method. Mrs. Ani used her English language, but almost all of the students did not understand and respond to what Mrs. Ani said. Mrs. Ani used mother tongue to help her in explaining the material.
1.2 The teaching practice
After doing class observation the writer conducted her own teaching in class VIIA and VIIC. Firstly, the writer was introduced to all students of class VIIA by Mrs. Ani. During the introduction, the students were quite interested. They were silent during the introduction, but when Mrs. Ani gone out of the class, the students became so noisy. Almost all of them were talking to their friends without paying attention to the writer, and many students were walking and running in the class. It made the writer difficult to teach. The writer needed to spend much time to overcome the situation. The writer remembered what Mrs. Ani said before about how difficult to handle the class. The writer talked more
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loudly and knocked at the table when the student made noise. It happened in most of the meetings. In the third and next meeting most of the students were willing to respect the writer and pay attention to the lesson. The writer realized that teaching was not as easy as the writer had thought before.
In the first meeting, the condition in class VIIA was very noisy. Many students did not pay attention to the material that the writer was giving, so they did not understand when the writer asked them. The situation could be controlled by the writer. When the writer asked the students to do the task in front of the class, almost all of the male student was willing to go to the front but no one of the female was not. The other problem of the students was they were ashamed to make questions.
In the next meeting, the writer taught about reading skill. The writer asked the students to open their books and the writer gave examples how to read with correct pronunciation, and then the students followed. The big problem was that they were not familiar with the words in the text, so most of them pronounced then incorrectly. They did not master the vocabulary so when the writer asked them they did not know, but they were willing to ask questions to the writer.
In the third meeting, the writer decided to teach descriptive text. The types of teaching descriptive text consist of several processes, they are opening (greeting), BKOF, modeling, practice and test, and closing the lesson. In teaching the descriptive text, the writer used the lesson plan that the writer had already made before.
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The first step of the teaching process is opening. The writer firstly greeted the students. In the beginning of the class, the writer always greets the student. It is always doing by the writer in order to make the student apply their English ability such as greeting their daily activities when they met someone. This greeting was done by teacher and the student:
The teacher: “Good morning, student” The students: “Good morning, miss” The teacher: “How are you?”
The students: “I am fine, thank you. And you?” The teacher: “I am fine”
After the writer greet student, the writer check the attendance by call their name one by one. It is to know the student readiness and the condition of class.
After that, the writer started to give the lesson by giving warming up first by asking some question in English related to the topic which would discussed. When the students could not catch the meaning yet, the writer help the student repeating the question in Indonesia. The writer always try to make the students easy to understand the lesson, therefore he would not give any difficulties in order to reach the expected goal that is basic reading English. In this case, we focus on reading mastering especially on descriptive genre because it is the most important part in learning English.
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The next step was Building Knowledge of the field (BKOF). In this step, the writer asks some question related to the topic I order to deliver them to the topic that will be discussed. The writer also gives a short explanation about the topic.
1. Have you ever look at your classroom thoroughly?
2. Can you describe your classroom?
3. How is it?
The next step was modeling. In this step, the writer gave explanation about the material clearly. In explaining the material, the writer show picture, example, text, etc in order to make the student easier to catch the explanation given by the writer. The writer just made the example how to read the text truly. Then, the student tries to understand and pay attention to each sentence or word by word that the writer gave.
The fourth step was practice and test of the text. The step was where the student did some experience to apply what has been explained by the writer previously. In this step, the students did exercises in group or a pairs of student while in individual construction. They have to do the exercise individually. The writer asked the student to think what things that is in the classroom. Then, the student ability and understanding in the material or not.
The end step was closing. Before closing the lesson, the writer did some activities, they were:
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i. Reviewing all material generally
ii. Giving a homework
iii. Saying thank you and good bye
On the other hand, the student had books such as English worksheet (LKS) and additional book, but the writer also had to make other exercise as many as possible by our self. Basically, the writer had an objective that is making the material easily by followed by student.
2. Methods of teaching descriptive text
a. The Direct Method
The writer did the job training by applying some methods. Firstly, the writer used the direct method in teaching and learning process. In this method, the writer use English orally to give question for the student. For example the writer gave the picture then the student should describe and answer the question using the English language. It was done because by using that method the teacher could know how the students understood the material given by the writer.
b. Grammar-Translation Method
The next step, the writer used Grammar-Translation method. In this method, the writer used it in understanding the text. The writer asked the student to read and understood each word. The writer asked the student to open the book and read the text. On the other hand, the writer gave question related to the text
(35)
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and asked the student to answer the question. When the student did not know the meaning, the writer helped them by giving the meaning in Indonesian.
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
When the writer made a report, the writer found two aspects for making conclusion, they are:
1. In the process of teaching descriptive text, there are two components consist of teaching observation and teaching practice. In this case, the writer also used the lesson plan that the writer had already made before. Teaching process consist of opening (greeting), BKOF, modeling, practice and test, and closing the lesson.
2. In this report, there are two methods that used in teaching and learning. There are direct method and grammar-translation method. In direct method, the writer used English orally to give question for the student. For example the writer gave the picture then the student should describe and answer the question using the English language. Grammar-translation method the writer uses it in understanding the text. The writer gave question related to the text and asked the student to answer the question. When the student did not know the meaning, the writer helps them to give the explanation by Indonesian.
(37)
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B. Suggestion
At the end of this report, the writer has suggestion to:
1. The English teacher in SMP Negeri 2 Jaten
The teacher in SMP Negeri 2 Jaten should give more motivation and attention to the students in English teaching learning process.
2. English Diploma Program
English Diploma Program should provide some facilities such as references books.
(1)
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The first step of the teaching process is opening. The writer firstly greeted the students. In the beginning of the class, the writer always greets the student. It is always doing by the writer in order to make the student apply their English ability such as greeting their daily activities when they met someone. This greeting was done by teacher and the student:
The teacher: “Good morning, student” The students: “Good morning, miss” The teacher: “How are you?”
The students: “I am fine, thank you. And you?” The teacher: “I am fine”
After the writer greet student, the writer check the attendance by call their name one by one. It is to know the student readiness and the condition of class.
After that, the writer started to give the lesson by giving warming up first by asking some question in English related to the topic which would discussed. When the students could not catch the meaning yet, the writer help the student repeating the question in Indonesia. The writer always try to make the students easy to understand the lesson, therefore he would not give any difficulties in order to reach the expected goal that is basic reading English. In this case, we focus on reading mastering especially on descriptive genre because it is the most important part in learning English.
(2)
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The next step was Building Knowledge of the field (BKOF). In this step, the writer asks some question related to the topic I order to deliver them to the topic that will be discussed. The writer also gives a short explanation about the topic.
1. Have you ever look at your classroom thoroughly?
2. Can you describe your classroom?
3. How is it?
The next step was modeling. In this step, the writer gave explanation about the material clearly. In explaining the material, the writer show picture, example, text, etc in order to make the student easier to catch the explanation given by the writer. The writer just made the example how to read the text truly. Then, the student tries to understand and pay attention to each sentence or word by word that the writer gave.
The fourth step was practice and test of the text. The step was where the student did some experience to apply what has been explained by the writer previously. In this step, the students did exercises in group or a pairs of student while in individual construction. They have to do the exercise individually. The writer asked the student to think what things that is in the classroom. Then, the student ability and understanding in the material or not.
The end step was closing. Before closing the lesson, the writer did some activities, they were:
(3)
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i. Reviewing all material generally
ii. Giving a homework
iii. Saying thank you and good bye
On the other hand, the student had books such as English worksheet (LKS) and additional book, but the writer also had to make other exercise as many as possible by our self. Basically, the writer had an objective that is making the material easily by followed by student.
2. Methods of teaching descriptive text
a. The Direct Method
The writer did the job training by applying some methods. Firstly, the writer used the direct method in teaching and learning process. In this method, the writer use English orally to give question for the student. For example the writer gave the picture then the student should describe and answer the question using the English language. It was done because by using that method the teacher could know how the students understood the material given by the writer.
b. Grammar-Translation Method
The next step, the writer used Grammar-Translation method. In this method, the writer used it in understanding the text. The writer asked the student to read and understood each word. The writer asked the student to open the book and read the text. On the other hand, the writer gave question related to the text
(4)
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and asked the student to answer the question. When the student did not know the meaning, the writer helped them by giving the meaning in Indonesian.
(5)
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
When the writer made a report, the writer found two aspects for making conclusion, they are:
1. In the process of teaching descriptive text, there are two components consist of teaching observation and teaching practice. In this case, the writer also used the lesson plan that the writer had already made before. Teaching process consist of opening (greeting), BKOF, modeling, practice and test, and closing the lesson.
2. In this report, there are two methods that used in teaching and learning. There are direct method and grammar-translation method. In direct method, the writer used English orally to give question for the student. For example the writer gave the picture then the student should describe and answer the question using the English language. Grammar-translation method the writer uses it in understanding the text. The writer gave question related to the text and asked the student to answer the question. When the student did not know the meaning, the writer helps them to give the explanation by Indonesian.
(6)
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B. Suggestion
At the end of this report, the writer has suggestion to:
1. The English teacher in SMP Negeri 2 Jaten
The teacher in SMP Negeri 2 Jaten should give more motivation and attention to the students in English teaching learning process.
2. English Diploma Program
English Diploma Program should provide some facilities such as references books.