Farida Intan Hastuti C9308098
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
TEACHING ENGLISH VOCABULARY TO THE 3
rdGRADERS OF SD NEGERI GAWANAN 01
COLOMADU, 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
By:
Farida Intan Hastuti C9308098
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
(2)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
(3)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
(4)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
iv
MOTTO
Success is not determined by the size of a person's
brain, but it is determined by the way how a
person thinks
(5)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
v
DEDICATION
I dedicate this final project report to:
o My Beloved Parents o My Beloved Brothers o My Beloved Friends
(6)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
vi
PREFACE
A lot of praise for Allah SWT, only because of Allah SWT finally the writer was capable of finishing this final project report which is entitled Teaching
English Vocabulary to the 3rd Graders of SD Negeri Gawanan 01 Colomadu,
Karanganyar. This final project is submitted as a partial requirement in obtaining
degree in the English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University. This final project discusses about the problems that were found in the process of teaching English in SD Negeri Gawanan 01 Colomadu and the way how to solve the problems.
The writer would like to express her great gratitude to everyone who has given motivation, support and help during the process of writing this final project report. The writer realized that this final project is far from being perfect. Therefore, all constructive criticisms and suggestions are welcomed.
Surakarta, July 2011
The writer
(7)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
vii
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin, All praise is to “ALLAH SWT” for the
wonderful blessing that I got. On this occasion, 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 and my supervisor as well, thank you very much for your endless guidance, help, advice, motivation and comfort from the very beginning until the end of my final project writing. Without you, my final project report would have never finished so well.
3. Dra. Endang SA, M.S. my Academic Supervisor, thank you for your guidance.
4. All of the Lecturers of English Diploma Program, thank you for your valuable knowledge and skill.
5. 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.
6. Miss. Freti Hanna, the English teacher of SD Negeri Gawanan 01 Colomadu, for her guidance and help during the job training.
7. All of the teachers, staff, and students of SD Negeri Gawanan 01 Colomadu, thank you for your kindness and help.
(8)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
viii
8. My beloved parents: Papah and Mamah. Thank you for everything you have given to me.
9. My beloved brothers: Bima and Rama. Thanks for messing my days. 10.My beloved friends: Boma, Ellen and Happy. Thanks for the things we
have done, for the unforgettable moments, and for accompanying me in sadness and happiness.
11.Everyone who has provided me with help and support whom I cannot mention them all here.
Surakarta, July 2011
(9)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
ix
ABSTRACT
FARIDA INTAN HASTUTI. 2011. TEACHING ENGLISH VOCABULARY
TO THE 3rd GRADERS OF SD NEGERI GAWANAN 01 COLOMADU,
KARANGANYAR. English Diploma Program, Faculty of Letters and Arts, Sebelas Maret University.
This final project report was written based on the job training in SD Negeri Gawanan 01 Colomadu. The objectives were to describe the process of teaching English vocabulary, to investigate the problems, and to find the solutions to the problems.
During the job training, the writer applied some procedures in order to make the teaching of English vocabulary more effective and meaningful. The procedures of teaching English vocabulary to the 3rd grade students of SD Negeri GAWANAN 01 Colomadu consist of some steps, they are: greeting, warming up, explanation, exercises, assessment, and ending the lesson.
There were some problems encounterd by the students. The problems of the students were students’ behavior which was noisy, students’ pronunciation, and their low-writing capability. The writer also presented the solutions to solve the problems, i.e. attracting their attention by giving them more exercises and asking them to keep quiet, making them more active by having more exercises on pronunciation with the writer, and making the students be able to write English vocabulary correctly.
(10)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
x
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 ... 1
A. Background ...1
B. Objectives ... 2
C. Benefits ... 3
CHAPTER II: LITERATURE REVIEW ... 4
A. Teaching ... 4
B. Teaching Vocabulary ... 6
C. Young Learners ... 6
D. Teaching Vocabulary to Young Learners ... 8
E. Technique of Teaching Vocabulary ... 9
CHAPTER III: DISCUSSION ...12
A. SD Negeri Gawanan 01 Colomadu ... 12
1. General Description of SD Negeri Gawanan 01 Colomadu ... 12 2. Vision and Mission of SD Negeri Gawanan 01 Colomadu ... 14
B. Job Training Activities ...15
(11)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
xi
2. The Teaching Material ... 16
3. Making Lesson Plan ... 17
C. The Process of Teaching English Vocabulary to The 3rd Grade Students of SD Negeri Gawanan 01 Colomadu ... 19
D. The Problems of Teaching English Vocabulary to The 3rd Grade Students of SD Negeri Gawanan 01 colomadu... 22
E. The Ways in Solving The Problems ... 23
CHAPTER IV: CONCLUSION AND SUGGESTION ... 24
A. Conclusion ... 24
B. Suggestion ... 26
BIBLIOGRAPHY APPENDICES
(12)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
1
CHAPTER I INTRODUCTION
A. Background
English is international language, and therefore it is spoken throughout the world and used in many fields of life such as in politics, economics, social and education. Moreover, based on a statistic, over 80% of information in the world today is abstracted in English language. The reference shows that English language is preferred to other languages. Furthermore, English language is used in verbal communication in nearly all over the world in both formal and informal sectors.
In Indonesia, English, as a foreign language, has become one of the obligatory subjects that must be learnt at schools, from kindergarten to university level. However, generally English is considered a difficult subject for most of the Indonesian students, because maybe English is completely different from Indonesian language in terms of its structure and pronunciation.
English teaching involves four language skills, i.e. Listening, Speaking, Reading and Writing. In teaching and learning a language, there are several aspects that support four language skills above, namely grammar, vocabulary, and pronunciation.
Vocabulary is one of the important factors in all language teaching. It is very important for the first time to learn English and it is the basic matter in teaching and learning. The significance of English vocabulary in English learning is one of
(13)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
2
the reasons why vocabulary should be given as a part of English lesson in primary school. Students must continually learn English words as they learn structure and as they practice sound system. There are many media that can be used to teach vocabulary for elementary school students like using songs, pictures, and games.
Based on the explanation above, the writer was interested to have the job training in SD Negeri Gawanan 01 Colomadu. The writer handled the third grade students, so in this final project the writer presents a report entitled “TEACHING
ENGLISH VOCABULARY TO THE 3rd GRADERS OF SD NEGERI
GAWANAN 01 COLOMADU, KARANGANYAR.”
B. Objectives
1. To describe the process of teaching English vocabulary to the 3rd Grade students of SD Negeri Gawanan 01 Colomadu.
2. To investigate the problems in the process of teaching English vocabulary to the 3rd Grade students of SD Negeri Gawanan 01 Colomadu.
(14)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
3
C. Benefits
This classroom action research is expected to provide benefits to the followings: 1. Writer
It is expected to serve as a means of self-reflection to the writer herself regarding the learning process which had been done and to improve the quality of her teaching skill in the future.
2. The English teacher at SDN Gawanan 01 Colomadu
The job training is expected to make the English teacher at SDN Gawanan 1 Colomadu know the strengths and weaknesses of various teaching methods and then choose the right method in effort to improve and facilitate the teaching materials of English vocabulary.
3. The 3rd Grade Students of SDN Gawanan 01 Colomadu
The result of this job training is expected to give some benefits to the 3rd grade students to overcome their difficulties in improving their English vocabulary.
4. SDN Gawanan 01 Colomadu
The result of this job training is expected to give contribution to the school in order to improve the quality of English teaching and learning at the school.
(15)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
4
CHAPTER II LITERATURE REVIEW
A. Teaching
Teaching is a part of learning process. It involves a teacher and students in giving knowledge and information in teaching process. According to Brown in his book Principles of Language Learning and Teaching is defined as “Guiding and
setting the conditions for learning” (Brown, 2000:7). Meanwhile, Cole and Chan said “Teaching is a complex phenomenon that takes into account a wide range of
personal characteristic, professional skill and specialized based of knowledge”
(Cole and Chan, 1994:2). In addition, “Teaching is essential social activities,
implying role relationship between the teacher and learners, learners and learners” as stated in the Roles of Teacher and Learners (Wright, 1987:10).
This activity is carried out by someone to give knowledge to others. There are some issues that teachers should notice and take care: 1. A teacher should make his/her lesson interesting.
A teacher must be able to make his/her lesson and way of teaching interesting, so the students will be attracted and easy to understand. 2. A teacher must love his/her job.
Teaching young learners requires more attention and devotion of the teacher. Children will love their teacher if the teacher loves them.
(16)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
5
3. A teacher should have his/her own personality.
A teacher must maintain his/her own personality since he/she will
become a model to their students. Therefore, he/she mustn’t imitate other person’s personality.
4. A teacher should have lots of knowledge
A teacher is expected to have broad knowledge, especially English language.
5. A teacher is an entertainer in a positive sense not in negative sense. A teacher is expected to be able to become an entertainer to the students. It is meant that the students will not get bored of the lesson. (Harmer, 1998:1-2)
A teacher should have all the requirements above in order to become a good teacher. They must make the students interested and happy to learn
something. According to Harmer “A good teacher is someone who asks the people
who do not always put their hands up’ and acting upon their hopes and aspirations.” In relation to the quality, there are several indicators of a good teacher:
1. Teacher makes his/her course interesting
A teacher must be able to make students interested in the lessons and happy in the classroom.
2. Teacher explains clearly
Teacher must be able to explain the materials clearly in order be easily understood by students.
(17)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
6
3. Teacher shows the same interest in all their students
In a teaching process a teacher must make all the students interested in learning, he/she should not differentiate between one student and the others.
4. Teacher makes all the students participate
A teacher must be able to make all the students participate in the classroom.
5. Teacher shows great patience
In the process of giving materials, a teacher must have great patience while explaining the materials to the students.
6. Teacher insists on the spoken language
A teacher must use spoken language more frequently than written language.
7. Teacher makes his/her pupils work
A teacher must support the students work in pair-work or group-work. 8. Teacher uses an audio-lingual method
The teacher must be able to use the audio-lingual method to support the teaching and learning process. (Harmer, 1991:6)
From the statements above the writer concluded that teaching is helping the learners to learn something, caring to know and understanding what they learn.
(18)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
7
B. Teaching Vocabulary
Rich vocabulary is really needed in teaching and learning a language, learners will have difficulty in understanding what they see, read, and learn if they
do not know the meaning of words. According to McCharty “The biggest component of any language course is vocabulary” (McCharty, 1990:VIII).
Meanwhile, Hornby in the Oxford Advanced Learner’s Dictionary of Current English stated that vocabulary is the total number of words in a language, all words known to a person or used in particular book, subject, etc. (Hornby, 1995:959).
Teaching vocabulary is useful because young learners already have imitation ability as their natural ability. The functions of teaching vocabulary are to guide them in understanding new words and how to use the words.
C. Young Learners
According to Sarah Philips “Young learners mean children from the first
year of formal schooling (five or six years old) to eleven or twelve years of age (Philips: 1993). It means that young learners are Elementary school students.
Young learners can be divided into two groups, they are:
1. Five to seven years old 2. Eight to ten years old
(19)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
8
They assumed that five to seven year old children are all at level one, the beginner stage. The eight to ten years old may also be beginners, or they may have been learning the foreign language for some time, so there are both level one and level two pupils in the eight to ten age groups (Scott & Lisbeth, 1990:1).
In addition, each of them has some ability according to Scott and Lisbeth, they are:
1. Five to seven years old
a. They can say what they are doing
b. They can tell you about what they have done or heard c. They can plan activities
d. They can use logical reasoning e. They can use their vivid imagination
f. They can argue for something and tell you why they think what they think
2. Eight to ten years old
a. They can tell the difference between fact and fiction b. They ask question all the time
c. They are able to work with others and learn from others
d. They are able to make some decisions about their own learning (Scott & Lisbeth, 1990:1-4)
According to Wendy A. Scott and Lisbeth H, children have some characteristics that teacher should consider, they are:
(20)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
9
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 in knowing what fact is and what fiction is.
6. Young children are often happy playing and working alone, but in the company of others.
7. Young children cannot decide for themselves what to learn.
8. Young children love to play, and learn best when they are enjoying themselves.
9. Young children are enthusiastic about learning. (1990:2-3)
The characteristic of the children are complex, it makes the teacher difficult to manage them. Before the teacher teaches his/her students, the teacher should know the students characteristics.
(21)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
10
D. Teaching Vocabulary to Young Learners
Teaching vocabulary to children is different from teaching adult.
According to McCharty “As few as eight to twelve new items may be appropriate
(eight for elementary, twelve for advanced) per sixty minutes lesson for truly
productive learning to take place” (McCharty, 1990:117).
Scott and Ytreberg in their book “Teaching English to Children”
explained that there are eight points that a teacher must pay attention while teaching English to children, they are:
1. Words are not enough
Teacher should use more activities including movement and involve the sense beside the spoken word.
2. Play with the languages
Teacher lets the students express the language freely. 3. Language as language
Students have to be aware in learning English because it takes time and patience to learn.
4. Variety in the classroom
Teacher must give variety in teaching English, such as variety of activity, variety of pace, variety of organization, and variety of voice
(22)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
11
5. Routines
Students must be familiar with English language so teacher must have systems, routines, organize, and plan the lesson.
6. Cooperation not competition
Teacher should make the students cooperative not competitive, so teacher avoids giving rewards.
7. Grammar
Teaching English to young learners should only include the minimum of grammar.
8. Assessment
Teacher should make regular notes about child’s progress and
encouraging self assessment for them. (Scott and Ytreberg, 1990:5-7)
E. Techniques of Teaching Vocabulary
M.J McCharty said that:
We concentrated on vocabulary presentation in the classroom
very much from the teacher’s point of view, but success in the vocabulary lesson crucially depends on the interaction between teacher and learners and on the work the learners themselves put into the assimilation and practicing of new words (1990:121).
(23)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
12
There are several techniques of teaching new words according to Adrian Doff in his book Teach English:
1. Say the word clearly and write it on the board.
Teacher should say the word clearly and ask the students to write words on the board correctly.
2. Get the class to repeat the word in chorus.
Teacher should say the word for 2 or 3 times and ask the students to repeat until they are able to say the word clearly.
3. Translate the word into the students own language.
Teacher should translate the word into the mother-tongue language that will make the students more familiar with the meaning.
4. Ask the students to translate the word.
Teacher should give some words and ask the students to translate the words.
5. Draw a picture to show what the word mean.
Teacher should draw a picture or shows to the students to make them easy to understand what the word is about.
6. Give an English example to show how the word is used.
Teacher uses the word in a context to make the students understand how the word is used.
7. Ask question using the new word.
Teacher asks to the students about a new word after the teacher introduces and gives explanation about the new word. (1998:11)
(24)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
13
Based on A Practical Handbook of Language Teaching there are four steps in the procedure of vocabulary presentation, they are:
1. Sound and meaning
Say the new word several times, pronouncing it clearly, indicate the meaning of the new word.
2. Repetition
Get the students to repeat the new word a few times, and check the pronunciation carefully.
3. Written form
Write the word on the blackboard and have the students read aloud, choose two or three students to read it.
4. Illustrative sentence
Write a short illustrative sentence on the board so that the meaning will be clear to anyone reading the notes afterwards. (Cross, 1991:11-12)
From the definition above, it can be concluded that vocabulary is very important in English learning. Teacher must use appropriate techniques to deliver the materials to the students, so that the students become easier in learning English.
(25)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
1
CHAPTER III DISCUSSION
A. SD Negeri Gawanan 01 Colomadu
1. General Description of SD Negeri Gawanan 01 Colomadu
SD NegeriGawanan 01 Colomadu is one of state elementary schools in Colomadu. It is located at Jl. Adisumarmo No.69, Colomadu. This school was established in 1962 on the area of 2720 square meters. The building of SD Negeri Gawanan 01 consists of headmaster’s and
teacher’s office, seven classrooms, and other facilities, such as a library, a
computer laboratory, a school health center, a worshiping room, a canteen,
one toilet for man, one toilet for woman, one toilet for staff (staff’s toilet
located in staff’s office), and parking area for teachers and students. The second grade consists of two classes: class A and class B. All the facilities are provided to support the process of teaching and learning. The area arrangements can be pictured as follows:
XIV
XVIII
XIII XVII
II VII VI V IV
VIII IX
XVI X
XII XV2 XI
III I
XV1
(26)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
2
Picture’s explanation:
I : Praying room II : 2nd grade B III : 2nd grade A
IV : Headmaster’s office
V : Teacher’s office
VI : 6th grade VII : 5th grade VIII : 4th grade IX : 3rd grade X : 1th grade
XI : Computer laboratory XII : Library
XIII : Teacher’s parking area XIV : Student’s parking area XV1, XV2 : Student’s toilet
XVI : School health center XVII : Canteen
XVIII : School yard
(27)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
16
SD Negeri Gawanan 01 has one headmaster, 14 teachers, and a school keeper. At present, this school was led by Drs. Suparwoto. SD Negeri Gawanan 01 in 2010/2011 had 253 students consisting of 119 male-students and 134 female-students. According to the statistics this number has been considered very large.
2. Vision and mission of SD Negeri Gawanan 01 Colomadu
SD Negeri Gawanan 01 has vision and missions in improving the education system and quality of teachers and students, they are:
a. Vision
“High quality generation based on faith and piety” (Generasi berkualitas berdasarkan iman dan taqwa) b. Missions
"CREATE STUDENTS LEARNING WITH “PAKEM”
SYSTEM” (ACTIVE LEARNING, CREATIVE, EFFECTIVE
AND FUN)
Mewujudkan siswa belajar dengan sistem “pakem” (pembelajaran
aktif, kreatif dan menyenangkan).
1. Construction of belief and behavior in accordance with the philosophy of the Indonesian. (Pembinaan keimanan dan perilaku sesuai dengan filsafah bangsa indonesia)
2. Contribute intellectually with doing to the "PAKEM" learning process. (Menyumbangkan intelektual dengan melaksanakan proses pembelajaran “pakem”)
(28)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
17
3. Develop the skills to conduct training as local content.(Mengembangkan keterampilan dengan menyelenggarakan pelatihan sebagai muatan lokal)
4. Seriously service in a good learning activities with the "PAKEM" and cooperate with other parties. (Pelayanan yang sungguh-sungguh dengan kegiatan belajar yang baik dengan
“pakem” serta bekerjasama dengan pihak yang lain)
5. Ensuring that learners can receive the lesson well and obtain achievements. (Mengusahakan agar peserta didik dapat menerima pelajaran dengan baik dan memperoleh prestasi belajar yang membanggakan)
B. Job Training Activities
1) Class Observation
The writer observed the students and the class condition in the first day of the job training. The job training started on February 22nd 2011. The writer taught the third grade and focused this class in doing observation.
The condition of the classroom is good enough and support in teaching and learning process. The classroom has two doors, one as prime door, and the other one as way to the students to go to the toilet and canteen that located in back of the school, it annoyed the teaching and learning process because the students were always out of the class. There are also some windows in this classroom.
(29)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
18
Besides that, it has a daily presence board, a list of study group, and a list of team work.
In the third grade has 20 desks and 40 chairs, it is suitable with the number of the students, that are 40 students, consisting of 20 male students and 20 female students. During the English lesson, sometimes the class was noisy and crowded, they were still talking each other or busy with their own activities when the teacher were explain the lesson. However, when the writer warned them, they were silent and listened to the explanation. They are very happy when the writer gives them the tasks.
From the class observation that explained above the writer concludes that
the teacher’s control management is very important to make the class manageable.
2) The Teaching Material
Teaching material is the most important thing in teaching and learning process. It is a means that is very helpful for teachers to deliver the material to the students. Besides, it also provides a stimulus in learning. For the handbook that was used by the writer for 3rd grade students is Fokus, published by CV Sindunata.
3) Making Lesson Plan
A lesson plan is important. It has important function in teaching activities. Before presenting the material, teacher has to make a lesson plan for each topic. It
(30)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
19
Besides, the allocation of time can be arranged according to schedule that has been determined. One lesson plan consists of one material used for one or two meetings.
The lesson plan is divided into four section, they are: BKOF (Building Knowledge of Field), Modeling, Joint Construction of Text and Independent Construction of Text.
LESSON PLAN
Topic : Things in the Kitchen
Grade Level : 3rd grade student
Alloted Time : 1 session (1 hour)
Discussion Focus : Things in The Kitchen
Communicative Skills : -What is that? , What is this?
-That is a.... , This is a....
Goals :
The students knows many kinds of Things in the Kitchen
The students can pronounce the names of Things in The Kitchen. The students can differ many kinds of means of Things in The Kitchen.
(31)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
20
1. BKOF (Building Knowledge of Field) a. Greeting
b. Checking students’ attendance
c. Introducing through short story with pictures about Things in The kitchen.
d. Asking the students to respond by answering questions about Things in The kitchen.
2. Modeling
a. The teacher introduced some vocabulary of Things in The Kitchen. b. The teacher read the vocabulary, then the students repeated after
the teacher, then repeated several times. c. The teacher explained
The use of “What is that?” and “What is this?” questions. The answer of the previous questions. “That is a....” , “This is a....”.
d. The teacher gave examples of the dialogue. 3. Joint Construction of Text
Student worked in pairs
Filling in the blanks
Arranging words into good sentences 4. Independent Construction of Text
Homework : students fill in the blanks the dialogues. In the next meeting, students should practice the dialogues.
(32)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
21
C. The Process of Teaching English Vocabulary to the 3rd Grade Students of SD Negeri Gawanan 01 Colomadu
This part discusses the English class activities of the 3rd grade students in SD Negeri Gawanan 01 Colomadu. English lesson in SD Negeri Gawanan 01 Colomadu was taught from the 1st grade to the 6th grade. The English teaching and learning of the 3rd grade were given once a week, 70 minutes per meeting. It began on Tuesday at 09.45 a.m. until 10.55 a.m. The class activities can be described as follows:
1. Greeting
On this occasion, the writer greeted the students and asked about their
condition such as: “Good morning students. How are you today?” After greeting
the students, the writer checked the students’ attendance.
2. Warming up
Before starting the lesson, the writer began to discuss homework. After that, the writer continued to teach new material. The writer told the students what they are going to learn at that day, “Well students, today we are going to learn
about Things in the Kitchen”. Next, the writer asked some questions about the
topic, like: “Do you like cooking?”, “Where do your mother cook food?” and “What kinds of things in the kitchen that you know?” these were used to make the
(33)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
22
3. Explanation
After having a warming up, the writer continued giving explanation to the students. Firstly, the writer introduced the vocabulary of things in the kitchen. After that, the teacher drilled the students’ pronunciation and the meanings of the vocabulary by letting the students repeat what the teacher pronounced. Here the teacher used pictures for supporting the learning process.
4. Exercise
In this stage, the writer gave the students exercises. It has purpose to know whether the students understood about the material or not. The exercises which the writer gave to the students consist of some skills, they are:
1) Listening and Speaking skill
The writer read vocabulary about Things in The Kitchen then asked the students to listen and repeat the vocabulary for several times. It has purpose to make the students speak the words clearly.
2) Reading skills
The writer read a dialogue about the topic, then she asked the students to repeat the dialogue together. After that, the writer asked some students to practice the dialogue.
3) Writing skill
The writer asked the students to do some exercises such as filling the blank the vocabulary and arranged the words into good sentences.
(34)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
23
5. Assessment
After giving explanations about the material, the writer gave assessment to the students. It had purpose to know whether the students understood about the material.
6. Ending the lesson
Before finishing the lesson, the writer reviewed the material which has been learned together and asks the students some questions about things in the kitchen to know their ability. In the end of the lesson activity, the students always asked the writer to give homework to them. After giving homework, the writer closed the lesson by saying “See you” and reminds them to do the homework.
D. The Problems of Teaching English Vocabulary to the 3rd Grade Students
of SD Negeri Gawanan 01 Colomadu
During the job training in SD Negeri Gawanan 01 Colomadu, the writer found some problems, they are:
1. The students’ behaviors
One of the problems that cannot be avoided by the writer was the behaviors of the students who were noisy when the writer gave explanation or asked them to do the tasks. They always talked each other
(35)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
24
and busy with their own activities, so that it made the writer difficult to manage class.
2. The students’ pronunciation
Young learners are difficult in pronouncing the words in foreign language. They still pronounced the words in their mother tongue.
For examples:
The word “pan” should be read [ p n ], but they read it “pan”. The word “knife” should be read [ na f ], but they read it “kenaif”.
3. Writing
Students were often mistaken in writing activity. They could not differentiate between the spelling and the pronunciation. For example: the writer asked the students to write the word “calendar” on the board but
some of students wrote the word into “calender”.
E. The Ways in Solving The Problems
1. The students’ behaviors
Noisy students frequently annoyed the teaching and learning process. In handling this problem the writer asked the noisy students, by calling their names, to pay their attention to the lesson. Sometimes, I gave them exercises to make them stay on their seats.
(36)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
25
2. The students’ pronunciation
The writer always gave examples of the correct pronunciation of the words first then asked them to repeat several times until they could pronounce the words correctly.
3. Writing
The writer asked the students to write some vocabulary about a topic then asked them to make sentences based on the vocabulary.
(37)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
26
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion in the previous chapter, there are several conclusions that can be obtained from this final project report, they are:
1. The Process of Teaching English Vocabulary to the 3rd Grade
Students of SD Negeri Gawanan 01 Colomadu.
The English lesson in SD Negeri Gawanan 01 Colomadu was studied from the 1st grade to the 6th grade. The third grade became the focus of the observation. The English teaching and learning of the 3rd grade were given once a week, 70 minutes per meeting. It began on Tuesday at 09.45 a.m. until 10.55 a.m.
In teaching English vocabulary there were some procedures done by the writer, they are:
1) Greeting 2) Warming up 3) Explaining 4) Giving exercises 5) Evaluating
6) Ending the lesson
(38)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
27
The applications of the four basic skills to the students based on the material used are:
1) Listening and Speaking skill
The students listened some vocabulary from the teacher then the teacher asked the students to repeat several times.
2) Reading skills
The students listened to the teacher reading a dialogue while they repeated every sentence together, then the writer asked some of the students to read the dialogue.
3) Writing skills
The students did several exercises such as filling the blank with vocabulary and arranging the words into good sentences.
2. The Problems of Teaching English Vocabulary to the 3rd Grade Students of SD Negeri Gawanan 01 Colomadu.
1) The noisy students
Most of the students made noise during the teaching and learning process. 2) The students’ pronunciation
Many students were not capable of pronouncing the words correctly. 3) Errors in Spelling
(39)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
28
3. The Ways in Solving The Problems
1) The noisy students
To solve this problem the writer used strategy to attract their attention by giving games and quiz.
2) The students’ pronunciation
To solve the student’s problem in students’ pronunciation, the writer
always gave examples of pronunciation of the words first then asked them to repeat several times.
3) Errors in Spelling
To solve the student’s problem in spelling, the writer asked the students to
write some vocabulary based on a topic then asked them to make sentences based on the vocabulary.
B. Suggestion
Based on the discussion above, the writer wants to give some suggestions, as follows:
1. To the English teacher in SD Negeri Gawanan 01 Colomadu
The teacher should be more active to teach the students. The teacher should give short, clear and simple instruction. Besides, the teacher should
keep controlling the students’ activities and give motivation to the students in
(40)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
29
she is required to be more creative and interesting in teaching, so that the students will be more interested in learning English.
2. To the third grade students of SD Negeri Gawanan 01 Colomadu
The writer expected that the third grade students of SD Negeri Gawanan 01 Colomadu will be more motivated in learning English language and study harder.
3. To the English Diploma students
The writer expected that this final project report can give description about the process of teaching English vocabulary in the elementary school to the English Diploma students in their job training. Besides, it can be a reference to them in writing their final project report.
(41)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user BIBLIOGRAPHY
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Longman.
Cole, Peter G and Chan, Lorna. 1994. Teaching Principles and Practice. New York: Prentice Hall.
Cross, David. 1991. A practical Handbook of Language Teaching. Great Britain: Detesios Limited.
Doff, Adrian. 1988. Teach English: A Training Course for Teachers. Cambridge: Cambridge University Press.
Harmer, Jeremy. 1998. How to Teach English: An Introduction to the Practice of
English Language Teaching. London: Longman.
Harmer, Jeremy. 1991. The Practice of English Language teaching. London: Longman.
Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press.
McCharty, M.J. 1990. Vocabulary. Oxford: Oxford University Press. Philips, Sarah. 1993. Young Learner. New York: Oxford University Press.
Scott, A Wendy and Lisbeth H Ytreberg.(1990). Teaching English to Children.
New York: Longman.
Wright, Tony. 1987. Roles of Teacher and Learners. Oxford: Oxford University Press.
(1)
commit to user
2. The students’ pronunciation
The writer always gave examples of the correct pronunciation of the words first then asked them to repeat several times until they could pronounce the words correctly.
3. Writing
The writer asked the students to write some vocabulary about a topic then asked them to make sentences based on the vocabulary.
(2)
commit to user
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion in the previous chapter, there are several conclusions that can be obtained from this final project report, they are:
1. The Process of Teaching English Vocabulary to the 3rd Grade
Students of SD Negeri Gawanan 01 Colomadu.
The English lesson in SD Negeri Gawanan 01 Colomadu was studied from the 1st grade to the 6th grade. The third grade became the focus of the observation. The English teaching and learning of the 3rd grade were given once a week, 70 minutes per meeting. It began on Tuesday at 09.45 a.m. until 10.55 a.m.
In teaching English vocabulary there were some procedures done by the writer, they are:
1) Greeting 2) Warming up 3) Explaining 4) Giving exercises 5) Evaluating
6) Ending the lesson
(3)
commit to user
The applications of the four basic skills to the students based on the material used are:
1) Listening and Speaking skill
The students listened some vocabulary from the teacher then the teacher asked the students to repeat several times.
2) Reading skills
The students listened to the teacher reading a dialogue while they repeated every sentence together, then the writer asked some of the students to read the dialogue.
3) Writing skills
The students did several exercises such as filling the blank with vocabulary and arranging the words into good sentences.
2. The Problems of Teaching English Vocabulary to the 3rd Grade Students of SD Negeri Gawanan 01 Colomadu.
1) The noisy students
Most of the students made noise during the teaching and learning process. 2) The students’ pronunciation
Many students were not capable of pronouncing the words correctly. 3) Errors in Spelling
(4)
commit to user
3. The Ways in Solving The Problems
1) The noisy students
To solve this problem the writer used strategy to attract their attention by giving games and quiz.
2) The students’ pronunciation
To solve the student’s problem in students’ pronunciation, the writer always gave examples of pronunciation of the words first then asked them to repeat several times.
3) Errors in Spelling
To solve the student’s problem in spelling, the writer asked the students to write some vocabulary based on a topic then asked them to make
sentences based on the vocabulary.
B. Suggestion
Based on the discussion above, the writer wants to give some suggestions, as follows:
1. To the English teacher in SD Negeri Gawanan 01 Colomadu
The teacher should be more active to teach the students. The teacher should give short, clear and simple instruction. Besides, the teacher should keep controlling the students’ activities and give motivation to the students in order to make them more interested in learning English language. Moreover,
(5)
commit to user
she is required to be more creative and interesting in teaching, so that the students will be more interested in learning English.
2. To the third grade students of SD Negeri Gawanan 01 Colomadu
The writer expected that the third grade students of SD Negeri Gawanan 01 Colomadu will be more motivated in learning English language and study harder.
3. To the English Diploma students
The writer expected that this final project report can give description about the process of teaching English vocabulary in the elementary school to the English Diploma students in their job training. Besides, it can be a reference to them in writing their final project report.
(6)
commit to user
BIBLIOGRAPHY
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Longman.
Cole, Peter G and Chan, Lorna. 1994. Teaching Principles and Practice. New York: Prentice Hall.
Cross, David. 1991. A practical Handbook of Language Teaching. Great Britain: Detesios Limited.
Doff, Adrian. 1988. Teach English: A Training Course for Teachers. Cambridge: Cambridge University Press.
Harmer, Jeremy. 1998. How to Teach English: An Introduction to the Practice of English Language Teaching. London: Longman.
Harmer, Jeremy. 1991. The Practice of English Language teaching. London: Longman.
Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press.
McCharty, M.J. 1990. Vocabulary. Oxford: Oxford University Press. Philips, Sarah. 1993. Young Learner. New York: Oxford University Press.
Scott, A Wendy and Lisbeth H Ytreberg.(1990). Teaching English to Children.
New York: Longman.
Wright, Tony. 1987. Roles of Teacher and Learners. Oxford: Oxford University Press.