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The process of teaching learning english at the 1st grade of SDN Sragen 3

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: Dewi Asih C 9303013

ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

2006

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APPROVAL OF CONSULTANT

Approved to be examined before the Board Examiners English Diploma Program, Faculty of Letters and Fine Arts

Sebelas Maret University

Final Project report:

THE PROCESS OF TEACHING LEARNING ENGLISH AT THE 1ST

GRADE OF SDN SRAGEN 3

Name : Dewi Asih

NIM : C 9303013

Supervisor:

Prof. Dr. M. Sri Samiati T (………………………..) Supervisor NIP.130 246 685

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APPROVAL OF BOARD EXAMINERS

Accepted and Approved By The Board of Examiners, English Diploma Program, Faculty of Letters and Fine Arts

Sebelas Maret University

Report Title : THE PROCESS OF TEACHING

LEARNING ENGLISH AT THE 1ST GRADE

OF SDN SRAGEN 3

Student’s name : Dewi Asih

NIM : C 9303013

Examination Date : 15 August 2006

The Board of Examiners:

Dra. Endang SA, MS ( ............................. ) Chairperson NIP.130 902 533 Dra. Nani Sukarni, MS ( ............................. ) Secretary NIP. 130 902 534 Prof. Dr. M. Sri Samiati T ( ............................. ) Main Examiner NIP. 130 246 685

Faculty of Letters and Fine Arts Sebelas Maret University

Dean

Prof. Dr. Maryono Dwiraharjo, SU. NIP 130 675 167

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MOTTO

AS WE SOW SO WILL WE REAP

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DEDICATION

I WOULD LIKE TO DEDICATE THIS FINAL PROJECT TO:

My beloved father and mother

I’m truly blessed to have such wonderful parents like you

My brother

I’m proud having a brother like you

I love you bro…

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ACKNOWLEDGEMENT

Alhamdulilillahirabbil ‘Alamin,

Thanks to Allah SWT for giving me everything in my life. Thank you for

my wonderful parents and brother. They are the ones who have given me support

during my work in finishing the report.

I would like to say thankfulness to these following people also:

1. The Dean of the Faculty of Letters and Fine Arts, Sebelas Maret University,

Dr. Maryono Dwi Raharjo, SU

2. The Chief of Diploma Program, Drs. Bathoro MS, MA and my Supervisor,

Prof. DR M. Sri Samiati. T

3. My Academic Consultant, Dra. Nani Sukarni, MS

4. All lecturers in the English Diploma Program

5. Mr. Heru Suparsono, S.Pd., Miss Listyo Wardani and all teachers at SDN

Sragen 3, thanks for the opportunity and guidance during my job training.

6. Iin Daratista. We have some great times. Let’s make our story to be history for

our children. I find the truly friend on you. Thanks friend, I will never forget

you.

7. Sadako, Lola, Bulunk Kaka Tua, and Jelux, I am very happy whenever with

you. I can laugh, laugh, and laugh….. Don’t forget our relationship!!!

Remember that we are challenging girls!!

8. All of my friends in my rental house, Amal, Elly, Hesti, Siwi, Iin and Mba

Lupie, I love you all.

9. All of my friends in the English Diploma Program, Melly, Budy, Alwy, Luky,

Hanum, Santy, and Widya.

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10. Ayank. Thanks for your support

Finally, I realize that this report still has many mistakes and errors, so as

the writer, I have to say apologize for those mistakes, and as a human being, I still

need any comments, inputs and corrections from the readers.

Surakarta, August

Dewi Asih

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ABSTRACT

Dewi Asih, 2006. The Process of Teaching Learning English at the 1st Grade of SDN Sragen 3. English Diploma Program, Faculty of Letters and Fine Arts Sebelas Maret University. This final project report aims to know the process of teaching learning English at the 1st grade of SDN Sragen 3. The process starts from presentation that consists of reviewing the last lesson and presenting the new material. The next step is explanation. The teacher explaining the material will be discussed. It is continued by the practice of doing assignments. It is used to check the students’ comprehension about the lesson. Evaluation is the last step of teaching learning English process. It is done to know how far the students can catch the lesson and to know whether the teacher succeeds or fails in teaching English. Vocabulary and pronunciation are the students’ problems during the English teaching learning process. They find it difficult to memorize and to pronounce the new vocabulary. The teacher’s problem is handling the students. Some of them are noisy and impolite so it will bother the other students who are concentrating on the lesson. Solving the students’ problems, the teacher uses three techniques. They are games, songs, and real objects. To solve the teacher’s problem, she asks the students to do some exercises and gives punishments to the students who are noisy and impolite in the classroom during the teaching learning process. During the job training activities, the writer gets some useful experiences. There, she can understand how to handle the students in the classroom by applying the same technique as applied by the teacher. There are also some benefits the writer gets during the job training activities. The writer is able to control the class and she also knows how to arrange the lesson plan correctly.

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TABLE OF CONTENTS

TITLE..................................................................................................................i

APPROVAL OF CONSULTANT ......................................................................ii

APPROVAL OF BOARD EXAMINERS ..........................................................iii

MOTTO............................................................................................................. iv

DEDICATION....................................................................................................v

ACKNOWLEDGEMENT .................................................................................vi

ABSTRACT ....................................................................................................viii

TABLE OF CONTENTS................................................................................... ix

LIST OF DIAGRAM.........................................................................................xi

CHAPTER I : INTRODUCTION .............................................................1

A. Background to the problem ..........................................1

B. Objectives....................................................................2

C. Benefits .......................................................................2

CHAPTER II : LITERATURE REVIEW...................................................3

A Teaching ......................................................................4

B. Learning ......................................................................8

C. Young Learners ...........................................................9

D. SDN SRAGEN 3 .......................................................10

CHAPTER III : DISCUSSION..................................................................11

A. School Description.....................................................11

1. General Description of the School........................11

2. School Establishment History ..............................13

3. School Location ...................................................13

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4. The School Structural Organization......................13

B. Job Training Activities...............................................16

1. ELT Facilities and Resources Observation ...........16

2. Classroom Observation ........................................16

3. Lesson Plan Making.............................................19

4. Classroom Teaching-Learning Practice ................21

C. Discussion .................................................................25

1. The Difficulties During Teaching-Learning English

Process in SDN Sragen 3………………………….25

2. The Solutions to Overcome the Difficulties……....26

CHAPTER IV : CONCLUSSION AND SUGGESTION...........................29

A. Conclusions ...............................................................29

B. Suggestions................................................................29

BIBLIOGRAPHY

APPENDICES

LIST OF DIAGRAM

3.1 The Structure of School Organization Chart………………………………..15

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CHAPTER I

INTRODUCTION

A. Background

English is one of the international languages. It is often used by some

people when they want to communicate with other people from other countries. If

some people from one country want to speak with another people from another

country, but they do not know their languages, they can use English. So, English

is very important for communication at the global level.

The government has improved the quality of our education. It has been

decided that students of the first elementary school have to study English.

Formally, this is different from what happened some years ago. We formally,

studied English since the Junior High School. But, even today some kindergartens

provide English lessons.

Besides the role of the government, we need the role of teachers. In the

Elementary School, the main role is handled by the teacher. The teacher in this

role is a person who determines the development of his/her students. A teacher

must understand the process of teaching-learning English at the first grade before

he/she will start teaching. And they also have to know the problems during the

process of teaching-learning. So, the teacher can do the process of teaching-

learning well.

The writer is interested to work in English teaching for young learners. So,

the writer chooses the Elementary School to do the job training, particularly in

SDN Sragen 3. This job training is one of the requirements of the English

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Diploma Program, The Faculty of Letters and Fine Arts, Sebelas Maret

University. The writer takes the first grade students of SDN Sragen 3, considering

that learners learn English lesson formally starting this grade. Based on the job

training’s experience, the writer presents a discussion and report entitled” The

Process of Teaching-Learning English at the 1st Grade of SDN Sragen 3.

B. Objectives

Based on the problem statements above, the objectives are as follows:

1. To describe the process of teaching learning English at the 1st grade

2. To describe the difficulties during Teaching-Learning English Process

3. To describe the techniques to overcome the difficulties

C. Benefits

It is hoped that the result of this final project will be useful for:

1. The English Teacher.

This report presents the techniques to overcome the difficulties during

teaching-learning process. It is hoped that the teachers find it easier in

teaching English as the Elementary School.

2. The Diploma Program, Faculty of Letter and Fine Arts Sebelas Maret

University.

It is hoped that this final project can be used as an additional reference

for those who are interested in teaching and learning English.

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CHAPTER II

LITERATURE REVIEW

Chapter II contains some theories and opinions to help the discussion in

the next chapter. There are three theories used by the writer in this chapter. They

are teaching, learning and young learners.

A. Teaching, containing

1. The definitions of teaching

2. The major areas necessary knowledge in the job of teaching

3. The five crucial areas of knowledge

4. The two items which teachers need to know

B. Learning, containing

1. The definitions of learning

2. The internal and external factors in teaching and learning

C. Young Learners, containing

1. The definition of young learners

2. The characteristics of young learners

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A. Teaching

Teaching is guiding and facilitating learning, enabling the learner to learn,

setting the conditions for learning (Brown, 2000: 7)

According to Kimble & Garmezy teaching is showing or helping someone

to learn how to do something, giving instruction, guiding in the study of

something, providing with knowledge and skill, causing to know or understand

(Kimble & Garmezy,1963:133)

From the statements above we can conclude that teaching is helping the

learner in learning something, causing to know and understand what the learner

learns.

Clearly well-prepared teachers need to know a lot about the job they are to

do before they can start making successful plans. There are six major areas of

necessary knowledge in the job of teaching i.e. the language, skills, aids of

learning, technique of teaching, kinds of activities and classroom management.

These areas are all vitally important for teachers and they all imply a lot of

work particularly when a level is being taught for the first time. Without these

areas of knowledge, a teacher is in a poor position to make decisions about lesson

planning (Harmer, 1991:260)

Teachers must know the language they are going to teach. “Know” means

that teachers must be able to use the language themselves, have an insight into the

rules that govern its form, and the factor which affect its use.

Teachers should know and understand which skills will be emphasized and

given to the learners. They also need to know what aids are available and

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appropriate for the levels of learners. These may include wall pictures, tape

recorders, cassettes, books and material and of course, the board.

Teachers should choose the best technique and the steps to be applied in

the classroom based on the situation and condition of the learners. They also

should know the techniques used to solve the learners difficulties during the

learning and teaching process in the classroom.

The activities have to enable the learners to drill their abilities in English.

In getting the productive class, the teacher must be able to control over the class

room and the factors that influence it.

According to Harmer, the teachers need to know a lot about the institution

in so far as it is involved with their teaching. The teachers need to know the time,

length and frequency, physical conditions, syllabus, exams, and restrictions

(Harmer, 1991:261)

1. Time, length, frequency

Teachers should know the time, how long and how often classes

take place. This is important since it will affect the planning.

2. Physical conditions

Teachers need to know what physical conditions exist in the

place they are going to teach. For instance, it is no good taking in an

electricity powered tape recorder if there is no socket for a plug in the

classroom.

When planning, it will be important to bear the kinds of details in

mind as well as other considerations like the condition of the chairs

and blackboard, the brightness of the lighting, the size of the room, etc.

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3. Syllabus

It is clearly important to be familiar with the syllabus the

institution has for the levels being taught.

4. Examinations

It is also extremely important to know the types of examinations

the students will have to take since a major responsibility of the

teacher is to try and ensure that the students are successful in tests and

exams.

5. Restrictions

Teachers should be aware of any restrictions imposed by the

institution upon their teaching. Apart from the obvious restrictions of

physical size and shape of the classroom, there might also be other

limitations such as class size, availability of aids and physical

conditions.

All five areas above are crucial to prepare the teachers before they start to

teach.

Teachers also need to know who the students are and what they bring to

the class (Harmer, 1991:262)

1. Who the students are

It is obviously important for teachers to know about the age, sex,

and social background of the students.

a) Age: Teachers need to know how old the students are, whether they

are children or adolescent. They will need to be treated differently.

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b) Sex: It is important to know whether the students are girls or boys.

In an ideal world the sex of the students should make no difference

in the activities and the contents of the lesson.

c) Social Background: It is important to know whether the students

are rich or poor; whether or not they are used to luxury or are

oppressed by it. Teachers also need to know what kind of behavior

is usual in the social class where they belong.

2. What the students bring to the class

Teachers need to know how the students feel about learning

English and what they know. Again there are four major areas for them

to investigate.

a) Motivation and attitude: Teachers need to know how the students

feel about learning English and what their attitude to teachers and

to their English teacher particular is.

b) Educational background: Clearly the content of the class will be

different if the students come from different schools. Educational

experience is also important.

c) Knowledge: Teachers has to know about various aspects of the

students’ knowledge. For example teachers will obviously want to

know how much English each students knows.

d) Interest: Teachers has to know what the students’ interests are.

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B. Learning

According to Kimble & Garmezy learning is a relatively permanent

change in a behavioral tendency and is the result of reinforced practice (Kimble

& Gormezy, 1963:133)

While according to Harmer Learning can be defined as “the process of

accepting the knowledge” (Harmer, 1998:33).

Learning can be defined as an experiential process resulting in a relatively

permanent change in behavior that can not be explained by temporary states,

maturation or innate respond and tendencies (Stephen. B. Klein: 1996).

From the statements above we can conclude that in learning there is a

process of giving and receiving knowledge from learner and teacher. There is also

a change in behavior of the learner.

Teaching and learning can be influenced by two factors, i.e. internal and

external factors.

1. Internal Factors

a. Age

Language learning will be better if it begins under eleven years old.

b. Motivation

The children need motivation to get success in English learning.

c. First language background

The different system in the first language will make the students

difficult to learn a second language

d. Experience

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The success or failure in the previous learning affects students’

expectation in the next learning.

2. External factors

a. Language Environment

Children can be supported by the environment around them in

English learning, such as: a calm situation and condition, family

and peer supports

b. Teacher

The success of children learning is determined by the role of the

teachers in the teaching activities

c. Facilities

Complete facilities, like: the library, language laboratory, tape

recorder etc, can help the children to drill their abilities in learning

language.

D. 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: 1996)

From the definition above we can conclude that young learners are

children who learn something in the first year of the formal schooling and they

like to play and have fun.

According to Christopher Brumfit, there are some characteristics which

young learners share, namely

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1. Young learners are only just beginning their schooling, so that teachers

have a wide opportunity to mould their expectations of life in school.

2. As a group, young learners are potentially more differentiated than

secondary or adult learners.

3. They tend to be keen and enthusiastic learners, without the inhibitions

which older children sometimes bring to their schooling.

4. Their learning can be closely linked with their development of ideas

and concepts, because it is close to their initial experience of formal

schooling.

5. They need physical movement and activity as much as stimulation for

their thinking and the closer together these can be the better

From the statements above, in fact young learners are different from

secondary or adult learners. They are enthusiastic learners and they need physical

movements and activities to stimulate their thinking.

D. SDN Sragen 3

SDN Sragen 3 is located on Jalan Aibda KS Tubun, Sragen. It is a formal

education institution owned by the local government to support the education of

Sragen. More than three hundred students divided into six grades study there.

Every grade is divided into two classes based on the student’s intelligence. In

handling the school activities, SDN Sragen 3 is led by the Headmaster and

supported by the assistants of school

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CHAPTER III

In this chapter, the main point of writing will be on discussing the

activities done in the job training practice. Here, the writer divides Chapter III into

3 subchapters, covering school description, job training activities and discussion.

A. School Description

1. General Description of the school

SDN Sragen 3 is one of the schools owned by the government. It is

regarded as the best Elementary School in Sragen. It has many achievements. The

public have a high trust in the quality of students and the quality of the school.

Automatically, the school fee is more expensive than other elementary schools.

But it balances with the quality of the education there. Not all students can be

easily accepted to study there. If they want to study there, they have to do the

examination first. Then they are divided into two classes based on their

intelligence. After that they can start to study there.

In handling the school activities, SDN Sragen 3 is led by the Head Master

and supported by the assistants of school. He is assisted by 12 class teachers, three

English teachers, a sport teacher, a religion teacher, a computer teacher, a librarian

and a gardener. There are six grade classes in this school. They are first, second,

third, fourth, fifth and sixth grade classes with different numbers of students.

Every grade is divided into two classes. They are A and B classes. The total

number of the whole class are 397 students consisting of 30 students in the first

grade for class A and 35 students for class B, 32 students in the second grade for

class A and 36 students for class B, 38 students in the third grade students for

class A and 35 students for class B, 26 students in the fourth grade for class A and

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30 students for class B, 30 students in the fifth grade for class A and 35 students

for class B, 35 students in the sixth grade for the class A and 35 students for

class B.

SDN Sragen 3 is provided with a small library completed with various

books like: lesson books, myth books, fable books, magazines, newspaper, etc.

The library functions to improve the students’ knowledge. Students can read and

borrow the books free of charge. There is a librarian who helps the students if

there any difficulties. When the classes have their break, many students come

there. Some of the students like to read the books there but others prefer to borrow

and read them at home.

Besides the library, there is a computer laboratory. It is used for the

computer classes. There are twenty computers units. It is hoped that if the students

graduate from SDN Sragen 3, they can operate the computer.

Near the computer laboratory there is a mosque. It is provided for the

Moslems to pray. Beside the mosque there is a small cafeteria for the students.

Some times the teachers also buy some foods or drinks there. It is not too large

but it is very clean.

The regular classes start from 7.00 am until 12.00 am. There are also

computer classes done twice a week. The students who join the computer classes

are those sitting at the third grade until the sixth grade.

There are also extracurricular activities like: scouting and traditional music

art (gamelan). Scouting is done once a week on Friday. This activity can make the

students to be more disciplined and patriotic. The traditional music art is done

twice a week on Tuesday and Thursday. The students are expected to learn and

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preserve Indonesian culture by joining the traditional music art. The students can

join one of the extracurricular or both of them.

2. School Establishment History

SDN Sragen 3 is one of the government educational institutions among 20

others elementary schools in Sragen Regency. It was built on February, 23rd 1950.

It lies on a plain land which has a width about 2104 m² and its length about 1025

m².

Formerly, SDN Sragen 3 is also a place for teaching-learning activity. At

first, it was a SR ( Sekolah Rakyat), a school built by the Dutch people. Then five

years after Indonesia got its independence, it became the government property.

Considering that there were only two Elementary Schools in Sragen at that

time, and there were many students who wanted to study there, therefore the

government decided to build a school there.

3. School Location

The location of SDN 3 Sragen is very strategic. It is located on Jalan

Aibda KS Tubun, Sragen, and Post Code: 57293. It is near the center of the city. It

is easy to reach by land transportation. It is only 200 m from the main highway

connecting Sragen Regency with the border of Solo area.

4. The School Structural Organization

The structural organization of SDN Sragen 3 is divided into some parts

based on the duties. The structural organization whether it is at a lower or higher

position will determine how big a person’s responsible is.

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The structural organization chart of SDN Sragen 3 is as follow.

Picture 3.1 The structural organization chart

Some duties from the structural organization based on the positions are shown as

follow:

1. Headmaster

a. Controlling the work of the teachers

b. Managing the school and making decisions

2. Committee

a. Helping the headmaster in doing his/her duties

b. Overviewing all of the headmaster decision

3. Secretary

a. Arranging the school programs

b. Typing the letters of the school.

c. Arranging the school’s files

Headmaster

Secretary

Committee

Treasure

Sections

Academic Religion Sport Art Library

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4. Treasurer

a. Managing the school finance

b. Distributing the teachers’ wage

5. Academic

a. Solving the problem faced by the students in learning.

b. Preparing the lesson books for the students

c. Making the syllabus

6. Religion

a. Managing all programs related to the religion activities

b. Managing the religion celebration days

7. Sport

a. Guiding the students in doing sport

b. Managing the sport activities such as class meeting competition and the

sport champion

c. Helping the students in case of being sick

8. Arts

a. Helping the students to be more creative especially in arts

b. Managing the activities related to art activities.

9. Library

a. Managing the circulation of the books.

b. Having responsible for the condition of the library and books

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B. Job Training Activities

The Job Training Activities consist of four steps. They are ELT facilities

and resources observation, classroom observation, lesson plan making and

teaching learning practice.

1. ELT Facilities and Resources Observation

Improving the quality of the English skill of the students, SDN Sragen 3

provides ELT facilities like: the tape recorder, cassettes, wall pictures, books and

of course board. The tape recorder and cassettes are used to practice the listening

of the students and playing English songs. Pictures are placed on the wall. They

include the names of animals, fruits, part of the body etc. They will make the

students easy to memorize their names.

The other facilities are the teachers. There are three English teachers there.

They had taught English lesson since four years ago. There are 12 classes. So,

every teacher teaches four classes.

2. Classroom observation

The condition of the classroom is very important for teaching-learning

process. The classroom of the first grade class is big enough. There are 30 chairs

and tables. They are still in good condition. Besides the blackboard, there is a big

cupboard to save the teacher and the students documents. The floor looks clean

and the green wall makes the situation able fresh. The students do not feel hot

because there are two big vans above.

When the writer had the job training practice, the writer focused on the

first grade class A as the main of observation. It is located on the northeast part of

the school. This class gets English Lessons once a week, exactly on Thursday. It

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starts from 11.00 until 12.00. The writer was asked by the supervisor to do the

observation first before she started teaching-learning practice.

In the first meeting of her observation, the writer sat in the corner of the

classroom. She could observe in the way the teacher doing the process of teaching

learning English.

There were four steps in the teaching-learning English process. They were

presentation, explanation, practice and evaluation.

1 Presentation

Presentation was the first step in the classroom activities. In this step,

the teacher did not directly present the material would be discussed but

she divided it into two parts called reviewing the last lesson and presenting

the new material.

a. Reviewing the last lesson

This part was considered as a warming up before starting to the new

lesson. For instance, in the last lesson the teacher had explained “The

Objects in the Bathroom”. So what she had to do was reviewing this

material to the students. The teacher began to ask the students one by one

to answer the question. If the students could answer all the teacher’s

questions, it meant that they had understood what she had explained.

b. Presenting the new material

At this step the teacher presenting the topic of the lesson would be

discussed. The topic was “My Garden”. Then the teacher asked the

students to mention the objects found in the garden in the mother tongue.

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2 Explanation

After presenting the new material, the teacher explained the new lesson.

The students mentioned the objects found in the garden using the mother

tongue. Then the teacher wrote them on the blackboard and she translated

them into English. She read them loudly and all students repeated them

together. Then she asked the students one by one to read the words on the

black board. It would practice their speaking. Then they had to write them in

their task books. More often when the students wrote the words in English, it

would practice their writing.

3 Practice

Practice was the step where the students had to apply what had been

explained by the teacher previously by completely and doing the exercises.

Exercises were based on the students’ hand books. In these books, the students

could do the exercises. The exercises were completed with pictures in order to

make students easier in understanding that exercises.

Before asking the students to do the exercises, the teacher gave some

instructions about how to do the exercises. Then the students answered the

exercises. The teacher and the students discussed the answer after the students

finished doing the exercises. Sometime, if the time was up and the students

did not finish the exercises yet, they could continue the exercises at home as

home work.

4 Evaluation

Evaluation was done to know how far the students could catch the

material and to know whether the teacher succeeded or failed in teaching

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English to the students. The teacher gave tests to carry out the evaluation. The

test was related to the material given and it was distributed every month after

every topic was concluded.

3. Lesson Plan Making

The writer made the lesson plan first before she started to teach. The

lesson plan consisted of what the teacher should do during teaching learning

activities. She took the topic from the hand book. It was “Grow with English

Book 1” and the topic was “in the Kitchen”. This is the form of lesson plan.

LESSON PLAN

Level : First grade of elementary school

Duration : 4 x 60 minutes

Topic : In the kitchen

Background Knowledge of the Field

Background knowledge of the field functions to introduce the theme and topic and

prepare the students’ psychological readiness

Activities :

- Asking the students about objects in the kitchen in the mother tongue

Example

- Apakah ada yang mengetahui bahasa Indonesianya “kitchen”?

- Kalau tidak ada yang mengetahui, sekarang saya akan memberitahu

kata kuncinya, kitchen adalah suatu tempat atau ruangan yang

digunakan untuk memasak.

- Kalian sudah mengetahui bahasa Indonesianya kitchen, sekarang

sebutkan benda-benda apa saja yang bisa kalian temukan di kitchen?

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Modeling

Modeling functions to explain the material will be given followed by question and

answer about the material

Activities :

- Asking the students to observe the pictures in their books.

- Asking the students to guess the pictures in their books.

- Giving explanation about the meaning of each picture.

- Asking all students to repeat the vocabulary after the teacher reads them.

- Asking the students to repeat again the vocabulary one by one.

- Giving a song about objects in the kitchen

- Giving some questions to check the students’ comprehension

Example: What is this? (While pointing the picture)

What is that?

Joint Construction Activities

Join Construction Activities functions to drill the students to work in pairs.

Activities :

- Asking the students to work in pairs

- Giving assignments to the students to read the short conversation

- Asking each pair practices and read the short conversation in front of class.

Individual Construction Activities

Individual Construction Activities functions to drill the students to work

individually.

Activities :

- Asking the students to do the crossword puzzle and draw lines.

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- The students have to do the assignments by themselves.

- After all the students finish, they have to submit their assignments

Closing

Closing functions to close the teaching-learning activities.

Activities

- Giving homework related to the material

- Saying thanks and good bye

4. Classroom Teaching-Learning Practice

The writer had to finish one topic for a month. The topic was “In the

Kitchen”. There were four meetings.

a. The first meeting of the teaching-learning practice

After the writer finished the observation, she was asked to do the teaching-

learning practice. This time she was rather nervous since the students were very

crowded. Some of them run, screamed and laughed in the class. She started to say

“Good morning students…..”, but there were only some students responding.

Then she repeated again “Good morning students and this time she spoke louder.

After that all students said “Good morning Mom”. She smiled because she got

some responds from the students. Then she tried to introduce herself.

After the writer introduced herself, she began to teach. She asked the

students to open their books. The topic was “In the kitchen”. Before she explained

the material, she asked them to observe the pictures in their hand books. Then she

asked the students in the mother tongue (Indonesian) the mean of “kitchen”.

Nobody answered the question. She tried to give the clue. A kitchen is a place

used for cooking. Then some of them said “dapur”. She asked them to mention the

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objects found in the kitchen. All students could answer the questions. While they

were mentioning the names of the objects in the kitchen, she wrote them on the

blackboard. Then she translated them into English. After that she read the words

one by one and the students repeated together. She asked the students to write

them in their note books. This activity could practice their writing skill.

A song was provided in teacher’s book to make the students easy to

memorize the vocabulary about objects in the kitchen. This is the song about

objects in the kitchen.

This is a bottle

That is a pan

This is a stove and that is a fridge

This is a fork

That is a spoon

This is a plate and that is a knife

The students looked very happy and enthusiastic after they sang together.

Then, the students got a homework to memorize the song. They had to sing the

song for the next meeting in front of the class.

b. The second meeting of the teaching-learning practice

In this meeting, the writer did not feel nervous anymore. She could control

the classroom. It was like the previous meeting, the writer said greeting.” Good

morning students…” and all students responded

Then the writer asked the students about the topic of the last meeting. Only

some students could remember the topic. She repeated again her question and

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asked to the students to open their note book. After they opened their books, they

could answer her question. “Kitchen Mom……..”All students spoke loudly.

After the students could remember the topic, the writer continued her

question. She asked to the students to mention the objects in the kitchen. Some of

them could mention all objects well but others still looked their note books.

Suddenly, one of the students raised his hand and said “There is a home work

Mom”. She smiled and said” thank you for remembering me”. The home work

was singing a song in front of class.

The writer opened the presence book and called some students to sing in

front of class. Some of them could sing well. Unfortunately, there were some

students did not want to sing in front of class since they did not study to sing

before the class began.

Closing the lesson of the second meeting, the writer asked the students to

sing together. Singing a song could practice the speaking skill of the students.

c. The third meeting of the teaching-learning practice

In the last meeting the students were able to mention the objects in the

kitchen and sang a song. In this meeting, the writer gave pair and individual

assignments.

The writer asked the students to read a short conversation with their pairs.

Then they practiced in front of class. She corrected the pronunciation mistakes.

Some of them were difficult to say “knife”.

The next assignment was individual assignment. The writer asked the

students to do the draw line task. They had to match the pictures and the words by

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drawing the line. It was used to check the students’ comprehension about the

objects in the kitchen.

These are the examples of the assignments.

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After the students finished doing their individual assignment they collected

their assignments and submitted them to her.

d. The fourth meeting of the teaching-learning practice.

The fourth meeting was the last meeting of the teaching-learning practice. In

this meeting, the students got a test. The material of the test was that which had

been given from the first until the third meeting.

Before the writer started to give the test, the teacher gave a chance to the

students to study for 10 minutes. When the time was up, the students prepared a

piece of paper. It was used for answering the test. They were not allowed to open

their note book or dictionary and neither to ask their friends. The students had to

do the test by themselves. When the time was over, the students collected their

papers and submitted them to the writer. The writer felt proud and happy because

she found out that some students could answer all questions in the test.

C. Discussion

1. The difficulties during the process of teaching learning English at the 1st

grade of SDN Sragen 3

1) The Student’s difficulties

In learning something, of course every person experiences difficulties, so

do the students of SDN Sragen 3. The students have two difficulties. They are

vocabulary and pronunciation.

The students have difficulty in memorizing new vocabulary and in

pronouncing them. If the pronunciation is wrong, it will change the meaning

of the vocabulary.

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Both problems need to be attended to the English teacher. So the teacher

has to solve these problems.

2) The teacher’s difficulty.

The teacher has difficulty during teaching learning English process. The

difficulty is handling the students in the classroom. They are noisy and

impolite. Automatically, it will bother the concentration of the other students.

2. The solutions to overcome the difficulties.

1) The solutions for student’s difficulties.

To solve the students’ difficulties, the teacher always pronounces the

vocabulary word by word. Then the students repeat together. The teacher also

gives games, songs and real objects to practice vocabulary and pronunciation.

a. Games

Every game has to be related to the material given. Introducing the

vocabulary about vegetables, the teacher gives “Basket Brake” game. The

rules of this game are in the following explanation.

The students sit and make square shape. All of the seats are full. A

student will be a player; He/ she will pick the vegetables. The others

students will be the vegetables, for example: cabbage, carrot, potato, etc.

The player will pick or call one of the vegetables, for instance; “potato”

so potato will stand up and follow behind the player. He picks the other

vegetables again. After he/she thinks that his/her vegetables are enough,

he/ she will shout “break! “ . After that they look for the seats as soon as

possible. The student who does not get the seat must be the player

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Another game is “Hang Man”. This game is usually done at the

end of the lesson. The way to play this game is like this following

paragraph.

The students are divided into three groups. Every group has a

chance to guess the letters in the hidden word. In every guess, every group

will be given a chance to guess one letter. If the guess is right, the group

will get a point. If it is wrong, the teacher will draw a head of the Hang

Man first. If the guess is wrong again, the teacher will draw neck, body,

hands and legs. If the legs are drawn, the game is over. Then the teacher

changes the hidden word. Then the students try to guess the hidden word

again until the time is over. The group who gets the biggest point will go

home first.

It seems that not all games are helpful for language learning. Many

games involving physical activity are unsuitable, because they are too

noisy for the classroom. Students will find it easier to remember the new

vocabulary by using these games. In every game, it should have a prize.

The prize must not be an object but it can be in the form of a point. For

example: every group who gets the biggest point will be the winner. So,

the students will have the spirit to win the game.

Games are helpful because they can make students feel enjoyable in

learning English. The 1st grade students like games. Playing games in the

classroom can also develop the ability to co-operate and to compete.

b. Songs

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By using songs, it can practice to memorize the vocabulary. The

students can easier memorize the vocabulary than the explanation of the

teacher. It can also lose the students bored. Still to remember that the song

must related to the material. It can practice the pronunciation of the

students too.

c. Real objects

The students are quicker to understand and remember the

vocabulary if they know the real objects of the vocabulary.

The teacher uses big pictures, so all students can see clearly. The

students’ books have been completed with some colorful pictures. There

are also assignments to arrange some pictures. It makes them fun.

Sometimes the students are asked by the teacher to bring pictures

related to the material to the class before the lesson. For instance, if the

material for the next week is “Objects at Home” the teacher asks the

students to bring the objects founded at home like: spoon, plate, glass,

fork, etc. It should be better if they are made from plastics, so that the

objects will not endanger the students.

2) The solutions to solve the teacher’s difficulty

To solve the teacher’s difficulty, she makes certain rules during the teaching

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learning process. If students are noisy in the class, the teacher will give

assignments to the students. The teacher will give punishment to the students if

they are impolite in the classroom. For example: the teacher asks the students to

stand up in front of class until the lesson is end. After she gives punishment like

this, they will be afraid to break the rules anymore

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CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

From the discussion in the previous chapter, the writer summarizes some

important points of the process of teaching learning English to the 1st grade

students of SDN Sragen 3. They are the process of teaching learning English, the

difficulties and the solutions to overcome the difficulties during the process of

teaching learning English to 1st grade students of SDN Sragen 3.

There are four steps in the process of teaching learning English to the 1st

grade students of SDN Sragen 3. The process starts from presentation that consists

of reviewing the last lesson and presenting the new material. The next step is

explanation. The teacher explaining the material will be discussed. It is continued

by the practice of doing assignments. It is used to check the students’

comprehension about the lesson. Evaluation is the last step of teaching learning

English process. It is done to know how far the students can catch the lesson and

to know whether the teacher succeeds or fails in teaching English.

During the process of teaching learning English to the 1st grade students of

SDN Sragen 3, the students have difficulties such as: vocabulary and

pronunciation. They find it difficult to memorize and to pronounce the new

vocabulary. The teacher’s problem is handling the students. Some of them are

noisy and impolite so it will bother the other students who are concentrating on

the lesson.

The teacher uses songs, games, and real objects to solve the students’

difficulties. To solve the teacher’s problem, she asks the students to do some

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exercises and gives punishments to the students who are noisy and impolite in the

classroom during teaching learning process.

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B. Suggestions

Based on the result of this final project report, the writer presents the

suggestions to SDN Sragen 3, especially for the headmaster and the teacher. The

number of the students is too big. It makes the teacher rather feels difficult to

control and focus to give the lesson to the students. It would be better if students

are divided into four or five groups, so that the teacher will be easy to focus on

giving the lesson.

SDN Sragen 3 is one of the best Elementary Schools in Sragen, it will be

better if the ELT facilities are completed with the video players. It can improve

the students’ abilities in English.

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BIBLIOGRAPHY Brown, H. Douglash.2000, Principles of language Learning and Teaching. Fourth Edition. New York: San Fransisco State University Brumfit, Cristopher; Jay, Moon and Ray, Tongue.1995. Teaching English to Children from Practice to Practice: New York: Longman Harmer, Jeremy.1991. The practice of English Language Teaching. New York:

Longman -------------------.1998. How to Teach English. New York: Longman

Kimble, Gregory A and Garmezy, Norman. 1963. Principles of General Psychology. Second Edition. New York: The Roland Press

Philip, Sarah. 1996. Young Learners. New York: University Press.

Stephen, B. Klein. 1996. Learning Principles and Application. New York: Mc Graw-Hill

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