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ENGLISH TEACHING METHODS APPLIED IN THE 7TH
GRADE OF SMP N 3 BAYAT, KLATEN
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:
SUTARMANTO
C9307083
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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MOTTO
“Verily, with every difficulty there is relief”
(Qur’an Sura 94:6)
“Goals are the fuel in the furnace of achievement”
(Brian Tracy)
“Commitment leads to action. Action brings your dream closer”
(Marcia Wieder)
“No success without the parent’s blessing”
(The writer)
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DEDICATION
I present my final project to:
My beloved Father and Mother
My younger Brother
All my friends
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PREFACE
First, I would say thank to Allah SWT for all the blessing and the chance
given to me. I would also say thank to all people who support and encourage me
in writing and finishing this final report entitled “English Teaching Methods
Applied in The 7th
Grade of SMP N 3 Bayat, Klaten”
This final project report discusses the methods that I use in teaching
English. The main reason that attracts my mind to write this final project
report is to give a basic understanding of English. I also try to give good
methods in English teaching process.
I hope this final project report will be a useful reference for the readers and
gives them more information about problems in teaching young learners.
Surakarta, January 2012.
Sutarmanto
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ACKNOWLEDGEMENT
Bismillahirahmannirrahiim
Alhamdulillahirobbil’alamin, first of all I would like to say thank you to
Allah SWT for blessing and guiding me in each activities I do. Thanks for giving
me strength and inspiration to finish this final project report, You are the only and
truly God of the universe.
In addition, it is impossible for me to finish this final project report
without some helps from either the individuals or institution. Therefore, I want to
express my highest appreciation to:
1. Drs. Riyadi Santosa, M.Ed, Ph.D, the dean of Faculty of Letters and
Fine Arts, Sebelas Maret University for approving this report.
2. Yusuf Kurniawan, SS, MA, the head of English Diploma Program, for the
highest dedication for the English Diploma Students.
3. Dr. Sri Marmanto, M. Hum, my final project report’s supervisor, thanks
for the time and guidance during the writing process of this final project.
4. Dra. Rara Sugiarti, M. Tourism, my academic supervisor, thanks for the
guidance and motivation.
5. C. Anjar Nawangsih, S.Pd, the headmaster of SMP N 3 Bayat, thanks for
the help.
6. Mrs Suratmi, Mrs. Marsini and all the teaching staffs or other staffs for
many helps given to me.
7. My lovely Parents, thanks for everything given to me, thanks for all. You
are the best and very important in my live.
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8. All the students in SMP N 3 Bayat, Aan, abdul, Adi Purwanto, Fandi,
Imam, Linggar, Rosi, Dela, Riska, Putri, Denza, Disma, and the other
students, I know that all of you have ability in English, be confident and
keep learning.
9. My playmate, close friends, all classmates, thanks guys. I think I owe you
all a big debt of honor.
10. All of My friends in HI ART SKI FSSR, Akh Anggawan, Akh. Indra, Akh
Hans, Ukhti Hamidah, Ukhti Catur, Ukhti Mahda, Ukhti Fia, Ukh Widhi,
thanks for the pray, kindness and motivation given to me. I love you all
because of Allah.
11. All of my friends in SENAPAN SKI FSSR,Ibnu, Tori, Fajar, Fikri,
Irwanto, Sidiq, Haryo, Akhmad, Ukhti Nessa, Ukhti Diah Matta. Ukhti
Ernie, Etc, thanks for the pray for finishing my final project.
12. My Friends in SanurCom, Zizah and Akhyar, thanks a lot for typing,
revising, and printing my final project report.
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ABSTRACT
English Teaching Methods Applied in The7th
Grade of SMP N 3 Bayat,
Klaten
Sutarmanto1
Dr. Sri Marmanto, M. Hum2
This final project report is arranged to discuss the English teaching methods
applied in class VII of SMP N 3 Bayat. The writer wants to know English
teaching methods applied to teach the class VII of SMP N 3 Bayat and try to find
the appropriate method to create a good environment for students to get the lesson
well.
In collecting the data the writer used direct interview and library study. The writer
has interviewed some students, teacher staff and the school curriculum staff. The
library study is done by reading and studying the books and others references
related to the object.
Results from analysis explain that English teaching methods applied in the 7th
grade of SMP N 3 Bayat are the direct method and grammar translation method.
Teacher mixed these methods in the lessons. He chose these methods to encourage
students to use English in the daily conversation and to prepare the semester test.
Besides, there are some problems were found during the teaching process, such as
the lack of facilities, the low of students’ interest in learning English, the poor of
vocabulary, and the difficulties in pronunciation.
Based on the description above, the writer wants to give some suggestions to SMP
N 3 Bayat to improve and support the student ability in learning English.
1Student of DIII Bahasa Inggris, Faculty of Letters and fine arts, Sebelas Maret
University, NIM C 9307083.
2Supervisor of final project report.
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TABLE OF CONTENTS
TITLE ............................................................................................................... i
APPROVAL OF SUPERVISOR ..................................................................... ii
APPROVAL OF THE BOARD OF EXAMINERS ........................................ iii
MOTTO ........................................................................................................... iv
DEDICATION ................................................................................................. v
PREFACE ........................................................................................................ vi
ACKNOWLEDGEMENT ............................................................................... vii
ABSTRACT ..................................................................................................... ix
TABLE OF CONTENTS ................................................................................. x
CHAPTER I: INTRODUCTION ..................................................................... 1
1. Background .......................................................................................... 1
2. Objectives ............................................................................................ 3
3. Benefits ................................................................................................ 3
CHAPTER II: LITERATURE REVIEW ....................................................... 4
A. The Definition of Teaching .................................................................. 4
B. Good Teachers ..................................................................................... 5
C. The Definition of young learners ......................................................... 6
D. Teaching English to Young Learners ................................................... 7
E. English Teaching Method .................................................................... 9
CHAPTER III: DISCUSSION ......................................................................... 13
A. SMP Negeri 3 Bayat ............................................................................ 13
1. Description of SMP N 3 Bayat....................................................... 13
2. Vision and Mission of SMP N 3 Bayat. ......................................... 15
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3. The Organization Structure of SMP N 3 Bayat ............................. 16
B. Job Training Activities ......................................................................... 17
1. Class Observation .......................................................................... 17
2. Material .......................................................................................... 18
3. Lesson Plan .................................................................................... 19
4. Teaching English Activities ........................................................... 23
C. The Method Used in Teaching English at SMP N 3 Bayat, Klaten .... 25
D. The Difficulties in Teaching English at SMP N 3 Bayat and The
Solutions for The Problems ................................................................. 27
1. Linguistic problems ........................................................................ 27
2. Non Linguistic Problems ............................................................... 28
CHAPTER IV: CONCLUSION AND SUGGESTION ................................... 30
A. Conclusion ........................................................................................... 30
B. Suggestion ........................................................................................... 31
BIBLIOGRAPHY ........................................................................................... 32
APPENDICES
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CHAPTER I
INTRODUCTION
A. Background
In this era, language is very important in supporting communication.
People not only get in touch with other in one country, but also communicate with
other people of other countries. According to Oxford Advanced Learners
dictionary (2005: 862), Language is a system of communication in speech and
writing used by people of particular country or area. In other words, people need
an international language used in all countries in the world.
The most popular international language is English. As an international
language, English is important to be used for communication throughout the
world. Nowadays, people need to study English for communication to others
because English gives so many chances to get better life. In order to be equal with
other countries, Indonesia needs to prepare a lot of people who master English.
Indonesian people mastering English well can get along with foreigners well and
they also become easy to adapt in overseas. To realize this, the government
introduces English to all civillians especially the young learners. The government
realizes that the young learners are more flexible to master second language than
the adult learners because young learners have more opportunities than adult to do
something.
In supporting young learners to master English as the foreign language,
there are many methods in English teaching. Therefore, teachers should select a
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suitable method for students. As stated by Richards and Rodgers (1986: vii) in
their book, Approaches and methods in language teaching, they explained that
teachers can choose method and material according to the needs of learner, the
preferences of teacher, and constraints the school or education setting.. A suitable
method to teach can help the students in understanding the materials easily. A
suitable method is very effective for situation and condition of the teaching and
learning process in Classroom. Using the suitable method is hoped that the teacher
can deliver the materials clearly and the students can understand the lesson easily.
Besides that, the teacher should also be able to make students active in the
classroom. In addition, suitable method will make the process of teaching and
learning in the classroom effective. Finally, the purpose of the teacher and
students can be achieved.
During the job training in SMP N 3 Bayat, I joined in the process of
teaching and learning English. In SMP N 3 Bayat, English has been taught from
the 7th until 9th grade. The junior high school is the right level to make the children
familiar and understand English. English is not a new thing for students of SMP N
3 Bayat, because it has been given for three years. Those are in 4th, 5th, and 6th
grade of elementary school. However, students are getting difficulties to study
English in 7th grade in Junior high school. In doing the job training, I want to
know the English teaching method to reveal some English teaching problems in
SMP N 3 Bayat and gives some appropriate and acceptable solutions to the
problems.
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In this ocassion, the I decides “English Teaching Methods Applied in
The 7th Grade of SMP N 3 Bayat, Klaten” as title of my final project.
B. Objectives
The objectives in choosing the problem stated in the background of the
problem is that I want:
1. To know the teaching method used in SMP N 3 Bayat
2. To reveal the teaching problems faced in SMP N 3 Bayat
C. Benefits
1. For SMP N 3 Bayat.
a. This report is expected can be used to determine the best solution to
improve the students’ English skill.
b. I hope that the final projects report can help the teachers to find out
solution of the teaching problem met in SMP N 3 Bayat.
2. For the English Diploma students
a. I hope that this final projects report can be used as a reference for the
next generation of English Diploma students.
b. This report is also expected to be able give additional knowledge for
English Diploma students, especially for the students majoring in
teaching.
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CHAPTER II
LITERATURE REVEW
A. The Definition of Teaching
According to Brown (2000:7) teaching is guiding, facilitating, enabling the
learner to learn, and setting the condition for learning. Meanwhile, Cole and Chan
(1994:2) in their book, Teaching Principles and Practice, states that teaching is a
complex phenomenon that takes into account a wide range of personal
characteristic, profession skill and specialized bases of knowledge.
Tyson and Caroll in Muhibbin Syah (1995:183) states that teaching is
“…a way working students…a process of interaction…the teacher do something
to student; the student do something in return.” From this definition, Muhibbin
concludes that teaching is a way and a process of reciprocity relationship between
students and teacher who both of them actively do activities.
Meanwhile Biggs in Muhibbin Syah (1995:183) divides teaching concept to
be three teaching definitions.
1. Quantitative definition (related to the number of subjects being taught). In
this definition, teaching is the transmission of the knowledge. Teachers only
need mastering subject that they teach and present it to their students.
2. Institutional definition (Related to the institution/ school). In this definition,
teaching is the efficient orchestration of teaching skill. Teachers are
demanded to adapt some teaching methods for many kinds of students
having different talent, ability and need.
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3. Qualitative definition (related to ideal quality of the outcome). In this
definition, teaching means the facilitation of learning. Teachers interact to
their students in a specific ways adjusted to the qualitative concept; this
is intended to encourage students learning to create their own meaning
and understanding.
Based on the definitions stated above, it can be concluded that teaching is an
activity done by teachers do the learning process including giving instruction,
giving skill, and transferring knowledge intended to make pupils understanding
the learning subjects. A good teaching will fulfill or facilitate the learners
need and lead them to a better understanding of the subjects. Therefore,
teaching requires teachers to create a better learning process by adjusting
their teaching technique to the real condition of their students. This can help
students accepting knowledge transferred by their teacher.
B. Good Teachers
To teach English perfectly, there are some requirements that must be owned
by the teachers. According to Harmer (1998:3), he has interviewed some students
who come from the different nationalities studying private language in Britain,
and secondary school students studying at a Cambridge comprehensive school.
The purpose of this activity is to know what requirements that must be owned a
teacher in order to be a good teacher. He adds that a teacher should make his / her
lesson interesting. A teacher must love their job, if she/he enjoys her/his job that’ll
make lesson more interesting. Teacher has his/her own personality and doesn’t
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hide it from the students so that he is not only a teacher but a person as well and it
comes through the lessons, a teacher has to have a lot of knowledge (not only of
his subject), a good teacher is an entertainer and has a positive sense.
C. The Definition of Young Learners
According to Philips (1993:5)Young learners means children from the
first year of formal schooling (five or six years old) to eleven or twelve
years of age . From this definition, we can conclude that the young learners may
come from the kindergarten, elementary, and the seventh grade of the junior high
school. Meanwhile, Cameron (2001:4), he said that the very important of the child
as an active learner and thinker, constructing his or her knowledge from working
with objects or ideas.
According to Brumfit, Moon and Tongue (1997:vi) in their book,
Introduction Teaching English to Young Learner, young learners have more
opportunities than adult do. They are learning all the time without having the
worries and responsibilities of adults; their parents, friends and teachers all help
them in learning.
It is considered that people will be better to start learning second language
in the early age. According to Wendy A. Scot and Lisbeth H. Ytreberg (1990:3),
the adult world and the child’s world are not the same. Children, in this case
children from five to seven years old, do not always understand what adults are
talking about and adults do not always understand what children are talking about.
The difference is that adults usually find out by asking question, but children
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do not always ask. Meanwhile, children from eight to ten years old relatively
mature children with adult side and childish
From the definition above, it can be concluded that children in the process
of learning seek out the purpose and intentions by seeing in what other people do,
bring their knowledge and experience to their efforts to make sense of other’s
people action and language. In addition, children are active sense maker but their
sense making is very limited by their experience which shows as a key to
understand how the children respond to tasks and activities in the language
classroom.
D. Teaching English to Young Learners
According to Oxford Advanced Learners dictionary (2005: 862), Language
is system of communication in speech and writing used by people of particular
country or area. Meanwhile, teaching, as many experts’ explanation, means an
activity that teacher do in the learning process including giving instruction,
skill, and transferring knowledge intended to make pupils understanding the
learning subjects. Based on the two definitions above, it can be concluded that
language teaching means facilitating process of language acquisition intended
to make the learner able to communicate either in speech or in writing using
targeted language.
In Indonesia, English is a language that is not used as a communication
media in daily conversation in the social community unless it uses for specific
purposes, for example as communication tool in the world of business,
education and entertainment. Since English has important role in some specific
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aspects, it can be classified as second language in Indonesia. Moreover, H.H.
Stern (1983:9) in his book, Fundamental Concepts of Language Teaching,
tabulates the two sets of first language (L1) and secondary language (L2)
terms as follows:
L1 L2
First Language Second language
Native Language Non-native language
Mother Tongue Foreign Language
Primary Language Secondary Language
Stronger Language Weaker Language
Considering the two terms above, it is clear that English is foreign
language for Indonesian. It can be concluded that second language means
languages, which is not native languages, mother tongue nor stronger
language. In other words, people in Indonesia, actually young learner are weak in
English. It can be concluded that to teach English to young learner, teachers need
to master some ability in teaching young learner. In addition, teachers need to
facilitate the learner. Teachers do not only give material but also interactto the
students to encourage them understand the material by giving some activities,
such as games, song or question-answer session.
E. English Teaching Methods
There are many methods of teaching languages. According to Richard and
Rodgers in their book “Approaches and method in language teaching”, there are
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ten methods in teaching language. They are:
1. Grammar translation method.
According to Richard and Rodgers (1986:3), Grammar translation
is a way a studying a language that approaches the language first through
detailed analysis of its grammar rules, followed by application of this
knowledge to the task of translating sentences and texts into and out the
target language.
The grammatical analysis of sentences constitutes the objective
of the teaching of grammar at the school. Its practice makes it possible to
recognize a text as a coherent whole and conditions the training of a
foreign language. Grammatical terminology serves this objective.
Grammar makes it possible for each one to understand how the mother
tongue functions, in order to give him the capacity to communicate
its thought
2. Direct method
Franke stated in Richard and Rodgers’s book(1986:9) state that
language must be thought by using it activity in classroom rather than
using analytical procedures that focus on explanation of grammar rule in
classroom teaching, teacher must encourage direct and spontaneous use of
the foreign language in the classroom.
According to this method, printed language and text must be kept
away from second language learner for as long as possible, just as a first
language learner does not use printed word until he has good grasp of
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speech. Learning of writing and spelling should be delayed until after
the printed word has been introduced, and grammar and translation
should also be avoided because this would involve the application of the
learner's first language. All above items must be avoided because they
hinder the acquisition of a good oral proficiency.
3. The oral approach and situational language teaching
According to Richard and Rodgers (1986:34), the oral approach uses
spoken language before presenting in written form, started from the simple
grade to the complex ones. It means this process emphasize on giving
material to the students in oral language, then develop it to reading and
writing gradually.
4. The audio-lingual method
According to Richard and Rodgers (1986:44), The audio-lingual method
is the method that the students listen to or view tapes of language
models acting in situations. Students practice with a variety of drills, and
the instructor emphasizes the use of the target language at all times. The
audio-lingual method was used by the United States Army for "crash"
instruction in foreign languages during World War II. Despite the
documented success of these programs, audio-lingual methods are no
longer common.
5. Communicative language teaching
According to Richard and Rodgers (1986:64), Communicative language
teaching (CLT) is an approach to the teaching of languages that
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emphasizes interaction as both the means and the ultimate goal of
learning a language. Despite a number of criticisms, it continues to
be popular, particularly in Europe, where constructivist views on
language learning and education in general dominate academic
discourse.
6. Total physical response
According to Richard and Rodgers(1986:87), Total physical response is a
language teaching method built around the coordination of speech and
action; it attempts to teach language through physical (motor) activity.
7. The silent way
According to Richard and Rodgers(1986:99), The silent way is the English
teaching method that the teacher should be silent as much as possible in
the classroom and the learner should be encouraged to produce as much
language as possible. Element of the silent way, particularly the use of
color charts and the colored cuisenaire rods.
8. Communicative language learning
According to Richard and Rodgers (1986:113), Communicative language
learning (CLL) draws on counseling metaphor to redefine the rule of the
teacher (the counselor) and learners (the clients) in the language
classroom. Counseling is one person giving advice, assistance, and support
to another who has a problem or some way in need.
9. The natural approach
Based on Krashen and Terrell in Richard and Rodgers’s book (1986:128),
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they have identified the natural approach with they call “traditional”
approach language teaching. Traditional approaches are defined as based
on the use language on communicative situation without recourse to the
native language, - and perhaps, needless to say, without reference to
grammatical analysis, grammatical drilling, or to a particular theory of
grammar.
10. Suggestopedia
According to Richard and Rodgers (1986:142), Suggestopedia is a specific
set of learning recommendation derived from suggestology. Suggestopedia
tries to harness these influences and redirect them so as to optimize
learning. The most conspicuous characteristics are the decoration,
furniture, and arrangement the classroom, the use of music, and
authoritative behavior of the teacher.
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CHAPTER III
DISCUSSION
A. SMP Negri 3 Bayat
1. Description of SMP N 3 Bayat.
SMP N 3 Bayat is one of formal Junior High Schools in Klaten. It is located
in Wiro, Bayat, Klaten. It was built in 2003. During the school was built, teaching
and learning processes were done in SD N 2 Wiro for five months. It has
graduated its students for the six times until this year, 2011. Mrs. C. Anjar
Nawangsih, S.Pd, the headmaster of SMP N 3 Bayat is the second headmaster
after Drs. Suramlan. There are 20 male teachers and 6 female teachers. The total
students of SMP N 3 Bayat in 2009/2010 are 474 students. The curriculum used in
SMP N 3 Bayat is KTSP (Kurikulum Tingkat Satuan Pendidikan).
SMP N 3 Bayat does not only do the learning and teaching process in
academic field, but it also holds many kinds of extracurricular activities for the
students such as Boy Scout (PRAMUKA), computer, and PMR. All students are
allowed to follow these activities in accordance with the schedule and the teachers
who are responsible for these activities to be the supervisor.
SMP N 3 Bayat was built on 500 meters square of land. The school building
consists of the headmaster’s office, teacher’s office, two employee rooms and
twelve classrooms. There are also other rooms such as school medical unit room,
computer and multimedia room, library, mosque, parking area, sport field, two
bathrooms, etc. The clearer chart can be seen in the sketch below.
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The Sketch of SMP 3 Bayat
Explanation of picture
1. Gate
2. Parking area for children
3. Parking area for teacher
4. Long jump field
5. Basket field
6. Headmaster House
7. Canteen
8. Mosque
9. Bathroom
10. Park
11. Teacher office
12. Warehouse
13. Field for flag ceremony
14. Library
15. Computer room
16. School medical unit room
37
N
36
34 33
32 31 30 29
28
27
26
25
24
23
22 21
20
19
18
17
16
15
14
13
12
11
10
9
8
7 65
4
3
2
1
35
2
9
10
10
18
9
22
37
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17. Multimedia room
18. Employee office
19. Counseling room
20. Headmaster
21. Lobby
22. Flag
23. Well
24. Tower
25. Class VII A
26. Class VII B
27. Class VII C
28. Class VII D
29. Class VIII A
30. Class VIII B
31. Class VIII C
32. Class VIII D
33. Class IX A
34. Class IX B
35. Class IX C
36. Class IX D
37. Street
2. Vision and Mission of SMP Negeri 3 Bayat.
SMP Negeri 3 Bayat has vision and missions to achieve the good quality of
the students, teachers and the staffs.
Vision
SMP N 3 Bayat has vision to:
“Be excellent in achievement based on faith and morality”.
Mission
To accomplish the vision, SMP N 3 Bayat has missions:
• To improve the process of learning and teaching effectively.
• To educate students to have good attitude and behavior at school, at
home and in civilization.
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• To improve the religion teaching and implementation fulfilled by the
students so that they become honest, honorable, tolerant, and
autonomous person.
• Customize the cleanliness culture
3. The Organization Structure of SMP N 3 Bayat
School committee
Drs. Supardi
Head master
C. AnjarNawangsih, S.Pd
Vice of Headmaster
Subiman, S.Pd
PR coordinator
Sunarto, S.Pd
Equipment coordinator
Sugiyan, S.Pd
Students coordinator
Subari, S.Pd
Curriculum coordinator
Sugeng, S.Pd
Coordinator of Class VII A
Mariman A
Coordinator of Class VIII A
Mariman B, S.Pd.
Coordinator of Class IX A
Subroto, S.Pd
Coordinator of Class VII B
JokoWaluyo, S.Si.
Coordinator of Class VIII B
Murni, S.Pd.
Coordinator of ClassIX B
Sufyarnomo, S.Pd.
Coordinator of Class VII C
BambangEko N, S.Pd
Coordinator of Class VIII C
Suharman, S.Pd.
Coordinator of ClassIX C
Endang K, S.Pd. M.Pd
Coordinator of Class VII D
Supriyono, S.Pd
Coordinator of Class VIII
Sukismo.S.Pd
Coordinator of Class IX D
Lanjar, S.Pd.
Chief of Librarian
A.Tursi Putra, S.Pd.
Chief of Administrator
Suwito Dally, B.A.
Teachers
Student
Societies
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B. Job Training Activities
According to the agreement between me as the trainee and Mr. Sugeng,
S.Pd as the Coordinator of Curriculum, I was in charged to teach English in VIIA
and VIIIB. Besides teaching English, the writer also did other activities, such as
helping librarian to give service to students and being a consultant for students
who wanted to ask about English. I did my job training activities on Monday until
Saturday, from 07.00 until 11.00 am.
1. Class Observation
The first thing I did in the job training was doing an observation. I did this
activity in class VIIA of SMP N 3 Bayat. I observed the students learning process
in the class, the number of students, and class condition. Every week, class VIIA
has for hour for English lesson based on the class schedule. One session is about
two times forty minutes.
There were 40 students, consisted of 18 boys and 22 girls. Most of them
were good students, even though there were several naughty students. In the
classroom there were facilities supporting the teaching and learning process.
There were 20 tables and 40 chairs for students, a table with a chair for teacher, a
blackboard, chalks, rulers, and cleaning equipments.
The classroom was clean and comfortable because the facility is ordered
well. The students made a group of cleaning service who did their duty every day.
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Besides, teacher also recommended to her students to have the additional
book named “Satria” (Sarana Trampil dan Berprestasi). The function of that
book is as student exercise book.
3. Lesson Plan
Teaching is an organized activity including giving skill and transferring
knowledge. Teachers need to organize their lesson before teaching it to the
students. Besides, remembering what they will teach, teachers can write their
lesson plan in a piece of paper. This is intended to remind the teacher about the
lesson going to teach.
I made the lesson plan in the first week of the job training. There are four
stages of lesson plan, such as: Building Knowledge of the Field (BKOF),
modeling of text, joint construction of the text and independent construction of the
text. Here is an example of lesson plan:
Lesson Plan
Grade level : First grade of Junior High School
Skill : Reading, and writing
Number of students : 40 students
Duration : 2 x 80 minutes
Material : Family Life
Teaching aids : Pictures
Puzzles
Chalks
Goals : Students can mention and write kinds of family member
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Students describe and write about their family
BKOF (Building Knowledge of The Field)
Greeting : Good morning students!
How are you today?
Who is absent today?
Reviewing last material : Ok, students do you still remember our last
material? (Discus it for a minute to remind
students about the last material)
Introducing new material : Ok students now we will study about family!
Do you know what family is?
Well, can you mention the member of your
family?
Rosy, who is the leader of the family?
Abdul, what is your father’s job?
Modeling of The Text
Teacher gives a descriptive text about family:
My Family
My name is Kevin. I am a junior high school student. My family members
consist of my father, my mother, two old sisters and a young brother. My parent’s
names are Mr. and Mrs. Steward. My elder sisters are Yasinta and Fatimah. My
brother’s name is Fandy.
My father is a farmer. He usually goes to field every morning and evening.
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My mother’s job is a seller. She sells vegetables in the market. Yasinta works in a
department store. Fatimah is a senior high school student and Fandy is an
elementary school student.
My family is a simple one, but I am happy living together with my family.
Joint Construction of the Text
After presenting the material, the writer gave exercises to the students. The
exercises are as follows:
My Family
My name is Kevin. I am a junior high school student. My family members
consist of my father, my mother, two old sisters and a young brother. My parent’s
names are Mr. and Mrs. Steward. My elder sisters are Yasinta and Fatimah. My
brother’s name is Fandy.
My father is a farmer. He usually goes to field every morning and evening.
My mother’s job is a seller. She sells vegetables in the market. Yasinta works in
department store. Fatimah is a senior high school student and Fandy is an
elementary school student.
My family is a simple one, but I am happy living together with my family.
Task 1
Answer the question based on the text above!
1. Who are the members of Kevin family?
2. What is Mr. Steward’s profession?
3. Where does Mrs. Steward sell her vegetables?
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4. Who is Fatimah?
5. Who does work in department store?
6. What does the word “he” (first line in paragraph 2) refers to?
Task 2
Arrange these jumbled phrases or words into good sentence!
1. in – I – big – a – family – live
2. architect – father’s – my – is –an
3. old – a – senior – student – is – my – school – high – sister
4. to – sea –he –every – goes– night – usually
5. cooks – my – the – kitchen – meal – in – mother
Task 3
Fill the blank with the answers which is available!
Mr Syailendra’s family___________ a regular habit. Everyday, his family
members_______up at 4.30 a.m.Then, they have__________ at 6.30 a.m.
After that, Mr. Syailendra________to Office at 7.00 a.m. with his daughter,
Meska that goes to school. If Sunday comes, they have____________
together at 11.30 a.m.
breakfast Lunch Has
goes Get
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Independent Construction of the Text
The students had to be able to make a short text to describe their family.
Closing
In this step, the teacher does some activities, such as:
⇒ Teacher checks the students’ understanding to measure the students’ ability.
⇒ Teacher asks to one of students to lead the pray.
⇒ Teacher closes the teaching and learning process.
4. Teaching English Activities
After doing teaching observation and making lesson plan, I started to
practice teaching English in a real condition. I handled 2 classes; there were VIIA
and VIIIB. On the first meeting, Mrs. Suratmi, an English teacher of first grade,
introduced me to the students in class VIIA. Meanwhile, Mrs. Marsini, an English
teacher of second grade, introduced me to the students in class VIIIB. The
teaching learning process that I had done can be described as follows:
I began the lesson by greeting the students, and asking one of them to lead
the pray. These activities will train the students to apply their English orally. After
that, I checked the students’ attendance.
The next is BKOF (Building Knowledge of the Field). In this step, I
reviewed the last material that has been discussed. After that, I introduced the new
material by giving simple questions related to the topic which would be discussed.
Then, I told the objective of the lesson to make the students understand about the
goal expected after they learned the lesson.
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In modeling, I explained the whole of the material. This explaination was
included the difficult words and sometimes the writer made a short conversation
related tho the topic.To make students easy to understand the material, I used
some aids, such as classroom media, pictures, puzzle, and dictionary. By using
these aids, I hoped that the students would memorize the material easily.
Considering that English is the foreign language for the students, I used
both of English and Bahasa Indonesia in explaining the material. I also repeated
my explanation more than once because the students’ ability is different, that is
why all of the students would understand the explanation. Before I repeated the
explanation, I asked to them “Class…Do you understand?” If they understood
enough, I would continue to the next lesson.
After explaining the material, I continued the lesson by giving exercise to
assess the students’ comprehension about the materials given. I devided the
assesment into two parts, they are join contruction of the text, and Independent
construction of the text. In join contraction of the text, I gave exercises which are
turned to the goal of the material, such as: Jumbled words, jumbled sentences,
paragraph with missing words, etc. Meanwhile, in independent of the text, I ask to
the students to make their own text.
The last step is closing. In this step I reviewed the material to check the
students’ understanding. I opened the question and answer section if they do not
understand any materials. Then, I closed the lesson.
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C. The Methods Used in Teaching English at SMP N 3 Bayat, Klaten.
SMP N 3 Bayat applies Competency Based Curriculum. Here, the teacher
must use appropriate methods in teaching English in the classroom. It is aimed to
make the students easy to receive the material given by the teacher well. The
teacher (in this case the writer) applied the methods that might improve students’
proficiency in English. Because the basic competency of this curriculum is to
standardize the student’s proficiency especially in spoken language. In the
teaching process, I combined two methods. They would be more effective for the
students. The two methods applied were:
1. Direct method.
Direct method is one of the methods in teaching language. By using this
method, the teacher uses target language dominantly. In the first time, it may be
difficult for students to understand the instruction or material given by the teacher.
The teacher must repeat their speech or instruction on some conditions in the
classroom activity. The purposes of repetition are to make the students understand
how to pronounce the words and to clarify what the teacher instructs.
In the classroom, I used direct method to open the lesson, such as greeting,
checking the students’ attendance, and reviewing the last material. In other cases,
I asked to the students to say, if they want to do something. For examples: if they
want to wash their face, they could say “May I wash my face, Sir?” or if they
wanted to clean the board, they could say “Can I clean up the blackboard, Sir?”
The other instruction is when I invited the students to be the volunteer to read the
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descriptive text, I offered “Is there anyone to be a volunteer? Please come
forward”, etc.
The different instructions are also given to improve the students’
knowledge. They are expected to be familiar with the words.
2. Grammar translation method.
Grammar translation method is a kind of methods that has characteristics:
Classes are taught in the mother tongue with little active use of the target
language, there are much vocabulary is taught in the form of lists of isolated
words, the class activity is usually reading of difficult classical texts, grammar
provides the rules for putting words together, and instruction often focuses on the
form and inflection of words.
I used grammar translation method when I transferred the material to the
students. I use English and the mother tongue in this case Bahasa Indonesia to
make the students easy to understand to the material. In reading activity, I asked
to the students to find the meaning of difficult words and I also read the difficult
words on the board to remember the meaning of each words. I gave them
exercises as many as possible related to the grammatical rules which were
explained previously. Besides that, I also explained how to translate the text.
I took the material from “English in Focus”. The materials were about the
reading text, with some questions, jumble words, etc. Here, I asked one of
students to read the text loudly, than helped them to understand the text by
translating it.
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D. The difficulties in Teaching English at SMP N 3 Bayat and The Solutions
for the Problems
1. Linguistic Problems:
a. Limited vocabulary
Vocabulary is important thing in learning English. It will be helpful
in finding difficult meaning of the word, understanding the text,
conversation, and writing a text. In other words, vocabulary is quite useful
in teaching process in classroom. In 7th Grade of SMP N 3 Bayat there
were many students with limited vocabulary. Some of them did not
understand what teachers said and what the text means. It also becomes
barrier in receiving the lesson.
The solution is the students are recommended to bring the dictionary with
them, and to anticipate the students who forget to bring dictionary, school
library have to prepare the dictionary which can be borrowed by the
children.
b. Student difficult in pronunciation.
Pronunciation is an important aspect in spoken language. If the
students have problems in pronunciation, the messages will not be
delivered clearly.
In 7th Grade of SMP N 3 Bayat, The students got difficulties to
pronoun the words correctly. They have already Javanese and Indonesian
language as their native language, so they are unusual with the utterance of
English.
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The solution of this problem is that the students should do more
practices in speaking, actually in pronunciation. Teacher can train the
students with listening and repeating activity with tape recorder or his / her
own voice
Non Linguistic Problems
a. Lack of facilities.
Facilities are parts of education system that support education
activities itself. In this school, the facilities that support English teaching
activities were not adequate. The school lacks of source of media to
support the class activity.
To apply the direct method, teacher needs some teaching facilities
such as: audio – video cassette, pictures, charts, and labeled object. The
teachers usually busy so that they do not to prepare the teaching aids.
The solution is the teacher must prepare the facilities and the material well
before teaching their students, so that the teacher easy to deliver the
material and students also easy to follow the lesson.
b. Low student’s interest in learning English.
Many students consider that English is an uninteresting subject. It
can be seen from the students who want to do the exercises. They do not
have any desire to ask to the teacher when they find difficult things. When
the teacher asked to the student why they did not interest with English.
Their answers were various. Some of them have assumption that English is
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a subject that makes them to be scary with it, English was very difficult to
understand, etc.
To increase the students’ interest, the teacher must try some ways
in teaching process. He / she must vary the technique of teaching English.
Doing variation will make the students to be attractive to the lesson.
Besides that, Variation is also needed in setting the seat of student and in
teacher voice.
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion, there are some conclusions that can be drawn
from this final project report. The conclusions are as follows:
1. Direct methods and grammar translation method are applied in teaching
English to the 7th grade of SMP N 3 Bayat. The teacher combined these
methods in the teaching processes. By using direct method, students have
opportunity to improve their listening and speaking skill. The important thing
of this method is that teachers can explain English directly. By using
grammar translation method, students also have memorization of vocabulary
and comprehension about grammar rules. The purposes of this method are to
make the students easy to understand the material and to improve students’
skill in grammar.
2. The problem appeared in English teaching process in 7th grade of SMP N 3
Bayat are as the follows :
a. The lack of students’ interest to the English lesson. They consider that
English is a difficult subject.
b. Students also have problem in pronunciation. They have many mistakes to
pronoun the words.
c. Students do not have desire to bring their dictionary to school. Besides
that, the school also prepares the limited dictionary to the students.
d. SMP N 3 Bayat has limited facilities to support the English teaching
process.
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B. Suggestions.
Based on the discussion in the previous chapter and the problems appear, I present
some suggestions as follows:
1. The school committee of SMP N 3 Bayat.
The school committee has to add the facilities to the students to support
the students in mastering English well.
2. The English teachers of SMP N 3 Bayat.
The teacher needs to use more interesting methods to make the students
enjoy with English teaching process. Besides, the teacher has to improve
the motivation to the students so that they have high spirit to study
English.
3. The students of SMP N 3 Bayat.
The students should pay attention when the teacher explains the material.
The students also have to motivate themselves so that they can accept the
material easily.
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BIBLIOGRAPHY
Brown. H. Douglas. 2000. Principle of Language Learning and Teaching.
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Brumfit, Jayne Moon Christopher and Ray Tounge. 1997. Teaching English to
Children; From Practice to Principle. London: Longman.
Cameron, Lynee. 2001. Teaching Language to Young Learners. Cambridge.
Cambridge Press.
Cole, Peter G and Chan, Lorna. 1994. Teaching Principles and Practice. New York.
Prentice Hall
Harmer, Jeremy.1998.How to teach English: An introduction to the Practice
of English Language teaching. London: Longman
Philips, Sarah. 1993. Young Learner. New York: OxfordUniversity Press.
Richards, Jack C and Rodgers, Theodore S. 1986. Approaces and Methods in
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Scott, Wendy A and Ytrebreg, L. 1990.Teaching English to Children. United
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Stern, H.H. 1983.Fundamental Concepts of Language Teaching. New York: Oxford
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Syah, Muhibbin. 1995. Psikologi Pendidikan Suatu Pendekatan Baru.
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University Cambridge International Dictionary of English.1995.Cambridge:
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