TEACHING ENGLISH VOCABULARY TO THE 3rd GRADE …/Teaching... · TEACHING ENGLISH VOCABULARY TO THE 3rd GRADE STUDENTS IN SDN KARTASURA 05 FINAL PROJECT REPORT Submited As partial

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TEACHING ENGLISH VOCABULARY TO THE 3rd

GRADE STUDENTS

IN SDN KARTASURA 05

FINAL PROJECT REPORT

Submited As partial requirement in obtaining

Degree in the English Diploma Program Faculty

Of Letters and Fine Arts

Sebelas Maret University

by

INDAH A. PUTRI NUGRAHANY

C9307050

ENGLISH DIPLOMA PROGRAM

FACULITY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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DEDICATION

I would like to dedicate this final project for :

My Mom, Dad, and little brother

My Savior, Jesus Christ

My Spirit Candra Andi

My grand parents

And all of my friends


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PREFACE

The final project report entitled “Teaching English Vocabulary to the 3rd

Grade Students in SDN Kartasura 05" is submitted as a partial requirement in

obtaining degree in the English Diploma Program, Faculty of Letters and Fine Arts,

Sebelas Maret University. I took this title because Vocabulary is important in learning

English. The 3rd

grade students in Elementary School had many mistakes in learning

Vocabulary especially in spelling and pronunciation. Therefore, I taught that it would

be convenient and beneficial to teach English vocabulary to 3rd

grade students

Elementary school in order to help them improve their English words well.

In short, this paper reports the process of Teaching English Vocabulary to the

third grade students of SDN Kartasura 05, the problems encountered during the job

training and the solutions of the problems encountered. By practicing the

pronunciation, it is expected that the student’s pronunciation in vocabulary can be

achieved or at least can be improve.

I realize that this final project report is so far from being perfect. Therefore,

any suggestion and criticism is needed for the improvement.

Finally, I hope that this final project report can give beneficial to all people

making final project report and can give additional knowledge to the readers.

Surakarta, June 2012

Indah Ayu Putri


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ACKNOWLEDGMENT

First of all, I would like to praise my Savior LORD JESUS CHRIST for

giving me strength, blessing and leading me in writing this final project report so that

I can finish this final project report.

I also wish to acknowledge a great debt to:

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

Drs.Riyadi Santosa M.Ed, Ph. D.

2. The Head of English Diploma Program, Faculty of Letters and fine Arts, Sebelas

Maret University, Yusuf Kurniawan.S.S, M.A

3. My Academic Supervisor, M. Farkhan.ND,S.Ag.M.Ag

4. My Supervisor, Prof.Dr. Djatmika.M.A, I am so grateful to you for your time,

guidance, and advices in writing this final project report.

5. All the English Diploma Lecturers. Thank you for teaching me and for

transferring knowledge and skill about English to me.

6. The Head Master of SDN Kartasura 05, Abdul Rochim, S.Pd. I am flattered for

giving me an opportunity to have job training at your school.

7. The English Teacher if SDN Kartasura 05, Mr. Aris Sukoco, S.Pd. Thank you for

supervising me in teaching English during my job training.

8. All Teachers and Staff in SDN Kartasuara 05.1 also thank you for your kindness

and hospitality.


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9. The first to the third grade Students of SDN Kartasura 05. Thank for you for

accepting me in teaching you during my job training.

10. My beloved parents. Thank you so much for your guidance, patient, and for

praying me during my study.

11. My beloved boyfriend. Candra Andi W. Thank for your supporting me in

everything of my life.

12. All of my friends in Church and in Campus. I love you guys.

Surakarta,

June 2012

Indah Ayu


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MOTTOES

God will make a way, when there is no a way

Trust with my self, is the key to make all dreams come true

Impossible is nothing, if there is self confidence


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ABSTRACT

Indah Ayu Putri Nugrahany. 2010. Teaching English Vocabulary to the Third

Grade Students in SDN Kartasura 05, English Diploma Program. Faculty of

Letters and Fine Arts. Sebelas Maret University.

This final project report is written based in the job training done in SDN

Kartasura 05. The purposes of this report are to describe the teaching learning process

and to find out the problems and to solve the problems encountered in teaching

dictation to the third grade students of SDN Kartasura 05.

The data were gained through observation and library study. The observation

was done in class while teaching learning process was taking place and when the

students had rest time. The library study focused on some documents of teaching

materials and some supporting books from the library. The analysis of this reports

shows that the students could not learn vocabulary with speaking and reading

correctly, so in this reports was only focused on teaching vocabulary. The teaching

learning process was based on a lesson plan consisting of three phases. They are

warming up, main activities and closing. In the warming up, the students were

required to speak English in greeting section and introduced to the material, in the

main activities the students were given some pictures as a modeling, groups exercises

as joint construction and individual exercises as independent construction and in the

closing phase, the materials taught were concluded by giving the students some

questions and giving homework before closing the meeting. During the job training,

there were some problems encountered such as problems from the students, problems

from writer and problems from the school’s facilities.

Based on the findings above, the problems were solved by applying brain

storming of the word using the pictures, with interesting aids to attract the students’

attention. The writer also making lesson plan to manage limited time and reading

dictionaries to pronounce the words in correct pronunciation in teaching the students.


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TABLE OF CONTENTS

COVER

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

APROVAL OF BOARD EXAMINERS .............................................................. iii

DEDICATION ..................................................................................................... iv

PREFACE ............................................................................................................ v

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

MOTTO ............................................................................................................... viii

ABSTRACT ......................................................................................................... ix

TABLE OF CONTENTS ...................................................................................... x

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

A. Background of the Problem ................................................... 1

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

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

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

A. Teaching ................................................................................. 3

B. Learning ................................................................................. 4

C. Vocabulary ............................................................................. 5

D. Teaching Vocabulary to Children .......................................... 6

E. Strategies in Teaching English Vocabulary ........................... 7

CHAPTER III : DISCUSSION ............................................................................ 10

A. General Description of SDN Kartasura 05, Kartasura ........... 10

B. Job Training Activities ........................................................... 11


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1. Classrooms observation ................................................... 11

2. Making Lesson plan ......................................................... 11

3. The teaching and learning English vocabulary

to 3rd

grade students in SDN Kartasura 05, Kartasura ..... 12

C. Discussion ............................................................................... 17

1. The teaching methods used in teaching English to the

3rd

grade students in SDN Kartasura 05, Kartasura ......... 17

2. The problems and the solutions in the process

of teaching and learning English vocabulary to the

3rd

grade students of SDN Kartasura 05, Kartasura ......... 18

CHAPTER IV : CONCLUSION AND SUGGESTION ...................................... 21

A. Conclusion ............................................................................. 21

B. Suggestion .............................................................................. 23

BLIBLIOGRAPHY

APPENDICES


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TEACHING ENGLISH VOCABULARY TO THE

3rd

GRADE STUDENTS IN SDN

KARTASURA 05

Indah Ayu Putri Nugrahany 1

Prof. Dr. Djatmika, M.A.2

ABSTRACT

2012. English Diploma Program. Faculty of Letters and Fine Arts.

Sebelas Maret University.

This final project report is written based in the job training done in

SDN Kartasura 05. The purposes of this report are to describe the

teaching learning process and to find out the problems and to solve

the problems encountered in teaching dictation to the third grade

students of SDN Kartasura 05.

The data were gained through observation and library study. The

observation was done in class while teaching learning process was

taking place and when the students had rest time. The library study

focused on some documents of teaching materials and some

supporting books from the library. The analysis of this reports

shows that the students could not learn vocabulary with speaking

and reading correctly, so in this reports was only focused on

teaching vocabulary. The teaching learning process was based on a

lesson plan consisting of three phases. They are warming up, main

activities and closing. In the warming up, the students were

required to speak English in greeting section and introduced to the

material, in the main activities the students were given some

pictures as a modeling, groups exercises as joint construction and

individual exercises as independent construction and in the closing

phase, the materials taught were concluded by giving the students

some questions and giving homework before closing the meeting.

During the job training, there were some problems encountered

1 Mahasiswa Jurusan D III Bahasa Inggris dengan NIM C9307050

2 Dosen Pembimbing

such as problems from the students, problems from writer and

problems from the school’s facilities.

Based on the findings above, the problems were solved by

applying brain storming of the word using the pictures, with

interesting aids to attract the students’ attention. The writer also

making lesson plan to manage limited time and reading

dictionaries to pronounce the words in correct pronunciation in

teaching the students.


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CHAPTER I

INTRODUCTION

A. Background of the Problem

In globalization era, people are demanded to master English as

International language. By mastering English well, people can catch and increase

knowledge, technology, culture, and keep good relationship with other-people

from other countries. English becomes International language, so the Indonesian

government gives it a special status as the first foreign language and it should be

learned in any level of education in Indonesia.

In Indonesia, English is the first foreign language that is taught to the

children in schools education. English lesson has been taught in elementary

schools. It needs to be introduced to the children early, so English must be given

and taught to students in Elementary schools in preparation to the new world.

In language teaching, vocabulary is important for the learner. Learning

English vocabulary in elementary school is very important and gives benefit. In

the first time, vocabulary is one of basic matters in English language learning.

Learners need to learn what words mean and how to make the sentences from the

words. They will understand sentences easily if they learn words as a single item.

Vocabulary is also the exposures for further English language learning, such as

writing, listening, speaking, and reading. Therefore, vocabulary acquisition should

be introduced early.

This final project reports the teaching of English especially to 3rd

grade

students. It would report the ways in presenting new words to 3rd

grade students.

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The title of this final project is “Teaching English Vocabulary to the 3rd

Grade

Students in SDN Kartasura 05”.

B. Objectives

The objectives of this report are:

1. To know how to teach vocabulary to the 3rd

grade students of SD Negeri

Kartasura 05.

2. To explain the problems of teaching and learning vocabulary to the 3rd

grade

students of SD Negeri Kartasura 05.

3. To explain the solutions of the problems in teaching and learning vocabulary

to the 3rd

grade students of SD Negeri Kartasura 05.

C. Benefits

This report is expected to be beneficial for:

1. English teachers (In SD N Kartasura 05)

The teachers are able to find out the best teaching method to get optimum

result in improving the English teaching at Elementary school and the teachers

can solve the problems which appear in the class.

2. English Learners (SD N Kartasura 05 )

The learners can find a better way to learn English, especially English

vocabulary.

3. Readers (The students of English Diploma Program)

The writer expects that the final project report can be beneficial for those who

are interested in teaching English Vocabulary.


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CHAPTER II

LITERATURE REVIEW

A. Teaching

According to Morris, teaching can be defined as showing or helping

someone, providing knowledge, causing to know to understand. (1981:174).

Meanwhile, to Brown (2000:7), teaching can be defined as "showing or helping

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

something, providing with knowledge causing how to know or understand.

Another definition comes from Oxford Elementary Learner's Dictionary.

"Teaching is to give somebody lesson, to tell or show somebody how to do

something" (Oxford.2001:369).

From the definition above, we can conclude that teaching is a process to

know or to understand something and a process of guiding someone to do

something to improve the knowledge. In this case, teacher and students should be

active in learning and teaching process. Teachers can help and motivate the

students in learning something that is given by teachers. "Teacher helps the

learners develop strategies to comprehend and learn the low frequency words of

the languages" (Mc. Charty, 1997:11).

According to Jeremy Harmer, there are some characteristic that someone

should do to be a good teacher:

1. A teacher should make her/his lesson interesting

2. A teacher must love her /his job

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3. A teacher should have his/her own personality

4. A teacher should have a lot of knowledge

5. A good teacher is an entertainer in a positive sense not in a negative sense

(Harmer, 1998:11)

The student's motivation is also important in teaching-learning process,

because it will help this process easier and success. If there is no motivation from

the teacher or the students the process of teaching-learning would be difficult and

not interesting. Therefore, the students need the active and creative teacher in

order to make them enjoy the teaching-learning process.

B. Learning

Learning is the learner's activity during the teaching and learning process.

Hock and Hill define learning a continuous process of selecting and interacting

with experience that tend to satisfy the students' motives. They also explain that

learning process involves the selection and rejection of information or knowledge

and also activities which give them a personal meaning of each student.

Therefore, each student learns what is taught to extent that teaching has personal

meaning for him/her (1960:22).

Brown (2000:7) in his book Principle of Language Learning and

Teaching breaks down the component of definition of learning as follows:

1. Learning is acquisition or getting.

2. Learning is retention of information or skill.

3. Retention implies storage system, memory, and cognitive organization.


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4. Learning involves active, conscious focus on and acting upon events outside

or inside the organism.

5. Learning is relatively permanent but subject to forgetting.

6. Learning involves some form of practice, perhaps reinforced practice.

7. Learning is a chance in behavior.

From the definition above, it can be concluded that learning is a process of

getting information and skill from some practices and study of something.

C. Vocabulary

Vocabulary is very important in both learning and teaching. Vocabulary is

basic of language. Vocabulary can not be separated from learning language

because it is considered as a part of language. The first thing that is taught when

learning language especially English is vocabulary. It means that vocabulary is a

key to communicate with others. According to Schmit, " The most important part

of learning foreign language is learning vocabulary ” (Schmit, 1997:2001).

Me Charty said "The biggest component of any language course is

vocabulary" (1990: VIII). It means that vocabulary is one important thing when

learning foreign language first, without vocabulary we can't improve the

knowledge about new words. Besides, vocabulary is very important to understand

in learning material and comprehending text. According to Dellar H and Hocking

D, "if you spend most of your time studying grammar, your English will not

improve very much. You will see most improvement if you learn more words and

expressions. You can say very little with grammar, but you can say almost

anything with words!" Shortly, it can be concluded that in learning language, we


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should have a lot of vocabulary, because without vocabulary it is difficult to

express and to understand something.

Moreover, Coady and Hockin define "The Vocabulary is central to

language and critical importance to the typical language learner" (Coady and

Hockin, 1997:5). So it is obvious that vocabulary is an important component in

English language teaching. It is also important to introduce English to the students

as a second language.

D. Teaching Vocabulary to Children

Teaching English for Elementary school is different from teaching English

for Junior High school or Senior High school students. Students in elementary

school are children who are very active. Kerstin Klein in his book Teaching

Young Learners (1993:6) defines that teaching young learners is different from

teaching adults. Children tend to change their mood every other minute and they

find it extremely difficult to sit still. On the other hand, they show a greater

motivation than adults to do things that appeal to them. In teaching English to

children, the English teacher has to make interesting materials. The teacher should

be creative in managing the classroom in order to make the class alive.

According to Wendy and Lisabeth H. Ytreberg, children have certain

characteristics. Some characteristics of children are describing below:

1. They understand situations more quickly than they understand the language

used.

2. Their own understanding comes through hands, eyes and ears.

3. They are very logical- what you say first happened first.


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4. They are very short attention and concentration span.

5. Young children sometimes have difficulty in knowing what fact is and what

fiction is.

6. Young children are often happy playing and working alone, but in the

company of others.

7. Young children cannot decide for themselves what to learn.

8. Young children love to play, and learn best when they are enjoying

themselves.

9. Young children are enthusiastic about learning.

(Wendy A. Scott and Lisbeth H. Ytreberg, 1990:2-3)

In teaching English, it is important to know characteristics of the children.

The basic concepts of the children's in early age are formed. They also ask

questions all the time, so the children have great willing in learning language,

because language is a tool of communication to express what they want to say and

what they feel.

E. Strategies in Teaching English Vocabulary

According to Nation in his book Bahasa Inggris -Vocabulary (2008:98)

The strategy is important in order to make the students easier to learn

language.

There are several ways of quickly giving attention to a word. They are as

follows:

Writing the word on the board.

Getting the learner to repeat of the pronunciation of the word.


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Showing how the spelling of the word is like the spelling of known words.

Giving the stress pattern of the word and the pronunciation.

Pointing out any spelling irregularities in the word.

(Nation, 2008:98)

The strategies above are important to support learning English vocabulary.

Learning vocabulary without repetition and practice will forget the lesson

easily. Therefore, the writer chooses these strategies in order to be more effective

and the learners receive foreign language (English) easily. According to the book

The Primary English Teacher's Guide written by Brewster, there are some

techniques in teaching vocabulary as follows:

Using object

Introducing a new word by showing the real object helps students to memorize

word trough visualization. Teacher can use object or bring the things in the

classroom to help students know the meaning of the word.

Using illustration and pictures

A great deal of vocabulary can be introduced by sing illustration or pictures.

Visual support helps he students understand the meaning and it also makes the

words ore memorable.

Repetition

Say the word again and again. It helps students in memorizing the word,

because children learn new words relatively quickly but they also forget them

quickly.

Mime expressions and gesture


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Many word can be introduce through mime expressions and gesture. For

example, if teacher wants to introduce "the name of animal", student can learn

the meaning of the word by imitating the sound of the animal or the way of the

animal walk or eat.

Guessing from the context

Encourage students to guess the meaning of the word they do not know as

much as possible. It will help them to build their self confidence. Students can

guess words through illustration, similarity spelling or sound in the mother

tongue and general knowledge.

Practicing and checking vocabulary

Once a new word has been introduced, you will want to provide the

opportunities students practice and check that they understand it. There are a

variety of activities that can be used:

Matching words to pictures

Guessing games

Labeling

(Brewster, 1991:9)


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CHAPTER III

DISCUSSION

A. General Description of SDN Kartasura 05, Kartasura

SDN Kartasura is located on Jalan Tegal Sari Lor Kartasura.It is exactly in

Kartasura village, Sukoharjo, Central Java. It was built in 1953 by government.

This school was built on the area of 1987 square meters.

The building is divided into four rooms: classrooms, library, office room,

and laboratory. The classrooms consist of six rooms, which are used for teaching

and learning process into 1st grade until 6

th grade. The office room is used as place

where the teacher can take a rest or used for a meeting room sometimes. SDN

Kartasura 05 has also seven bath rooms and a parking area.

SDN Kartasura 05 has one headmaster, ten teachers, and one school guard.

The headmaster has duty to handle and responsibility all the school activities. The

teachers are responsible for teaching and learning activities and responsible for the

marking of student's achievement. There are six class teachers. Each class has a

class teacher. SDN Kartasura 05 has also two religion teachers, Christian and

Moslem, an English teacher, a sport teacher. The English teacher also teach

computer lesson. The duty of school guard is keeping the school in a good

condition.

This school has 92 students. That classified into six grades in six

classrooms. Grade 1 consist of 10 students, grade 2 consist of 17 students, grade 3

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consist of 14 students, grade 4 consist of 20 students, grade 5 consist of 15

students, and grade 6 consist of 16 students.

B. Job Training Activities

1. Classrooms observation

To get the data, the writer observes the condition and situation of

teaching and learning process in 3rd

grade students of SDN Kartasura 05,

Kartasura. To add data, the writer also involves herself as a temporary English

teacher. For 3rd

grade in SDN Kartasura 05, Kartasura, learning English is

something new in their life, so the teacher must give something easy to the

students.

The 3rd grade of SDN Kartasura 05, Kartasura has 14 students. They

are 10 boys and 4 girls and with the age between 8-10 years old. It is a new

case for them in learning English, so the teacher needs certain methods than

can be used in teaching 3rd grade students in order to make them understand

well what they have learned. The content of third classroom is 14 desks, a

teacher table, a clock, two whiteboards, a cupboard, and cleaning tools. Each

desk is sited for one student. The condition of the class is good enough

because there are some windows and ventilations that make the class bright

and fresh.

2. Making Lesson plan

A Lesson plan is very important in teaching process. Teachers always

write a lesson plan before teaching students. A Lesson plan is arranged in

order to make teacher easy in preparing and giving material. The lesson plan


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for elementary school is easy because the writer wants the students more

understand to the material given by teacher. The contents of lesson plan are

introduction, explanation, practicing, and closing the material. In each lesson

plan, the writer takes the material from the student's book, so it would make

the material appropriate with he student's condition in learning English.

3. The teaching and learning English vocabulary to 3rd

grade students in

SDN Kartasura 05, Kartasura.

a. Introduction

Teaching and learning activity in SDN Kartasura 05, Kartasura was

begun at 07.00 in the morning. Before the lesson began, the class leader

leads his/her friends to pray together. The teacher always greets the

students when the lesson began.

For example:

Teacher : "Good morning, students!”

Students : "Good morning, Miss!"

Teacher : "How are you to day?”

Students : "I am fine, thank you."

"And how are you?"

Teacher : "I am fine too, thank you"

The greeting was always done in every meeting. It was continued

by asking the students some questions related to the material that would be

taught. For example: when the teacher would like to explain about

animals, she gave some questions related to animal, such as: Do you have


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animal at home?" "What animal do you like?" By giving them questions

related to the material, they would be easier to understand what the topic

that would be taught by the teacher.

b. Explanation

In this stage, the teacher gave new material. The teaching material

given was vocabularies related to the animals. The teacher asked the

students to open the handbook, and then the teacher explained them about

material. The teacher used the pictures with the name or the explanation of

picture of something. This way can make the student learn vocabulary

easily by looking at the picture.

To explain the material, the teacher read the names of animal in the

picture one by one, and asked the students to follow at teacher with right

pronunciation and spelling. After that the teacher would give the meaning

of the words.

For example:

Teacher : "Ok students, now repeat the word after me"

"R_A_B_B_I_T (/ar/; /ei/; /bie/; /bie; /ai/; tie)"

"RABBIT"

Students : "ar; ei; bie; bie; ai; tie" "RAEBITI"

Teacher : "Good! The meaning of rabbit is kelinci" (giving applause)

Teacher : "Dina? Now is tirte for you, ok repeat after me"

"D_O_G (die;ow;jie)"

"Dag! Ok please Dina"


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Dina : “die; ow; jie" Dag!”

Teacher : "Good job Dina"

Sometimes the pronunciation of the English words was difficult for

the students, because the English words are different with the spoken. In

teaching vocabulary the teacher should be careful in pronunciation. Such

as: butterfly, tiger, lion, monkey, and crocodile. And the students say"

buterflai, tiger, monkey, crocodile” It would be better if the teacher wrote

it on the blackboard, then asked the students to repeat the pronunciation

one by one.

c. Exercises

After the teacher presented the lesson, she would continue the

lesson by giving exercises. There were many types of exercise that could

be given to the students.

d. Guessing the name of the animal

In this exercise, the teacher gave some clues, and asked the

students to guess the name of the animal related to the clues.

For example:

1. This animal is big, has two big ears, have four legs, and eats the grass

So, the name of this animal is....?

2. This animal has four legs, it is a pet, and its sound is miaw, what the

name of animal is.. ?

3. This animal is small, have two legs, its can fly and its sound is cit..cuit

what this animal..?


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After doing exercises, the students were asked to write the correct

answer in the blackboard then they must tell the meaning in the class,

e. Making a dialogue

In this exercise, the teacher asked the students to make a dialogue

based on the picture of animals, classification about wild or tame animal

and where their live. Then the teacher gave example to the students in

order to make them understand what they would do.

For example:

Cristina : "Kiki, do you know tiger?"

Kiki : "Yes, I know it is the wild animal"

Cristina : "Where it lives?

Kiki : " It lives in the jungle or in the zoo"

Satya : "Dika, do you know cow?"

Dika : "Yes I know, it is a tame animal

Satya : "Where it live?"

Dika : "It lives in cattle breeding"


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f. Games

A Game was one component to support the students memorizing

the material. By doing a game, the students would not feel bored and

sleepy. The teacher divided the class into some groups. Each group

choosing one of their friends as a leader in front of the class and the

teacher gave a word related the material to them, and then the students

whispered that word to their friends. One of the other friends from each

group wrote it on the blackboard with the meaning. If their answer was

correct, they would get high score. The group that reached the highest

score would become the winner and would get a prize.

g. Song

In teaching and learning activity, the students are not always

followed well, sometimes their feel boring or sleepy. The song can make

the students more enthusiastic with the lesson, because the children are

very active.

For example:

One two three

Here we are studying English

Four five six

I love the English lesson

English lesson English lesson

I am the best student!

h. Extracurricular activities


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SD Negeri Kartasura 05, Kartasura holds the extracurricular

activities besides the daily teaching and learning activities. Some

extracurricular in SDN Kartasura 05, Kartasura are Dancing and Pramuka.

1) Traditional Dancing

Dancing is held every Friday (grade 1-3), and Saturday (grade 4-5) in

the afternoon, after school. It is a good for them in order to make them

know Indonesia's culture.

2) Pramuka

Pramuka is held every Friday afternoon, start from 2.00 pm and finish

on 4.00 pm, in this activities they learn about work in team, moderate,

and helping one to another. It is done to make the students more

attractive in other activities besides learning activities. It is followed by

the 4th grade students until the 6th

grade students.

C. DISCUSSION

1. The teaching methods used in teaching English to the 3rd

grade students

in SDN Kartasura 05, Kartasura.

The teaching method that is used in teaching vocabulary for the 3rd

grade students in SDN Kartasura 05, Kartasura is Brainstorming of the Word.

This method is appropriate to make the students always remember about the

new word that they catch. By this method, the teacher teaches vocabulary by

using the pictures and the meaning. In teaching vocabulary, the teacher uses


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the method based on the material on the book. The students can practice to

speak English with their friends' one to another to improve their

pronunciation. The teacher also gives students games or relate to the topic. It

can make the students enjoy in learning English.

2. The problems and the solutions in the process of teaching and learning

English vocabulary to the 3rd

grade students of SDN Kartasura 05,

Kartasura.

a. The students’ problem

English is the first foreign language that is delivered to the 3rd

grade students In SDN Kartasura 05. This language is different in spelling

and pronouncing than students’ mother toungue. The students get the

difficulties in pronouncing the words. Some students did not interest in

learning English too much. It is not easy to learn English for children

because English has many differences of concept to their own language

and their customs. The students still used their mother tongue in their daily

conversation, therefore they are less interested in learning in learning

English.

Another students’ problem is the class condition. The teacher was

feel difficulties to make the students keep silent. They often make noises

during teaching and learning activities. Sometimes they did not listen to

what the teacher said, because they had their own activities in the class.

They like to singing in the class, running in the class, make any voices by


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hitting the desk, and talk to their friends. If there was one student want to

go to the toilet the others would follow him/her. For example:

"Miss, may I go to the toilet?" and the other students are follow "I want go

to the toilet Miss". Sometimes the other students follow him/her friend

without permission. The noisy classroom will not make them concentrate

on the lesson well, therefore they can not catch what the teacher explains

in the class.

b. The limited material and facilities

The limited book is a problem in teaching English vocabulary. It is

not easy to find a good book for teaching vocabulary to the children. The

book that is used in this teaching activity is taken from student's book

entitled "Seruni". It published by PT. Era Pustaka Utama. In this book, the

materials are complex and not complete, so it takes time for the teacher to

make the students understand to the lesson.

The limited facilities are another problem in teaching English

vocabulary. Facilities are parts of education system that is used to support

the education activities. In this school, the facilities that support English

class activities are not adequate. The school lacks of source of the media to

support the class activities such English story book, game, etc.

c. Solution for the problems in process of teaching and learning

vocabulary.


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1) Students' problems

In handling the students’ problem, the teacher should ask the

students to pronounce the word correctly as often as possible. For

example: the teacher reads the words and the students repeat more than

twice what the teacher pronounces. The teacher uses two languages in

order to make the students understand what the teacher explains and

the students enjoy in learning English.

To solve the problem in class conditions, the teacher has some

ways in order to control them in teaching and learning process.

Sometimes the teacher gives advice to handle the noisy situation. The

teacher uses strategy to attract the student's attention by giving games

related to the material. It is hoped that they can be more interested and

can catch the vocabulary easily.

2) The limited material and facilities

To solve the problem about the limited material, the teacher has

to choose the good books and complete books. The teacher tries to be

more selective in choosing the appropriate material for the students.

The teacher chooses the topic which is completed with many colorful

pictures, the simple vocabulary and grammar in order to make the

students understand in learning this subject matter. The teacher

prepares some facilities to support the English learning such as: the


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English story books, games, toys, puppets, etc. It is hoped that the

facilities can increase the student's motivation in learning vocabulary.


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CHAPTER IV

CONCLUSION AND SUGGESTION

A. CONCLUSION

Based on chapter III, there are some conclusions that can be drawn for this

final project report. The conclusions are:

1. The process of teaching vocabulary in 3rd

grade students of SDN Kartasura

05, Kartasura consists of:

a. Building Knowledge of Field (BKOF)

In this session, the teacher always began the class by greeting,

checking the student's attendance. Sometimes, she gave a song. If there

was homework, she would discuss it. The teacher also gave some

questions related to the topic to introduce new topic, called brain storming.

b. Explanation

That is to make students focus on the material and to help students

memorizing vocabularies, the teacher used some ways: reading the text,

using pictures and games, introducing simple sentence, and bringing real

object.

c. Practice

The teacher wanted to check the students’ understanding by

practicing some activities,

The games could be played either individually or in groups.

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Speaking activities. Students should practice the dialogue, listen and

repeat. It is to know the students’ ability in pronouncing English

words.

Writing activities. Students should be able to write English words

correctly, because English written is different from its spoken. They

were asked to match the words to the pictures, fill the missing words,

and make sentences.

Listening activities. Students listened and repeated what the teacher

said. They have practiced the pronunciation of the words in speaking

activities.

Reading activities. Students practiced reading skill by reading simple

sentences or short texts.

The teacher should give a test or a home work individually. It had been

relate to the topic discussed.

d. Ending the lesson.

The teacher ended the lesson by doing some activities:

Reviewing all the material generally

Saying thank you and good bye

2. The problem and solutions in teaching vocabulary in 3rd

grade students of

SDN Kartasura 05, Kartasura.

Most of the students got difficulties in pronouncing the English words.


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The teacher asked the students to repeat difficult words until they could

pronounce the word correctly.

Most of students got difficulties in writing the English words.

The teacher wrote the English words on the blackboard

There were the students who could not stop talking during the process of

study.

The teacher tried to stop their talking by calling their name such as "Dian,

stop talking, please!"

The students did not have any English hand books.

The teacher could copy the lesson of material or give note for them.

Most of the students were lazy to remember English words

The teacher motivated the students by giving prize.

The students were lazy when the class began or perhaps they felt bored.

The teacher let them singing together.

B. SUGGESTION

The writer tried to give suggestions for the problems.

1. English teacher

The teacher should make the students interested to the lesson, so they

do not think that the lesson is boring and difficult to be learnt. The teacher can

use games to introduce material or practice the material, therefore they will

not feel bored with the lesson. The students have to be active people.

2. For English Diploma Program students.


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Before having job training, English Diploma Program students have to

prepare the material that will be taught to the students. They also arranged the

lesson plan. Besides, they have to decide the appropriate title before getting

job training. The last one, they have to read previous final project.

3. For English Diploma Program.

The English Diploma Program has good curriculum. It be able

increased the quality of English Diploma Program Alumnus.

Documents

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