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THE USE OF PICTURES IN TEACHING SPEAKING
SKILL FOR THE FIFTH GRADE STUDENTS
OF ELEMENTARY SCHOOL IN SDN
TUMENGGUNGAN NO.28
SURAKARTA
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:
RIA PAMELA
C9309063
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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PREFACE
First, the writer would like to say thanks to Allah SWT for all blessing
and guidance. The final project entitled “The Use of Pictures in Teaching
Speaking Skill for The Fifth Grade Students of Elementary School in SDN
Tumenggungan No.28 Surakarta” is written to fulfill the requirement in obtaining
English Diploma Program.
The final project is written based on the job training done by the writer in
SDN Tumenggungan No.28 Surakarta. The writer is interested in explaining the
teaching and learning process by using pictures to young learners. Here, the writer
also explains the way to apply pictures and the effectiveness of teaching and
learning activities by using pictures method.
The final project is far from perfect so that the writer hopes suggestion
and advice in improving the final project. Hopefully, the writer expects that the
final project can be beneficial to the readers. At the last, the writer would like to
say thank you to everyone who helps to finish this final project.
Surakarta, June 2012
The writer
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MOTTO
Live as if you were to die tomorrow. Learn as if you were
to live forever
– Mahatma Gandhi –
There is nothing you can do that can’t be done
– John Lennon –
Think the best, do the best and you can get the best
– Anonymous –
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DEDICATION
My final project report is dedicated to:
Allah SWT.
My beloved
Mother and
Father.
My Little sister.
My Special one.
All my friends.
You rock!
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ACKNOWLEDGEMENT
Alhamdulillah, I would like to say my greatest thanks to Allah SWT for
everything given to me. You are my soul, my spirit, and my inspiration. Thanks
for giving me strength and persistence in finishing this final project. I am just
nothing without you.
The writer realized that this final project report could not be done
successfully without the help from many person and institutions. In this
opportunity, I would like to give my highest gratitude and appreciation to:
1. Drs. Riyadi Santosa, M. A, Dean of Faculty of Letters and Fine Arts,
Sebelas Maret University, for approving the final project report.
2. Yusuf Kurniawan, S. S, M. A, the head of English Diploma Program,
for the leadership and helps during the writer study in English Diploma
Program.
3. Karunia Purna, K, S.S., M.Si, as my final project supervisor, for the
advice, guidance and the motivation during the writing process of this final
project report.
4. Ardiana Nuraeni, S.S., M.Hum, as my academic supervisor, for the
guidance during the writer study in Diploma program.
5. All the Lecturer of English Diploma Program of Sebelas Maret
University, for the valuable knowledge.
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6. Zubaedah S.Pd, the headmaster of SDN Tumenggungan No.28 Surakarta,
for permitting the writer to do the job training and also for the kindness
during the job training.
7. All of the teachers in SDN Tumenggungan Surakarta, for the help,
guidance and all of the information.
8. “Ibu” and “Bapak” who love and give me the biggest support to finish
my study. I am proud to be your daughter.
9. My little sister, Wening Pratitis. Do the best for your life dek.
10. My special one, Mas Aris. I am so lucky to have you and so happy to love
you. I will never be the same without you.
11. My big family that always supports me to write this final project.
12. Penguks family (Tori Chu, Riska, Wina, Midud, Phyta, Fika)
I just wanna tell you guys: thanks for being here for me.
Kita untuk selamanya.
13. Dana and Mbak Pipit thank you for helping me to revise this final project.
14. All my friends in English Diploma 2009 especially class B. Thanks for
the crazy things and unforgettable moments.
15. Mbak Susi and Mbak Devi, thanks for all the kindness (place, guidance
and everything)
16. Mbak Heni, I would like to say thank you for your assistance.
17. All the people that I cannot mention one by one, thank you.
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ABSTRACT
Ria Pamela.2012. The Use of Pictures in Teaching Speaking Skill for
the Fifth Grade Students of Elementary School in SDN Tumenggungan
No.28 Surakarta. English Diploma Program, Faculty of Letter and Fine Arts,
Sebelas Maret University.
This final project report is written based on the job training in SDN
Tumenggungan No.28 Surakarta done by the writer for two months. The writer
focused on the fifth grade as the subject to be observed. The objectives of this
report are to describe the process of teaching speaking to the fifth grade students
using pictures in SDN Tumenggungan No.28 Surakarta and to describe the
effectiveness of using picture in teaching speaking skill for the fifth grade students
of SDN Tumenggungan No.28 Surakarta.
The writer did some activities during the process of teaching speaking by
using pictures to the fifth grade students of SDN Tumenggungan No.28 Surakarta.
The activities were done by the writer are greeting, warming up, presentation, and
skill practice. In presentation and skill practice, the writer used pictures to transfer
the material for the students.
The writer found out some effectiveness of using pictures in teaching
speaking.They are: pictures make teacher easier to transfer and explain the
material, the pictures make students easier to understand the materials and to
arrange the word correctly, the pictures make the teaching and learning activities
more interesting and also make the students pay more attention and focus to the
lesson.
The writer has some suggestions to improve the quality of English
teaching and learning activity. For the teachers of SDN Tumenggungan No.28
Surakarta, they should be more creative and attractive in delivering material to the
students. Besides, for the students of the English Diploma Program, Sebelas Maret
University, they should make a good preparation and also make a job training
plan.
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TABLE OF CONTENTS
TITLE .................................................................................................................. i
APPROVAL OF CONSULTANT ...................................................................... ii
APPROVAL OF BOARD EXAMINERS .......................................................... iii
PREFACE ........................................................................................................... iv
MOTTO .............................................................................................................. v
DEDICATION .................................................................................................... vi
ACKNOWLEDGMENT ..................................................................................... vii
ABSTRACT ........................................................................................................ ix
TABLE OF CONTENTS .................................................................................... x
CHAPTER I : INTRODUCTION
A. Background ............................................................................. 1
B. Objectives ............................................................................... 2
C. Benefits ................................................................................... 3
CHAPTER II : LITERATURE REVIEW
A. Teaching and Learning ........................................................... 4
B. Teaching English to the Young Learners ............................... 7
C. Teaching Speaking .................................................................. 8
D. The Use of Pictures in Teaching English ............................... 9
CHAPTER III : DISCUSSION
A. Profile of SDN Tumenggungan No.28 Surakarta ................... 12
1. Description of SDN Tumenggungan No.28 Surakarta ....... 12
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B. Job Training Activities
1. Class Observation ............................................................... 16
2. Making Lesson Plan ........................................................... 16
3. Teaching and Learning Process .......................................... 17
C. The Effectiveness of Using Pictures in Teaching Speaking
Skill for the Fifth Grade Students of Elementary School in
SDN Tumenggungan No.28 Surakarta .................................. 24
CHAPTER IV : CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................. 26
B. Suggestion ............................................................................... 28
BIBLIOGRAPHY
APPENDICES
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CHAPTER I
INTRODUCTION
A. Background
Nowadays, English has a very important role in various aspect of human
life. These aspects include the aspects of economics, social and cultural.
Therefore, human in the whole world are expected to master English in order to
create a better communication between people from different countries and
cultures. As a result, hopefully, mastering English can reduce the number of
misunderstanding in communication.
In Indonesia, English language develops fast and becomes the first foreign
language. Moreover, to improve the human resource capabilities in the use of the
English language, the government has put English lessons into the curriculum for
elementary schools. By learning English since childhood, the human resources of
Indonesia are hoped to master English more easily.
Introducing English to the elementary student is not an easy job because
English is unfamiliar language for them. Nevertheless, teachers still need to
introduce basic skills of English. One of them is speaking. Speaking is good to be
taught as early as possible like in elementary school. To teach speaking to the
student we have to consider the pronunciation, vocabulary, intonation, stress and
many more. In elementary school, students study a simple conversation about
hobbies, daily activities, professions and transportations.
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Teacher must find new methods to teach speaking because many students
especially in elementary school are not confident to speak in English. Besides,
students will get bored and lose their concentration easily, if the teacher explains
the word and the meaning without any attractive media. Therefore, the writer used
picture in teaching speaking as the new method. Picture is a visual media that can
help students to learn English. It is effective to stimulate students paying attention
in teaching and learning process. It is in accordance with Rivers statement that
“student from the beginning listen and speak in reacting to pictures and object, in
role plays, though acting out, and in discussion” (Rivers, 1987:11).
Based on the explanation above, this final project is written to describe the
English activity that focused on the fifth grade students in SDN Tumenggungan
No.28 Surakarta. And this final project is entitled:
THE USE OF PICTURES IN TEACHING SPEAKING SKILL FOR THE FIFTH
GRADE STUDENTS OF ELEMENTARY SCHOOL IN SDN
TUMENGGUNGAN NO.28 SURAKARTA.
B. Objectives
Based on the background above, the objectives of this report are:
1. To describe the process of teaching speaking to the fifth grade students
using pictures in SDN Tumenggungan No.28 Surakarta.
2. To describe the effectiveness of using picture in teaching speaking
skill for the fifth grade students of elementary school in SDN
Tumenggungan No.28 Surakarta.
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C. Benefits
The benefits of this report are:
1. English teachers of SDN Tumenggungan No.28 Surakarta.
The writer hopes this final project can help and can be a new reference for
the teachers in teaching speaking in Elementary School. The teachers can
find out the best method for the students to get maximal result in teaching
and learning process.
2. English Diploma Program students of Faculty of Letters and Fine Arts,
Sebelas Maret University.
The writer hopes that this final project is useful and gives some
information for the students who are interested in educational field
especially in teaching speaking to young learners.
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The Use of Pictures in Teaching Speaking Skill for the
Fifth Grade Students of Elementary School in SDN
Tumenggungan No.28 Surakarta.
Ria Pamela1
Karunia Purna K,S.S, M.Si.2
ABSTRAK
2012. English Diploma Program, Faculty of Letter and Fine
Arts, Sebelas Maret University. Tugas akhir ini ditulis
berdasarkan magang yang dilakukan oleh penulis selama dua bulan
di SDN Tumenggungan No.28 Surakarta. Penulis memfokuskan
kelas lima sebagai subyek yang diobservasi.Tujuan dari tugas akhir
ini adalah menjelaskan proses pengajaran speaking dengan gambar
untuk murid kelas lima di SDN Tumenggungan No.28 Surakarta
dan untuk menjelaskan keefektifan dari penggunaan gambar dalam
pengajaran ketrampilan speaking untuk murid kelas lima di SDN
Tumenggungan No.28 Surakarta.
Penulis melakukan beberapa aktifitas selama proses mengajar
speaking dengan menggunakan gambar untuk murid kelas lima
SDN Tumenggungan No.28 Surakarta. Aktifitas yang dilakukan
oleh penulis adalah greeting, warming up, presentation, dan skill
practice, penulis menggunakan gambar untuk menyampaikan
materi pada murid.
Penulis menemukan beberapa keefektifitasan penggunaan gambar
dalam mengajar speaking. Antara lain: gambar mempermudah guru
dalam menyampaikan dan menjelaskan materi, gambar dapat
mempermudah murid untuk memahami materi dan menyusun kata
dengan gambar, gambar membuat kegiatan belajar mengajar
menjadi lebih menarik dan juga membuat murid lebih focus pada
pelajaran.
Penulis memberikan beberapa solusi untuk meningkatkan kualitas
aktifitas belajar mengajar Bahasa Inggris. Untuk guru SDN
1 Mahasiswa Jurusan D III Bahasa Inggris dengan NIM C9309063
2 Dosen Pembimbing
Tumenggungan No.28 Surakarta, mereka harus lebih kreatif dan
aktif dalam menyampaikan materi kepada murid. Disamping itu,
untuk murid D3 Bahasa Inggris, Universitas Sebelas Maret, mereka
harus membuat persiapan yang bagus dan juga harus membuat
rencana magang.
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CHAPTER II
LITERATURE REVIEW
A. Teaching & Learning
Teaching is a part of teaching learning activity to help the students
understand the subject that they are learning. There are many definitions of
teaching. According to Brown, teaching is “showing or helping someone to learn
how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understanding” (Brown, 2000:7).
It means that, in teaching, teacher should make students know and understand the
lesson. Meanwhile, According to Oxford Advanced Learner‟s Dictionary,
“teaching is to give somebody information about a particular subject; to help
somebody learn something” (Hornby, 1995:1225). From the definitions above the
writer concludes that in teaching, the teacher should make students know and
understand the lesson and help students in learning some information.
Learning means a process of getting information and knowledge as a result
of teaching. Brown says that learning is “acquiring or getting of knowledge of a
subject or a skill by study, experience, or instruction” (Brown, 2000:7). According
to Oxford Advanced Learner‟s Dictionary,“Learning is a process of gaining
knowledge or skill in a subject by studying” (Hornby, 1995:671). It can be
concluded that learning is a process of getting new knowledge, information, and
skill from the teacher‟s explanation and experience.
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Moreover, in teaching and learning process, teacher has important role.
Rivers says “teachers are individual who teach and interact most effectively when
what they are doing conforms to what they feel most comfortable doing” (Rivers,
1987:5). It means that a teaching process would be much more effective if teacher
feels comfortable in doing every activity in the classroom. Meanwhile, Philips
says that “teacher have many roles in the classroom: two of the most important are
planning lessons and organizing the classroom in a way that facilitates learning”
(Philips, 1996:141). It can be said that the most important role of a teacher is to
facilitate the learning process for students. Meanwhile, there are several indicators
of a good teacher:
1. He / she makes his / her course interesting
A teacher should have ability to make the lesson in the classroom
more interesting to the students. Hopefully, students will give more
attention to the material given.
2. He / she teaches good pronunciation
A teacher must have ability to speak and pronounce the English
correctly.
3. He / she explains clearly
A teacher must explain the material more clearly to the students so
they will be easier to understand the material.
4. He / she shows the same interest in all his students
A teacher should not differentiate the students. The teacher should
give equal treatment to all their students.
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5. He / she makes all the students participate
A teacher must make all the students participate and active in all of the
activity in the classroom.
6. He / she shows great patience
A teacher must have great patience when describing the material to the
students. He / she must repeat the material again if he / she know
students who still do not understand the material given.
7. He / she insists on the spoken language
A teacher insists to teach with spoken language in all of the activity in
the classroom.
8. He / she makes his pupils work
A teacher must make the students work task in pair work or group
work. So, they will know how far their ability is.
9. He / she uses an audio-lingual method
A teacher must use the audio-lingual method to support the teaching
and learning process to make the process more successful.
(Harmer, 1991:6)
In this case, teachers have an important role to transfer a new knowledge and
information to the students. Therefore teachers must be a good teacher for
students.
Meanwhile, teacher must know types of learning strategies. Oxford identifies
six general types of learning strategies. They are:
1. Memory strategy. It helps students to store and retrieve information.
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2. Cognitive strategy. It enables learners to understand and produce new
language.
3. Compensation strategy. It allows learners to communicate despite
deficiencies in their language knowledge.
4. Metacognitive strategy. It allows learners to control their own learning
though organizing, planning, and evaluating.
5. Affective strategy. It helps learners to gain control over their emotions,
attitudes, motivations, and values.
6. Social strategy. It helps learners to interact with other people.
(Oxford in Richards, 1996:63-64). By knowing this strategy the teacher is
expected to facilitate the students to get the knowledge easily.
B. Teaching English to the Young Learners
Teaching English to the young learners is not an easy job because English
is not their daily language. Young learners are not confident when they are asked
to speak a new language. That condition makes the students difficult in learning
and using English. Rivers says that “teachers should not be looking for the one
best method for teaching languages (or helping students learn languages), but
rather the most appropriate approach, design of materials, or set of procedures in a
particular case” (Rivers, 1987:6). Therefore, teacher must find the best methods to
teach English, to attract the students to pay attention to the material given.
According to 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,
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1996: v). From this definition it can be said that young learners are children from
kindergarten or elementary school. Meanwhile, Brewster says that “learning a first
foreign language should start straight away at the beginning of the first year when
the pupils are generally eleven or twelve years old” (Brewster, 1992:23). From
this definition above the writer conclude that it is necessary to introduce English
especially speaking skill to young learners, especially when they are in eleven or
twelve years old.
C. Teaching Speaking
Speaking is the branch of English skills which should be mastered by
student. Some people indicate that somebody mastering English well if he or she
has a good performance in speaking. Therefore, speaking is one of the basic skills
that must be mastered by students since it is very important for them to
communicate in the class or outside the class. In speaking English they must
practice it because it would be impossible to have natural communication without
practicing it.
Philips says that “speaking is a difficult skill to teach, because learners
have to master several different elements of language in order to say what they
want: vocabulary, pronunciation, structures, function and so on” (Philips,
1996:38). Therefore, before we teach student about speaking, firstly, we must
teach them about vocabulary, pronunciation, structures and functions because it is
a foundation to master English well. Golebiowska explained “the aim of teaching
English should be to enable our learners to communicate in that language”
(Golebiowska, 1987:1). From the definitions above the writer conclude that a
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benchmark of success in learning English can be seen from the ability of students
to speak in English.
D. The Use of Pictures in Teaching English
A good teacher should have a great deal of knowledge in using teaching
aids when they are teaching. He / she should know any kind of teaching aids or
media in order to help him / her in teaching and learning process. One of the
media or aids in teaching is picture. Picture is a visual representation or image
painted, drawn, photographed, or otherwise rendered on a flat surface
(http://www.thefreedictionary.
com/picture accessed on 19 March 2012). The function of teaching aids such as
picture is for helping teacher to deliver their idea or knowledge in order to make
the students understand it easier. In the job training the writer chooses pictures as
teaching aids because pictures can be helpful for students to arrange some
dialogue correctly. Picture is a visual representation or image painted, drawn,
photographed, or otherwise rendered on a flat surface
According to Wright, there are some roles of picture in teaching speaking
such as:
1. Pictures can motivate the student and make him or her want to pay
attention and want to take a part.
2. Pictures contribute to the context in which the language is being used.
They bring the world into the classroom (a street scene or a particular
object, for example, a train).
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3. The pictures can be described in an object way („this is a train.‟) or
interpreted („it is probably local train.‟).
4. Pictures can cue responses to questions or cue substitutions though
controlled practice.
5. Pictures can stimulate and provide information to be referred to in
conversation, discussion, and storytelling.
(Wright, 1989:17)
From the opinions above the writer concludes that picture is an essential
aids in teaching activity especially in teaching speaking.
Harmer says that “bringing a pen into the classroom is not a problem.
Bringing a car however is. One solution is the use of pictures” (Harmer,
1991:161). From the statement above, it shows that picture is effective to help
teachers to delivering material and introducing the object in teaching and learning
process. The used of pictures are to help the students to develop their ability to use
English as a new language, because it is not enough for students to have a
competent ability in a language if they cannot develop their idea and imagination
before they have a conversation or discussion. It means that pictures can motivate
students and make them want to pay attention in every activity in the class and
also make them contribute their idea. It is hoped that, pictures can help student to
arrange word in speaking activity.
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CHAPTER III
DISCUSSION
A. Profile of SDN Tumenggungan No. 28 Surakarta
1. Description of SDN Tumenggungan No.28 Surakarta
SDN Tumenggungan No. 28 is one of the public schools in Surakarta. The
elementary school is located on Jl. Ronggowarsito No. 142, Banjarsari, Surakarta,
Central Java. It was built in 1942 on the area of 1363 meters square. The building
of SDN Tumenggungan No. 28 is big enough. There are 6 classrooms and several
facilities that support teaching and learning activities in SDN Tumenggungan No.
28 such as a computer laboratory, a library, a canteen, a school clinic (UKS), 3
bathrooms, a mosque, a religion room, parking area, school yard and etc. This
school also has a headmaster and teachers’ room.
The clearer description of SDN Tumenggungan No.28 Surakarta can be
seen through the chart in the next page:
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NORTH
A: Class VI B: Class V
C: Class IV D: Headmistress and Teacher’s room
E: Class III F: Class II
G: Class I H: School Health Unit
I: Religion Room J: Canteen
K: Library L: Computer Lab
M: Parking Area N: Entrance
O: Parking Area for Teacher’s P: Toilet for students
Q: Toilet for Teacher’s R: Warehouse
S: Toilet for students
SDN Tumenggungan No. 28 has three extracurricular activities. The
purpose of the extracurricular activities is to develop the student’s interests in
which the students can enjoy and follow. They are:
A B C D E F
G
H
I O N
J
K
L
M
S R
Q
P
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1. Computer Course
The computer course is held every Monday and Tuesday. On Monday, the
computer course is held from 08.40 a.m. up to 12.05 p.m. On Tuesday, the
computer course is held from 10.05 up to 12.05 p.m. The students who can follow
computer course are the second grade to the sixth grade. Monday is for the second
grade to the fourth grade. Tuesday is for the fifth grade to the sixth grade.
2. Traditional Dance
Traditional dance is an interesting activity for the students. In this activity,
female or male students learn about java dance. Female students learn Merak
dance, Bondan dance, Srimpi dance and many more but male students learn Eko
Prawiro dance, Bambangan Cakil and many more. The activity can be followed
by fourth, fifth and sixth grader. Traditional dance is held on Tuesday and
Wednesday, from 08.05 a.m. until 12.40 p.m.
3. Boys and Girls scout
Boys and Girls scout is an interesting extracurricular activity that can be
followed by students in the afternoon. The purpose of this activity is to train youth
in responsible citizenship, character development, and self-reliance though
participation in a wide range of outdoor activities. Boys and Girls scout is held on
Friday from 15.00 p.m. up to 17.00 p.m.
SDN Tumenggungan No.28 Surakarta is led by a headmistress who has
responsibilities to guide, to control and to manage all of the school activities.
To support teaching and learning activity, SDN Tumenggungan No.28 has
12 teacher, they are class teachers, sport teachers, extracurricular teachers (dance
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and computer teachers) and religion teacher. The school also has one school guard
who is responsible to guard and clean the school. Until the academic year of
2011/2012, SDN Tumenggungan No.28 Surakarta has 197 students.
The Activities in SDN Tumenggungan No.28 Surakarta begins at 07.30
a.m. until 12.50 p.m. But for sixth graders there are additional lessons until 14.30
p.m. Overall, all of the activities in SDN Tumenggungan No.28 Surakarta run
well.
The School Organization Structure of SDN Tumenggungan No.28
Surakarta
B. Job Training Activities
1. Class Observation
Headmistress
Library Unit Council
Committee
Teacher Class I Teacher Class
II
Teacher Class
III
Teacher
Class IV
Teacher
Class V
Teacher Class
VI
Religion
Teacher
Sport
Teacher
English
Teacher
TI Teacher
Dance
Teacher
School Guard
Students
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The writer did the job training in SDN Tumenggungan No.28 Surakarta
started from January 9th
2012. The writer observed the whole class from class one
to six in order to know the class situation and facilities before doing the job
training. In this job training, the writer taught the students from the first grade,
third grade and fifth grade but the writer chose the fifth grade as the focus of
observation. The writer came to SDN Tumenggungan No.28 Surakarta every
Monday until Thursday but the writer taught English every Monday, Tuesday, and
Wednesday.
The physical classroom condition is comfortable and conducive for
teaching and learning process. This classroom is clean and big enough. Therefore
the classroom has facilities that can support the teaching and learning activity,
such as: a chair, a table, a blackboard, a teacher’s desk, a cupboard, a bookcase, a
fan, cleaning schedule, an educative paintings and also picture of president and
vice president.
2. Making Lesson Plan
Before the writer taught the fifth grade students of SDN Tumenggungan
No.28 Surakarta, the writer made lesson plans. Lesson plan is an important thing
for teachers before starting the teaching and learning process. Lesson plan is
arranged in order to make the teaching and learning process well-organized.
This lesson plan was arranged based on the student’s worksheet (LKS) for
the fifth grade of elementary school, namely Fokus, published by CV. Sindunata.
This student’s worksheet consists of four skills, they are: listening, speaking,
reading, and writing. The writer focused on speaking skill.
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3. Teaching and Learning process
The process of teaching English was written based on the writer’s
experience during the job training for two months in SDN Tumenggungan No.28
Surakarta. The writer focused in improving the fifth grade students’ speaking skill
by using pictures.
The English subject for the fifth grade in SDN Tumenggungan is taught
every Monday. It starts from 10.05 a.m. until 11.15 a.m. The writer has 70
minutes to teach in every meeting. In this teaching and learning process, the writer
spoke English at the first and then translated it into Indonesian. It was necessary
because many students did not understand what the writer said if the writer spoke
in English. The teaching and learning process was presented below:
1. Greeting
In the beginning of the lesson, the writer began the lesson by
greeting and then checking the student’s attendance.
Teacher : “Good morning students”
Students : “Good morning Miss Lala”
Teacher : “How are you today?”
Students : “I am fine thank you, and you?
Teacher : “I am fine too, thank you”
2. Warming up
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In this section the writer reminded the students about the last
material. It was important to make the students remembered what the
material they got on the last meeting. After that, the writer presented the
new materials to the students. In this stage, the writer asked the students
some questions that related to the new material. The questions in this stage
hopefully made the students more understand and focus with the new
material that would be discussed.
Teacher :”Class, do you still remember our last
material?”
“Apakah kalian masih ingat materi kita
yang kemarin?”
Students :”Yes, professions miss”
Teacher :”Ok, Good class. Last week we learned
about the kind of professions. And today, we
will discuss the kind of transportation.
And I will give a question for one of you.
“Minggu yang lalu kita belajar tentang berbagai
macam profesi. Dan hari ini kita akan belajar
tentang berbagai macam transportasi. Dan saya
akan memberikan sebuah pertanyaan kepada salah
satu dari kalian”
Elsa, How do you go to school?
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Bagaimana cara kamu pergi ke sekolah?
Students :”Naik sepeda miss”
3. Presentation
This step is the important part of teaching and learning activity. In this step
the writer improved speaking skill by using pictures. In delivering the materials
about transportation, at first the writer introduced new vocabularies that are
related to the topic. The writer showed some pictures and then mentioned the
name of the transportations in English one by one and the student repeated what
the writer said.
Teacher :”This is a bus” (show the picture of bus)
Students :”This is a bus” (students repeated)
If the students mispronounced it, the writer asked the student to repeat it
until they could pronounce the word correctly. In this section, the writer did not
provide the name of transportations in the pictures. Hopefully, it can make
students remember the new vocabularies and how to pronounce it correctly.
The examples of the pictures:
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The writer also introduced the classification of transportations (land
transportation, water transportations and air transportation) by writing the
classification in the blackboard.
After the writer introduced the vocabularies and the classification of
transportations, she taught the students how to make questions related to
transportations and also how to answer the questions. First, the writer explained
how to tell someone what kind of transportation they usually used. The writer
gave formula to make the students easier to understand the structure of the
question and answer. The writer writes formula on the black board, as follow:
Question formula:
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HOW
DO
YOU / THEY
GO TO
(PLACE)
School?
Office?
Market?
DOES
HE / SHE/
The name of the
people
Answer formula:
The example of the question and answer it with subject you or they:
Student A :”How do you go to school?”
Student B : “I go to school by bicycle”
I / THEY
GO TO
(PLACE)
School
Office
Market
BY
(TRANSPORTATION)
Bicycle
Car
Bus
HE / SHE
GOES TO
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The example of the question and answer it with subject he, she or the name
of the people:
Student A :”How does she go to supermarket?”
Student B :”She goes to supermarket by bus”
After giving the example of the dialogue, the writer asked to the student to
read the example of the dialogue together. Hopefully, it makes the students always
remember and more understand the structure of the questions and answer that are
related to the topic.
4. Skill Practice
In this part the writer gave some exercise to the students. The purpose was
to know how far the students understand the material given and also to train them
in producing and using the word.
To make the students easier to arrange the word and dialogue, the writer
used pictures of kind of transportation. The writer also provided many pieces of
word cards consist of the name of the places or cities. The example of pictures and
the name of the places or cities are:
Before the writer invited two students to practice speaking in front of the
class, the writer gave instructions how to use the pictures and the name of the
places or cities.
SCHOOL
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After giving instruction, the writer chose two students to come in front of
the class to practice speaking activity. The role in the speaking activity by using
the pictures were: First, the writer invited two students to come in front of the
class. One of the students chose one pictures of transportations and other students
chose the name of the places or cities. After that, they practiced speaking by
making question and answer related to transportations topic that the writer taught
to the students in presentation session. Students who brought a paper with the
name of the places or cities arrange the question based on the paper that he or she
brought, For example: If students brought the paper with the text of Jakarta they
might give question: ”How do you go to Jakarta?” and other students who brought
the pictures of transportation, for example bus might answer: “I go to Jakarta by
bus”. They can choose one of the subjects of the questions (you, he/ she or the
name of the people). If the students can arrange the word well, the writer gave
them reward (ballpoint). The purpose of the reward is to motivate the students in
order to make the students become active.
As a closing of the teaching and learning process about transportations, the
writer gave homework which was taken from LKS “Fokus” to make them keep
learning at home. Finally, the writer ended the lesson by saying, “Thank you for
your attention and see you”.
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C. The Effectiveness of Using Picture in Teaching Speaking Skill for The
Fifth Grade Students of Elementary School in SDN Tumenggungan
No.28 Surakarta.
Pictures are one of the teaching aids that are mostly used to make a teacher
easier to transfer the material for the students. Pictures are a great help in teaching
and learning activity. Therefore, during the job training, the writer applied
pictures in teaching English, especially in improving the students’ speaking ability
in SDN Tumenggungan No.28 Surakarta.
The writer uses pictures as the teaching aids to make them easier in
understanding the materials and to arrange the word correctly. The use of pictures
could also make the teaching and learning activities more fun and enjoyable.
Besides, the students could also give more attention and focus on the lesson when
the writer showed interesting pictures that related to the topic whiles the writer
explaining the materials. Wright says that “pictures can play a key role in
motivating students, contextualizing the language they are using, giving them a
reference and in helping to discipline the activity” (Wright, 1989:10). It can be
said that pictures has essential role to support the teaching and learning activity.
The writer realized that applying pictures is an effective way to improve
student’s performance, especially students’ speaking ability. It is proven when the
writer applied pictures in teaching speaking to the fifth grade students of SDN
Tumenggungan No.28 Surakarta. Based on the observations done by the writer,
before using the pictures as a teaching aids in class, the students were less active
in following the teaching and learning activity (because it was monotonous). The
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students were reluctant to come in front of the class because they were afraid of
making mistakes in speaking activity and the students had difficulties in
understanding the material given. Nevertheless, after the writer uses pictures as a
teaching aids in teaching speaking to the fifth grade students of SDN
Tumenggungan No.28 Surakarta, pictures are effective to solve the problems that
faced by students. After the use of pictures, students become more active in
following the lesson, more confident to come in front of the class and also easier
in understanding the material.
From the explanation above, it can be concluded that using pictures is
necessary and effective in the process of teaching and learning English, especially
in improving speaking ability for the fifth grade students in SDN Tumenggungan
No.28 Surakarta.
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CHAPTER IV
CONCLUSION & SUGGESTION
A. CONCLUSSION
Based on the explanation in the previous chapter, there are some conclusions
that could be drawn as follows:
1. The process of teaching and learning English speaking by using pictures in
SDN Tumenggungan No.28 Surakarta
The English teaching and learning process in SDN Tumenggungan No.28
Surakarta is taught to the first until sixth grade students. The focus of this observation
is fifth grade students. Teaching and learning English speaking process for the fifth
grade students begins at 10.05 a.m. until 11.15 a.m. The writer has 70 minutes to
teach in every meeting.
The process of teaching and learning English speaking by using pictures in
SDN Tumenggungan No.28 Surakarta consists of some activities done by the writer.
The activities make the process of teaching and learning run well. The activities done
by the writer are:
a. Greeting
In greeting, the writer greeted the students in English and checked the
students’ attendance.
b. Warming up
25
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In this section, the writer reminded the students about the last material
and also introduced the new material by asking the questions to the students
related to the new material.
c. Presentation
In presentation, the writer presented the new material by using
pictures. It is done to encourage the students so that they are easy to
understand the new material and also to make the students focus more on the
teaching and learning. Basically, children are easy to get bored in teaching
and learning activity so pictures can help them to focus. The writer also gave
students formula tense patterns and sentence that related to the topic.
d. Skill practice
In skill practice, the writer gave the students exercise that are related to
the topic and also gave students homework from the students work sheet
(LKS). The purpose of the skill practice is to evaluate whether the students
understand the new material or not. In this section, the writer also gave
students reward if they could arrange the word well.
2. There are several reasons why using pictures in teaching and learning
activities especially in teaching speaking is effective. They are as follows:
a. Pictures make a teacher easier to explain and transfer the material for the
students.
b. Pictures make students easier to understand the materials and to arrange
the word correctly.
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c. Pictures make the teaching and learning activities more interesting.
d. Pictures make the students pay more attention and focus on the lesson.
From the several reasons above it can be concluded that the use of pictures
brings many benefits and advantages for both teachers and students. Therefore, using
pictures is necessary in teaching and learning activities especially in teaching
speaking to the fifth grade students of SDN Tumenggungan No.28 Surakarta.
B. SUGGESTION
Based on the conclusions, the writer would like to give some suggestions.
1. To the English teachers of SDN Tumenggungan No.28 Surakarta
The teacher should be more creative and attractive in teaching English to the
students, so that the students will not get bored with the lesson. The use of pictures is
effective in teaching and learning activities. Besides, it is important to provide many
kinds of pictures that are related to the materials.
2. To the students of English Diploma Program, Sebelas Maret University,
Surakarta
Before doing the job training, it is necessary for the English Diploma students
to make a good preparation and also make a job training plan for the activity during
the job training, so it can make the job training run well. Besides, the students who
are interested in educational field especially in teaching speaking to the young learner
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have to find the appropriate methods that can make the teaching and learning activity
more effective. The English Diploma students are also expected to be more creative.