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IMPROVING STUDENTS’ SPEAKING SKILL BY USING
GUESSING GAME TO THE FIFTH GRADE OF
SD N 04 KEMIRI KARANGANYAR
FINAL PROJECT REPORT
Submitted as a Partial Requirement in Obtaining Degree in the English Diploma
Program, Faculty of Letters and Fine Arts,
Sebelas Maret University
By:
Fia Renny Syahara
C9307120
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
2010
ii
APPROVAL OF CONSULTANT
Approved to be examined before the Board of Examiners,
English Diploma Program, Faculty of Letters and Fine Arts
Sebelas Maret University
Title : Improving Students’ Speaking Skill by Using Guessing Game to the
Fifth Grade of SD N 04 Kemiri Karanganyar
Name : Fia Renny Syahara
NIM : C9307120
Supervisor
Yusuf Kurniawan, S.S, M.A
NIP. 197111301999031001
iii
APPROVAL OF THE BOARD OF EXAMINERS
Report title : Improving Students’ Speaking Skill by Using Guessing
Game to the Fifth Grade of SD N 04 Kemiri Karanganyar
Students’ name : Fia Renny Syahara
NIM : C9307120
Examination Date : 12 July 2010
Accepted and Approved by the Board of Examiners,
English Diploma Program, Faculty of Letters and Fine Arts
Sebelas Maret University
Dr. Tri Wiratno, M.A (……………………………….)
Chairman NIP. 196109141987031001
Ardianna Nuraeni, S.S, M.Hum (……………………………….)
Secretary NIP. 198209272008122001
Yusuf Kurniawan, S.S, M.A (……………………………….)
Main Examiner NIP. 197111301999031001
Dean of Faculty of Letters and Fine Arts,
Sebelas Maret University
Drs. Sudarno, M.A
NIP. 1953031419585061001
iv
MOTTO
Oh you who believe! If you will aid (the cause of) Allah, He will aid you
and plant your feet firmly.
(QS Muhammad: 7)
Do not hope to be the best but always do the best.
You are what you think
You are what you believe
You are what you do.
(Solikhin Abu Izzudin)
v
DEDICATION
This final report is dedicated to:
My beloved mother and father
My brother, far apart
My big family
My ikhwah in the struggle path
vi
PREFACE
In the name of Allah SWT, the writer gives big gratitude to Him because of
only the God’s help that the writer could finish this report on time. Sholawat and
salam to the noble prophet, Muhammad SAW, as our good model in the life.
The final project entitled “Improving students’ speaking skill by using
guessing game to the fifth grade of SD N 04 Kemiri” was arranged to fulfill the
requirement in obtaining degree in the English Diploma Program, Faculty of Letters
and Fine Arts, Sebelas Maret University.
The paper discusses about the activities of the writer in doing teaching
practice to the fifth grade of SD N 04 Kemiri. Playing guessing game is the technique
applied to improve the students’ speaking skill. The job training gave the
unforgettable experience and valuable knowledge to the writer.
Hopefully, this report can be useful for everyone who reads it. The writer does
not cover for all critics and suggestions to make her better in the future.
Surakarta, June 2010
Fia Renny Syahara
vii
ACKNOWLEDGEMENT
First of all, I give thank to the only one God, Allah SWT for his blessing
given to His creation every time. Doing this final project is one of His great blessings
given to the writer. Sholawat and salam to the last prophet, Muhammad SAW, whom
we wait his syafa’at in the judgment day.
Automatically, this final project could not finished without some people’
help. Therefore, the writer would like to express her gratitude to:
1. Drs. Sudarno, M.A, the dean of Letters and Fine Arts Faculty, Sebelas Maret
University.
2. Yusuf Kurniawan, S.S, M.A, the head of English Diploma Program as well as my
supervisor in writing this final project. Thank you for your guidance, advices and
kindness. Your patience will not be forgotten by your students.
3. Fitria Akhmerti, S.S, M.A, my academic supervisor. Thank you for your guidance
during my study.
4. All of the lecturers in the English Diploma Program. Thank you for the
knowledge, sincerity and motivation during my study in English Diploma
Program.
viii
5. Hartono, S.Pd, the headmaster of SD N 04 Kemiri. Great appreciation for
permitting me to do the job training in the SD N 04 Kemiri.
6. My appreciation to Miss Winarti, S.Pd, my supervisor during my job training.
Thank you for being my new friend and sister during my job training. Yes, being
a teacher is not as easy as people think. Keep patience my sister.
7. Dare dreamer family, all of English Diploma students 2007. Thank you for the
friendship. You are one of my classical chapters in the future.
8. All of English Diploma Students. Thanks for being my friends and giving me lots
of motivation. Keep spirit!
9. My beloved family, SKI FSSR UNS. Words cannot enough to figure my feeling
on you. Thanks for the ukhuwah. May Allah meet us in His jannah. Amin.
10. My ikhwah everywhere. Thanks for your prayer. I cannot reward your kindness. I
hope that Allah always gives His hidayah to us.
11. All persons whom I cannot mention one by one. Thanks for everything.
Finally, I hope this report will be useful to the readers.
Surakarta, June 2010
Fia Renny Syahara
ix
ABSTRACT
FIA RENNY SYAHARA, 2010, IMROVING STUDENTS’ SPEAKING SKILL
BY USING GUESSING GAME TO THE FIFTH GRADE OF SD N 04 KEMIRI
KARANGANYAR, English Diploma Program, Faculty of Letters and Fine Arts,
Sebelas Maret University.
This final project was written based on the writer’s job training as an English
teacher in SD N 04 Kemiri. The job training was conducted for one month and a half.
The writer took the fifth grade students as the object to be observed. This paper is the
result of observing, interviewing and practicing to teach English to the fifth grade of
SD N 04 Kemiri. She focused in teaching speaking by using guessing game.
This paper discusses about improving students’ speaking skill by using
guessing game to the fifth grade of SD N 04 Kemiri. It aimed at describing the
process of English class activity and identifying the strengths and weaknesses of
playing guessing game in improving the speaking ability to the fifth grade of SD N
04 Kemiri.
Lesson plan making was the activity done by the writer before teaching. It
aimed at running the teaching-learning activity effectively and reaching the purpose
easily. It contains three parts, they are: pre-teaching, main teaching and post teaching.
The pre-teaching activities are greeting and warming up including TPR warm-up and
brainstorming. On the main teaching, it covers presentation and production. The
presentation is done by the writer while the production is fulfilled by playing
guessing game to the students. Reviewing material is given in the post teaching by
asking some questions to the students.
The writer identified some strengths of using guessing game in teaching
speaking. They are: Pumping up the students’ willingness to follow the lesson,
encouraging the students to speak in English, reinforcing the concept to the students
well, controlling the class condition well. However, she also found the weaknesses of
the technique such as the involvements of the students are not equal.
x
TABLE OF CONTENTS
TITLE……………………………………………………………………………. i
APPROVAL OF CONSULTANT……………………………………………...... 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
A. Background……………...………………………………...... 1
B. Objectives………………………………………………….... 3
C. Benefits ……………………………………………………... 3
CHAPTER II : LITERATURE REVIEW………………………………………. 4
A. Teaching English to Young Learners……………………….. 4
B. Teaching Speaking to Young Learners……………………… 6
C. Teaching Speaking to Young Learners by Using Games……. 7
D. Teaching Speaking to Young Learners by Using Guessing
Game………………………………………………………... 9
xi
CHAPTER III : DISCUSSION…………………………………………………... 11
A. Description of SD Negeri 04 Kemiri………………………… 11
1. General description……………………………………….. 11
2. Vision and mission………………………………………... 12
3. History and location………………………………………. 12
4. Organization structure…………………………………….. 14
5. Facilities…………………………………………………… 15
B. Job training activity..…………………………………………. 16
1. Class observation………………………………………….. 16
2. Lesson plan making………………………………………. 18
C. Discussion…………………………………………………… 19
1. Teaching process to the fifth grade of SD N 04 Kemiri….. 19
2. The strengths of using guessing game in teaching speaking
to the fifth grade of SD N 04 Kemiri……………………. 26
3. The weaknesses of using guessing game in teaching
speaking to the fifth grade of SD N 04 Kemiri…………… 27
CHAPTER IV: CONCLUSION & SUGGESTION…………………………….. 29
A. Conclusion…………………………………………………… 29
B. Suggestion…………………………………………………… 30
BIBLIOGRAPHY
APPENDICES
1
CHAPTER I
INTRODUCTION
A. Background
Language is a means of communication. Communication is a process of
transferring message and information. A good communication results mutual
understanding. In the view of Harold D Laswell, communication cannot take place if
one of its components is ignored (Laswell, 1979). One of its components is message.
Message can be transferred in the form of language. Language means words which
can express our thought. Therefore, language has important role in communication.
From all the languages in all over the world, one of the most widely spoken is
English. English as international language becomes important to be learned by all
people who will go abroad. We can easily communicate with other people in all over
the world if we master English.
English is learned by people in all over the world, including Indonesian. Since
2006, English has been listed in the curriculum of elementary school in Indonesia.
Automatically, students in Indonesia must study English. Besides, skilled men power
in English are more needed.
Speaking is an important skill learned by English student although English
covers four skills namely speaking, listening, reading and writing. Speaking is the
main bridge for the students to master English. Speaking has essential part in English
teaching-learning process too. In addition, English speaking skill is used in real life. It
2
is because mastery in English communication is one of the main goals in learning
English.
In Indonesia, English speaking is a quite difficult skill to master because
English is the second language. Actually, English speaking is the skill which is good
to be learned by people since they are young or kids. However, teaching speaking in
elementary school in Indonesia seemed unproductive. Mostly, Indonesian students
are inconfident to speak in English. Many factors cause this. They include untrained
teacher, being lazy, afraid to make mistake, boring class etc.
One of the important roles in teaching speaking is teacher’s competence. A
good teacher can create fun speaking class and package the class properly and
attractively. Playing games is one of the techniques that can be applied in teaching
speaking because game is one of the potential activities giving students feeling of
freedom to express themselves. Here, the writer tries to create new atmosphere of
English class in the elementary school. The main English teacher at the school is
more likely to improve reading and writing skill of her students by using handbook.
Speaking and listening are rarely to improve because of the instruments and time
lacks. Therefore, the writer decided to write paper entitled “Improving students’
speaking skill by using guessing game to the fifth grade of SD N 04 Kemiri”.
2
3
B. Objectives
1. To describe the process of English class activity in the fifth grade of SD N 04
Kemiri.
2. To identify the strengths and weaknesses of playing guessing game in improving
the speaking ability to the fifth grade of SD N 04 Kemiri.
C. Benefits
1. SD N 04 Kemiri
Hopefully, the headmaster of the school can know the importance of teaching
English especially speaking so that the improvement of English teaching
instrument in the school can be realized. Therefore, the students can improve their
English skills by practicing actively.
2. The teachers
It is expected that this paper can be the reference to the English teachers reading
this paper in improving students’ English speaking skill. Besides, it can be the
inspiration to the teachers to use approaches and methods properly in teaching
speaking to the students in the class.
3. The readers
Surely, it is expected that this final project can give valuable information to the
readers concerning English speaking skill. Furthermore, it can motivate the
readers to improve their English speaking skill more actively.
4
CHAPTER II
LITERATURE REVIEW
In this chapter, the writer will explain about some literature reviews related to
the topic discussed in this paper. There are four main theories including teaching
English to young learners, teaching speaking to young learners, teaching speaking to
young learners by using games and teaching speaking by using guessing games.
Those parts will be explained detail below.
A. Teaching English Language to Young Learners
The definition of young learners is children between the ages of about 5 years
old to 12 years old (Rixon: 1999). However, the concept of childhood itself varies
considerably from country to country. In many parts of the world, „children‟ take on
„adult‟ responsibilities at ages when in other countries they are still protected within
their schools. These differences will lead to differences in the purposes of language
learning. Similarly, attitudes to authority, to teaching and to learning in general vary
from culture to culture. While, Brumfit gives a list of the characteristics which young
learners share:
1. Young learners are just beginning their schooling, so that teachers have a major
opportunity to mould their expectations of life in school.
5
2. As a group they are potentially more differentiated than secondary or adult
learners, for they are closer to their varied home cultures, and new to the
conformity increasingly imposed across cultural groupings by the school.
3. They tend to be keen and enthusiastic learners, without the inhibitions which
older children sometimes bring to their schooling.
4. Their learning can be closely linked with their development of ideas and
concepts, because it is so close to their initial experience of formal schooling.
5. They need physical movement and activity as much as stimulation for their
thinking, and the closer together these can be the better. (Brumfit, 1997: v)
Nowadays, learning English is a vital activity done by young learners.
Singleton surveyed that there are a number of reasons for teaching English at young
age as follows:
1. The need to expose children from an early age to an understanding of foreign
cultures so that they grow up tolerant and sympathetic to others.
2. The need to link communication to the understanding of new concepts.
3. The need for maximum learning time for important languages – the earlier you
start the more time you get.
4. The advantage of starting with early second language instruction so that later the
language can be used as a medium of teaching. (Singleton, 1989)
Lynne Cameron argues that the continuing growth of teaching English to
young learners brings a number of challenges (Cameron, 2003). Starting to learn
6
English at an earlier age may not bring automatic improvement to proficiency levels,
unless the teacher‟s education and secondary language teaching both adapt to meet
the challenges of the new situation. According to Cameron, among other knowledge
and skills, teachers of young learners need:
1. An awareness of how children think and learn
2. Skills and knowledge in spoken English to conduct whole lessons orally
3. An ability to identify children's interests and use them for language teaching
4. To be equipped to teach initial literacy in English.
Other current issues in teaching young learners include:
1. The use of learners' first language in the language classroom
2. Teaching other subjects through the medium of English e.g. CLIL
3. Developing appropriate assessment of young learners
4. Young learner teacher education (Cameron, 2003).
B. Teaching Speaking to Young Learners
Speaking is one of the important skills to be mastered. Mastery of speaking is
needed for communication efficiency. According to Brown, speaking is an interactive
process of constructing meaning that involves producing and receiving and
processing information (Brown, 1994: 253).
Grace Stovall Burkart states that speaking involves three areas of knowledge:
7
1. Mechanics (pronunciation, grammar, and vocabulary): Using the right words in
the right order with the correct pronunciation.
2. Functions (transaction and interaction): Knowing when clarity of message is
essential (transaction/information exchange) and when precise understanding is
not required (interaction/relationship building).
3. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses
between speakers, relative roles of participants): Understanding how to take into
account who is speaking to whom, in what circumstances, about what, and for
what reason (Burkart, 1998).
Natasha Intihar Klancar argues that young learners‟ brains are like sponges.
They can soak up everything we say and how we say it (Klancar, 2006). Thus,
learning speaking as young as possible is very useful not only to develop their
confidence in speaking English but also to achieve their potential in later life.
C. Teaching Speaking to Young Learners by Using Games
A common perception says that all learning should be serious. Fun, laughter,
and hilarity in learning indicates that it is not a part of learning. It is a misconception.
It is possible to learn a language as well as enjoy oneself. One of the best ways to do
this is through games. Games are activities that children naturally and universally
engage in. „Game is played when one or more players compete or co-operate for pay-
offs according to a set of rules‟ (Jones: 1986). Alternatively, „Gaming is competitive .
8
. . rule-governed . . . goal-defined . . . Gaming has closure . . . gaming is engaging‟
(Rodgers: 1981). The games of young children have their own special qualities. „A
true game is one that frees the spirit. It allows of no cares but those fictitious ones
engendered by the game itself . . . Play is unrestricted, games have rules. Play may
merely be the enactment of a dream but in each game there is a contest . . .‟ (Opie, I.
and J.: 1969).
As stated in the previous theory, one of the characteristics owned by young
learners is they need physical movement and activity as much as stimulation for their
thinking, and the closer together these can be the better. Andrew Wright, Betteridge
and Buckby say,” Games can be found to give practice in all skills (reading,
speaking, listening and writing) in all stages of teaching – learning sequences….”
(Wright, Betteridge and Buckby, 1989). It is clear that games activity that can be
applied in teaching all English skills.
Besides, there are other reasons why a teacher uses games in teaching English
especially speaking. Those reasons include games that give students chance to use
English orally and games can provide fun and relax while remaining very much
within the framework of language learning. It is also expected for shy learners to
participate, to show their ability and finally to find their confidence in communicating
in foreign language.
9
D. Teaching Speaking to Young Learners by Using Guessing Games
Klippel argues that the basic rule of guessing game is eminently simple, one
person knows something that another wants to find out (Klippel, 1994). While,
Wright and Buck say, “Essentially, in guessing and speculating games, someone
knows something and the others must find out what it is” (Wright and Buck, 1990).
In addition, according to Meriam Webster, “Guessing game is game in which the
participants compete individually or team in the identification of something indicated
obscurely (as in riddles or charades) (Meriam Webster, 1986). Based on the
definitions above, it can be concluded that guessing game is a game in which a person
knows something and the others who do not know competes individually, pairs or in
a team to find out.
According to Lee, there are a number of guessing games that can be applied in
various levels of learners as follows:
1. Guess what is it? Is it …?
2. Guess who am I? What is my name?
3. Guess what is there in my bag today?
4. Guess where is it? (Lee, 1994).
Playing guessing game is one of the techniques that can be applied to develop
speaking skill effectively. This assumption is supported by many experts. According
to Richard – Amato, “Guessing game can be used to develop or reinforce concept, to
add diversion to regular activities, or just to break the ice. However, the most
10
important function is to give practice in communication.” (Richard – Amato, 1988).
They also add that guessing games can be painless to develop or reinforce any
number concepts. “Guessing what I am“ or “Guessing who I am” for example, can be
used to teach about animals, profession and people in different age groups (baby,
child, teenager, young adult, elderly person) (Richard – Amato, 1988). From the
statements above, we can conclude that by giving some concepts of guessing game
like “Guessing what I am” and “Guessing who I am”, the teacher can teach many
kinds of topics such as profession, animals, transportation etc.
Besides, another advantage of guessing game concept is giving more chance to
formulate question and its answer. Lee says, ”Among them are a number of guessing
games which can be applied at various age levels in general, the challenge to guess
arouses considerable interest and encourages the learners to communicate…” (Lee,
1994). In addition, Klippel argues, “Guessing are true communication situation and
such are very important for foreign language practice with fun and excitement.”
(Klippel, 1994).
Based on the theories above, it is clear that guessing games are liked by
students. It arouses considerable interest and encourages the learners to communicate
because it is the combination between language practice and fun and excitement.
11
CHAPTER III
DISCUSSION
In chapter III, the discussion is completely based on the job training activities
done by the writer. The writer presents three main points, covering description of SD
N 04 Kemiri, job training activity and discussion. Those points will be presented in
details below.
A. Description of SD N 04 Kemiri
1. General Description
SD N 04 Kemiri is one of states elementary schools located in Kemiri village,
Kebakkramat district, Karanganyar regency. The school is located in a strategic area
so that it becomes favorite school to students. Totally, the students of this school were
294 students. It consists of first, second, third, forth, fifth and sixth grade. In the first
grade, there were 50 students. The second grade had 51 students (the second largest
class). 45 students were in the third grade. The largest one, forth grade, was divided
into two classes, four A and four B. Four A consisted of 30 students and four B
consisted of 31 students. The smallest class was placed by the fifth grade with 42
students. Similar to the class four, class six was divided into two classes. Six A was
20 students and six B was 25 students. So, there were 45 students in class six.
Totally, there were 15 employees in the school including one headmaster, nine
class teachers, four subject teachers and one school keeper. Eleven employees were
12
permanent but the others were temporary. The school was led by a headmaster. The
headmaster was responsible for handling every single school’s activity in the school.
Besides, the teachers were responsible to handle every teaching-learning activity in
the class. The school keeper kept the school clean, neat and safe.
2. Vission and mission
The vision of SD N 04 Kemiri is :
“Superior achievement, noble manners”.
The missions of SD N 04 Kemiri 04 are:
1. Implement the learning and guidance effectively to optimize the students’
potential.
2. Develop the comprehension and observation towards religion to build good
manners.
3. Create a conducive atmosphere to effective all school activities.
4. Develop a competitive culture for students to improve the achievement.
5. Give priority to cooperation in completing education and teacher training.
6. Preserve and develop sports, arts and culture.
7. Develop the personal’s patriotism
3. History and location
SD N 04 Kemiri is one of the oldest state schools located in Kebakkramat
district. It had been built before Indonesia was not independent yet. It was established
13
in 1928 on the edge of Solo-Sragen highway. The address of this elementary school is
Solo-Sragen highway km 11, Dawung, Kemiri, Kebakkramat, Karanganyar 57762. It
is located in a strategic area but it is very crowded vehicles passing by. Yet, this
condition does not influence the continuity of teaching-learning process in this
school.
The school occupies a small area. Its building is was about 1000 m2. It
consisted of school yard, gate, fence, classes, office, library, lavatories, and canteen.
The school building consisted of two floors. The first floor consisted of office,
lavatories, library, three classes and canteen. The second floor only consisted of five
classes. This is the school building structure of SD N 04 Kemiri.
Picture 3.1. The school building structure
Class IVB Class IVA Class VI A Class VI B
Class II Class III Class I Library
MAIN GATE
Teachers
Office
Head
office
Cristiani
ty Class
Par
kin
g a
rea
canteen
14
4. Organization Structure
Organization structure in the elementary school is important part of the school
but it is not given high priority. In educative organization structure, SD N 04 Kemiri
had no fixed one. However, many teachers had additional duties other than teaching
to help the headmaster in handling activities in the school. The divisions of the duties
were as follow:
No Name Position
1. Hartono, S.Pd Headmaster
2. Ethos Darwanto Administrator
3. Suhudi, S.Pd Salary exchequer
4. Wagimanto BOS(School Operational Cost) exchequer
5. Poniman Regular funds exchequer
Picture 4.1 Educative Organization Structure
Besides, the school had committee organization structure. It consisted of many
students’ parents and local people. The structure can be seen below.
No Name Element of Position Address
1. Supomo Enterpreneur Chairman Wirorejan, Kemiri
2. Lilik Budiono Enterpreneur Secretary Dawung, Kemiri
3. Noto Prasetyo Enterpreneur Treasurer Purworejan, Brujul
15
4. Ngatmanto Village head Member Gedangan, Kemiri
5. Basuni Entrepreneur Member Wirorejan, Kemiri
6. S. Sumanto Retirement of KS Member Dawung, Kemiri
7. Sugito Entrepreneur Member Jogomasan, Brujul
8. Balen M Society leader Member Dawung, Kemiri
9. Kuat Widodo Student’s parent Member Sroyo, Sroyo
10. H. Suprapto Society leader Member Gedangan, Kemiri
Picture 4.2 Committee Organization Structure
5. Facilities
As a state elementary school, SD N 04 Kemiri has been improving facilities
and infrastructure of the school. Now, it has two main buildings. The first building
had eight classes and library. The second building included head office, teachers’
office and Christianity class. Besides, lavatories were separated from the other
buildings.
Class is an important area to conduct teaching-learning process. The school
still has different condition of the classes. On the first floor, the classes have been
tiled but on the second floor the classes have not yet at all. Generally, each class has
at about 30-45 chairs and tables, two blackboards, chalks, an eraser, a cupboard, two
brooms, a feather duster and a trash can.
16
For improving the students’ knowledge, the school provides a library including
materials related to the lesson until soft skill book. It is also completed with three
computers, many children’s work and many educative instruments. Besides, for
developing the students’ talent in music, the school also provides many drum band
instruments. However, the students only can play them at a certain time.
The facility that is no less important is lavatory. Totally, the school has four
lavatories. Two lavatories are for students, one lavatory is for men and another is for
woman.
B. Job training activity
1. Class observation
At this time, the writer observed the English teacher’s way of teaching in the
class before doing real teaching practice. The observation started from 18th
to 20th
January 2010. The English teacher was teaching while the writer was sitting to
observe the activities in the class. The writer observed not only how the teacher
taught but also how she managed the class. Besides, the writer observed the facilities
in the class too. Paying attention and taking a note were the only activities done by
the writer during the class observation.
There was only one English teacher in the school. She was not a permanent
teacher. She handled English subject from the first grade until the sixth grade.
17
At the beginning, the writer made an agreement with the English teacher about
what grade the writer would teach in. Finally, the writer was given chance to teach
third until fifth grade students of the school. However, the writer decided to take the
fifth grade as her focus in doing the apprentice.
From three-day observation, the writer started to recognize the characteristics
of each grade. Third grade students were the most crowded one. They were still likely
to play around and make some noise. It was a big challenge for the writer to manage
the class conductively. The fourth grade was divided into two classes, four A and four
B. The fourth grade students were calmer down than third grade. They were more
easily managed. The most noticed class was fifth grade. They had high motivation to
study English.
The activities in the class were greeting, reviewing last material, correcting
homework if any, presentation and closing. The teacher’s voice was loud but the
students’ voice was louder so the teacher often hit a table or board to attract the
attention from the students. The instruments used in teaching were black board, chalk
and handbook.
After three-day observation, the teacher suggested the writer to directly handle
the class for next meeting. However, there were still guidances from the teacher.
18
2. Lesson plan making
The basic elements in any formal learning situation are the teacher, the pupil
and the lesson. The successful lesson depends upon the teacher’s skill in selecting
material, in applying the suitable methods of teaching and in getting the pupils to put
forth their greatest effort. To attain maximum effectiveness, the lesson must be
planned. (Huebener, 1965).
As a beginner teacher, it is very important to the writer to make lesson plans
before teaching. The lesson plan is very useful to set up the specific aims to be
attained, to delimit the material to be taught and to indicate the most economical
procedures of teaching. As an inexperienced teacher, the writer needed to make
lesson plan in order to run the teaching-learning activity effectively and to reach the
purpose easily.
During the job training, the writer applied the lesson plan containing some
items below.
1. Pre-Teaching
a. Greeting
b. Warming up: TPR warm up and brainstorming (the teacher asks some
questions related to the material will be given.
2. Main teaching
a. Presentation
19
b. Production: The students are involved in a guessing game with guidance from
the teacher.
3. Post-Teaching
The teacher reviewed materials by asking some questions related to the material
had been presented on the previous presentation. Besides, the teacher gave
homework taken from LKS FOKUS to the students.
The materials given by the writer was adjusted with the curriculum of the
English teacher and the students’ hand book, entitled “ LKS FOKUS Bahasa Inggris
untuk SD/MI kelas V”.
C. Discussion
1. Teaching process to the fifth grade of SD N 04 Kemiri
The teaching process presented in this part is based on the writer’s experience
on having job training as English teacher in SD N 04 Kemiri. The writer focused in
improving the fifth grade’s speaking skill by using guessing game. The schedule of
English lesson for fifth grade is every Wednesday started from 07.00 – 08.10 a.m.
Therefore, the writer has 70 minutes in each meeting. 15 minutes is allocated for pre-
teaching, 45 minutes for main teaching and the time rest is for post teaching. The
teaching process was presented below.
Material: Profession. Time: 70 minutes.
1. Pre-teaching
20
a. Greeting
Teacher : Assalamu’alaikum Warahmatullahi Wabarakatuh
Students : Wa’alaikumsalam Warahmatullahi Wabarakatuh
Teacher : Good morning students.
Students : Good morning miss.
Teacher : How are you today?
Students : I am fine, thank you, and you?
Teacher : I am fine too. Thank you.
Who is absent today?
Students : Govinda, miss.
Teacher : Where is he?
Students : He is sick.
Teacher : Oh, I hope he will get better soon.
b. Warming up
At the first meeting, the teacher introduced herself and her aim to
teach in the school. Before brainstorming, the teacher asked the students to do
TPR (Total Physical Response) warm up. Its purpose was to get the students
relax and ready to study English actively. TPR warm up covered physical
movement and singing. The song was:
Right and left and clap clap clap
Right and left and clap clap clap
21
Clap your hands up and clap your hands down
Turn around and clap clap clap
After TPR warm up, the teacher went on the material from the main
teacher. It was about profession. The teacher opened the class by giving
brainstorming. The teacher asked some questions related to the material as
follows:
T : “Do you have a dream?” (Some students did not understand the
meaning of the question and how to answer. Therefore, the teacher
translated the question into Indonesia and explained how to answer).
S : “Yes, I have”
T : “What is it? Raise your hand please!” (The teacher asked the
students to raise their hand before answering. However, no body
wanted so the teacher pointed some students).
“Ok, to know you more, I will point some of you to answer”.
“Hello, what is your name?”
S : “My name is Anggun”.
T : “Anggun, what is your dream?”
S : “Doctor”
T : “Class, who will be a doctor? Raise your hand please!”
“Ok, good dream!” Now, Anggun, please point one of your friends
and ask her/his dream like what I ask to you.” (This chain question
22
was done for five students. The teacher guided them and corrected
the students’ mispronunciation).
2. Main teaching
a. Presentation
The teacher introduced many kinds of professions by showing flash
cards one by one and told the name of the profession shown on the card. The
students repeated what the teacher said in a choral repetition. The flash cards
were deliberately not given names in order to pump up students in
memorizing them. The examples of the pictures are:
After introducing the kinds of profession, the teacher explained some
formulas in asking someone’s profession and its answer for instance:
1. What do you do? I am a doctor.
2. What does she do? She is a nurse.
3. What is she/he? She / He is a police.
23
b. Production
At this time, the teacher showed many cards and asked the students to
mention the name of the profession together and individually. After that, the
students played a game called guessing game. The students had to guess the
name of a profession appropriated with the clues read by the teacher. The
teacher divided the class into eight groups. Each group consisted of five or six
students. The game had three sections. Section 1 was the competition of group
1 until group 4. Section 2 was the competition of group 6 until group 8. The
last section was the competition of the winner of each previous section. After
dividing, the teacher socialized the rules of the game and asked each group
made their own bell. The rules of the games were:
1. The group had to shout the bell before answering.
2. The teacher read three clues for each profession to be guessed.
3. Point for right answer at the first clue was 30, 20 for the second clue and
10 for the last clue.
4. Grammatical error in the answer was not counted.
5. Wrong answer did not decrease the score.
6. The group which was not fair would get punishment by reducing 5 score it
had.
7. The group which had the highest score was the winner of the game and
had a right to get the reward.
24
The steps of guessing game were as follow:
1. The teacher asked, “Who is she?”
2. The teacher read the clue 1 for example “Mrs. Nita works in a hospital.”
3. The teacher gave a chance to the students to answer. She waited them for
three seconds.
4. If there was no group answering, the teacher read the next clue such as
“She treats patients.”
5. The third step was repeated.
6. The forth step was repeated with different clue for instance “She helps the
doctor.”
7. The quickest group which shouted the bell would have the first chance to
guess.
8. The chance to guess was only once. If the answer was right, the teacher
would say, “Yes, right, 10 for group 3” and wrote the score on the
blackboard. On the contrary, if the answer was wrong, the teacher would
say, “No, still wrong, the others?”.
9. The teacher continued with several professions. Each section had five
professions to be guessed.
Note: The writer as the teacher
The groups which did not have turn to play had to sit behind and kept
silent while the teacher was reading the clues. They were also not allowed to
25
help the other groups in the game. The class formation of fifth grade was
different with the other classes. The tables 1 until 10 were the seats for the
four groups playing the game. The other groups sat down at the back.
Picture 1.1 The class formation of fifth grade SD N 04 Kemiri
3. Post teaching
The teacher reviewed the materials by asking some questions related to
the material had been presented on the previous presentation in both together and
22 23 24 21
20
19
15
14
8 10 9
3
4
5 6 7
2
1 teacher
13
12
11
18
17
16
26
individually. Besides, the teacher gave homework taken from LKS FOKUS to the
students related to the material had already discussed.
At the last meeting, the teacher gave a test to check the students’ improvement
in speaking ability. The test was a pair conversation. The students had been given a
text to complete and to memorize before three days of presentation. The teacher
checked their speaking ability out of the class by calling one by one. The other
students had not been called yet could practice in the class.
2. The strengths of using guessing games in teaching speaking to the fifth grade
of SD N 04 Kemiri
Every technique in teaching has both advantage and disadvantage. Playing
guessing game as the technique of teaching speaking applied by the writer also has
both strengths and weaknesses. During the job training, the writer can identify some
strengths of playing guessing game technique to improve the students’ speaking skill
of the fifth grade of SD N 04 Kemiri. They were as follow:
1. The game activity can pump up the students’ willingness to follow the lesson.
The students’ enthusiasm in playing the game proves that they are really enjoying
the English class. Although they never do the game before, they are easy to
manage and very cooperative with the teacher.
2. The game activity can encourage the students to speak in English.
27
The students’ confidence in speaking begins to appear when playing the game.
The competition burns their spirit to win the game. They are not shy to speak
although they make such a grammatical error.
3. The game can reinforce the concept to the students well.
The game forces the students to make a correct sentence. It reinforces the students
about “Guessing who I am” concept.
4. The teacher is easier to control the class condition.
In playing the guessing game, it needs a quiet condition. If there are noisy
students, the others will yell at them. Therefore, the cooperation to be quiet in the
every section in the game is easy to build.
3. The weaknesses of using guessing games in teaching speaking to the fifth
grade of SD N 04 Kemiri.
No body is perfect as no technique is perfect and without weaknesses. We
must be confused to decide the best method in teaching. It is because every method
has its strengths and weaknesses. The most appropriate and acceptable method should
be adjusted with many considerations concerning the condition of the teacher and the
students. During the job training, the weaknesses of applying playing guessing game
technique that can be observed such as:
1. The involvements of the students are not equal.
28
There were still many shy students in playing the game. The equality of the active
students has not yet built. The students who answered the question were only the
clever and diligent students. This is very apparent on the girls and boys students.
The girls are more enthusiastic than the boys.
29
CHAPTER IV
CONCLUSION AND SUGGESTION
In the last chapter, the writer presents two points including conclusion and
suggestion of the final project report. Those points are based on the discussion
presented in the previous chapter. All of the points as mentioned above will be
explained in details below.
A. Conclusion
Based on the discussion presented in the chapter III, it can be concluded that:
1. The fifth grade students of SD N 04 Kemiri mostly had good willingness in
learning English. They were really cooperative with the teacher during the
writer’s job training. As playing is the children’s world, they like game activities
such as guessing game. The atmosphere of fun and excitement during the game
was successful enough to decrease the students’ unconfident feeling in speaking
English.
2. The teaching process to improve speaking skill by using guessing game to the
fifth grade of SD N 04 Kemiri is as follows:
a. Pre teaching: the writer applied greeting and warming up before doing the
main teaching. The warming up consisted of TPR (Total Physical Response)
warm up and brainstorming.
30
b. Main teaching: the writer did presentation using flash cards. During the job
training, the topics discussed were profession and transportation. After the
presentation stage, it was continued with playing guessing game by involving
all the students. The writer acted as a questioner and the students competed
each other to guess the teacher’s question.
c. Post teaching: the writer reviewed the materials by giving some questions to
the students related to the material. Besides, homework was given in each last
minutes meeting.
3. Playing guessing game is a useful means to improve the students’ speaking skill.
It has more strength than the weaknesses. The strengths are:
1. Pumping up the students’ willingness to follow the lesson.
2. Encouraging the students to speak in English.
3. Reinforcing the concept to the students well.
4. Controlling the class condition well.
The weaknesses that could be identified was no equality between the active and
passive students. The clever and diligent students still dominated the game.
B. Suggestion
After doing job training at SD N 04 Kemiri, the writer suggested several things
such as:
1. English teacher of SD N 04 Kemiri
31
The variation on her teaching technique is necessary since it will decrease the
boredom of the students and improve their willingness to study English.
2. SD N 04 Kemiri
The variation in teaching needs more instruments to support. SD N 04 Kemiri
should improve the facilities related to the English teaching-learning process.
3. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret
University.
a. The references and literatures available in the SLC (Self Learning Centre) are
very limited. The program should provide more references and literatures of
books to sufficient the students’ need especially in teaching and learning
mainstream. It will be very beneficial to the students to complete the final
project more easily and effectively.
b. The cooperation with many institutions in conducting the job training is
necessary. The relation between the program and many institutions will make
the ease for the students to do the job training. The effectiveness of the job
training was also easier to reach.
BIBLIOGRAPHY
Books:
Brown, H Douglas. 1994. Teaching by Principles: An Interactive Approach to
Language Pedagogy. New Jersey. Prentice Hall.
Brumfit,C., J. Moon, and R. Tongue (1994). Teaching English to Children. London:
Longman.
Burkart, Grace Stovall, ed. 1998. Spoken language: What it is and how to teach it.
Washington, DC: Center for Applied Linguistics, 1998).
Cameron, L. 2003. Challenges for ELT from the expansion in teaching children in
ELT Journal, April, Issue 57, Oxford University Press.
Klippel, Friederike. 1994. Keep Talking. USA: Cambridge University Press.
Laswell, Harold D. 1979. Propaganda and Communication in World History . Hawai:
University Press.
Lee, W.R. 1994. Language Teaching Game and Contest. Toronto: Oxford University
Press.
Opie, I. and P. 1969. ‘Street games: counting out and chasing.’ In Bruner, J.S. et al.
1976. London: Penguin.
Patricia A. Richard – Amato. 1988. Making in happen: Interaction; the Second
Language Classroom. New York and London: Longman.
Rixon, Shelagh.(1999). Young learners of English: some research perspectives.
London: Longman.
Rodgers, T.S. 1981. ‘A framework for making and using language teaching games.’
In Guidelines for Language Games 1-7 Singapore, RELC.
Singleton, D. 1989. Language Acquisition: the Age Factor. Clevedon: Multilingual
Matters.
Webster, Merriem. Webster’s Third New International Dictionary. USA : Merriem
Webster.
Wright, Andrew; David Betteridge, and Michael Buckby. 1989. Games for Language
Learning. Sidney: Cambridge University.
Internet:
http://iteslj.org/Techniques/Klancar-SpeakingSkills.html
APPENDICES
Appendix 1.1
Appendix 1.2
Appendix 1.3
Appendix 1.4
Appendix 1.5
Appendix 1.6
Appendix 1.7
Appendix 1.8
Appendix 1.9
Appendix 2.0
LESSON PLAN
Schools : SD N 04 Kemiri, Kebakkramat
Topic : Profession
Grade/Semester : Fifth grade of elementary school
Time : 70 minutes
Focus Skill : Pronunciation-Speaking
Objectives
- Students are able to pronounce many names of profession correctly.
- Students are able to ask someone’s profession.
- Students are able to understand the description of certain jobs based on where they work
and what they do.
Subject Materials
- Flashcards of profession.
- LKS Fokus - Blackboard
- Question mark card - Chalks
Scenario Activities Objectives Descriptions
Introduction
(15 minutes)
- Greeting
the
students.
- Warming-
up.
- Reviewing
last
material.
- Introducing
new
material.
- To make
the
students
interest
and ready
to study.
- To inform
the
material
will be
discussed.
- “Good morning class, how are you today? I hope
everybody is ok”.
- “Ok class, before we start the lesson, let’s say a prayer
together. Who is the leader of the class? Ok, Akbar,
lead the prayer please.”
- “Ok, let me check your attendance. Oh, no body is
absent today, you are good students.”
- “Now, warm-up time. Please all of you stand up! Sit
down!
- “Well everybody, have you felt better? Are you ready
to study English? Ok, today we will talk about
profession? Before that, do you have a dream? What is
your dream?
Teaching
Process
(20 minutes)
- Asking the
students to
pronounce
names of
professions
correctly.
- Getting the
students to
ask
someone’s
- To
understand
the
students
how to
pronounce
words
correctly.
- To
memorize
- “Now, close your book and look at this flashcard! What
is she/he? Good! (choral repetition)
- “Nino, what is he? (point ten students randomly)
- The teacher introduces many types of questions as
follows:
1. Where do you work? (Place of work)
2. What is she? (Profession)
3. What does she do? (Job done every day)
job.
- Getting the
students to
guess
certain
profession
based on
where they
work and
what they
do.
the names
of
professions
.
- To
understand
the
students
how to ask
and answer
question
related to
profession.
- “Ok, good job students”
- “Ok, I think you have understood. Now, let’s practice.
It is such a chain question. I start asking one of you and
student whom I ask has to point one of the others and
give the same question.
- “Ok, ten students are enough. Next question with
different students.
- All right, I think you have understood . . . any question
so far?
Guessing
Game
(25 minutes)
- Grouping
the
students.
- Giving an
example.
- Telling the
rules of the
game.
- To check
the
students’
understand
ing about
lessons
have
already
given.
- To built the
students’
interest.
- The teacher divides the students into six groups.
- The teacher gives rulers of the game.
- The game’s name is guessing game. The teacher gives
three clues then the students guess the answer as
quickly as possible. Before answering, the group must
shout her bell determined by themselves. The quickest
and most correct answer group is the winner.
Closure
(10 minutes)
- Asking
about
unclear
material.
- Giving
homework
- Ending the
lesson.
- To keep the
students
memory
about the
lesson.
- The teacher congratulates the winner. Besides, the
teacher motivates the students to be more dilligent.
- “What was the topic we talked about?” “Lila, what is
your uncle? Where does he work?”…
- Ok, for homework, do page 25-26 evaluation 2!”
- The teacher ends the lesson by saying:
“All right students, I think that is all for today. See you
next week”.
Surakarta, 28 January 2010
Writer
Fia Renny Syahara
C9307120
STUDENTS’ MARK LIST
SD N 04 Kemiri, Karanganyar
Class: V Subject: English
No Name Home work Speaking Task
1 2 3 Pronunciation Conversation
1. Puguh W 60 50 70 60 60
2. Auna Abi Y 80 0 40 60 70
3. Depta Nur A 80 70 95 70 75
4. Aditya Onny P - 60 65 65 65
5. Adi Mustaqim 80 70 85 65 75
6. Alan Homita R K 80 70 70 70 80
7. Anjas Fitriani 60 70 80 75 75
8. Atika Dwi R W 80 80 65 60 75
9. Brillyan Yudaswara 80 80 40 75 65
10. Candra Eko P - 40 60 65 70
11. Dewi Fortuna K P 80 60 - 70 65
12. Dika Yustika Mei S 60 90 80 65 75
13. Dyah Ayu P W 80 80 100 70 80
14. Eni Kusbandiyah 100 100 95 70 75
15. Erviana T N 80 20 85 70 70
16. Farras H 40 100 90 75 70
17. Fidia T H 80 80 90 75 70
18. Florentina S 100 80 80 65 75
19. Govinda Muhammad - 0 40 70 70
20. Hanifah M 80 100 80 80 80
21. Hardiyat S 60 70 60 65 60
22. Ida Zelana 80 70 80 75 75
23. Jihan 80 - 55 - 75
24. Julian Vio T 80 100 55 70 80
25. Latifah Nur A 80 80 50 75 80
26. Nadya Windi H 80 80 75 70 75
27. Nanda Ayu M A 100 80 85 70 75
28. Oby Erdika 60 100 70 75 75
29. Oktafiana Anggun K M 80 100 80 80 75
30. Putri Nur Hidayat 80 70 60 70 70
31. Rizky Setia P 60 70 70 65 75
32. Sania Sinta Bella 80 60 60 75 80
33. Sheila Sekar Soka 100 100 85 80 80
34. Septiana Debora 100 90 95 70 75
35. Suci Islamiyati 100 100 95 80 80
36. Syahrul Setiawan 60 80 70 70 75
37. Syarah Ayu Nur A 80 - 90 - 75
38. Vega Ayu L 80 100 90 70 75
39. Winda Widianingrum 80 80 90 70 70
40. Kiki Nurul S 100 100 90 75 70
41. Anggi Fitriani 80 100 90 75 80
42. Sony Ferdian 40 70 60 65 70
SPEAKING TASK
Talking about Occupation / Profession
A: What are you? / What is your occupation/job?
B: I'm a____(mechanic)___________.
A: A____(mechanic)_____________? That must be a lot of work.
B: It is. Every day I ___(fix)_____ ___(cars)______.
A: How interesting. How many___(cars)_____ do you __(fix)____?
B: I ___(fix)_____ about __(8)____ __(cars)____ every day.
Match the occupation with the daily activity.
Occupation
1. Mechanic
2. Teacher
3. Dentist
4. Doctor/Nurse
5. Journalist
6. Fisherman
7. Gardener
8. Chef/Cook
9. Fire fighter
10. Photographer
Activity
k. catch fish
l. take pictures
m. fix cars
n. cook meals
o. pull teeth
p. plant flowers
q. put out fires
r. take care of patients
s. teach classes
t. write news stories
http://www.eslgold.com/speaking/talking_about_occupations.html
