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TEACHING ENGLISH PRONUNCIATION TO THE 4th
GRADE OF ELEMENTARY SCHOOL IN SD ISLAM
SUNAN KALIJAGA 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
Elvera Nurin Prastika
C9308022
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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MOTTO
“Be the best, do the best and get the best”
-The writer-
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DEDICATION
The final project is
dedicated to:
My beloved parents
My big family
All of my friends
All of my students
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PREFACE
First of all, the writer would like to thank to Allah SWT who has given
everything. Also, the writer would like to thank to all people for giving support,
guidance, and spirit in finishing this final project entitled “Teaching English
Pronunciation to the 4th
Elementary School in SD Islam Sunan Kalijaga
Surakarta”.
In this final project report, the writer interested in discussing the problems
in English Teaching and Learning Activities to the Fourth Grade Students in SD
Islam Sunan Kalijaga Surakarta. This final project also discusses the suggested
solution of those problems.
Finally, the writer realizes that this final project report is far from being
perfect. Therefore, the writer needs suggestion from many sides to improve this
report. The writer hopes this final project report will be beneficial for the readers.
Surakarta, December 2011
Elvera Nurin P
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ACKNOWLEDGMENT
In the name of Allah SWT, Who is the Most Loving, and the Most
Merciful. All praise to be Allah, the Lord of the worlds. Peace and blessing of
Allah SWT be upon our Prophet Muhammad SAW, and on his family and
companions.
Alhamdulillahirobbil’alamin. First of all, I would like to express my
highest gratitude to Allah SWT, who gives me strength and everything to finish
this final project. Secondly, I would like to express my gratitude to:
1. The dean of Letters and Fine Arts Faculty, Sebelas Maret University, Drs.
Riyadi Santosa, M.Ed, Ph.D.
2. The head of English Diploma Program, Faculty of Letters and Fine Arts,
Sebelas Maret University, Yusuf Kurniawan, S.S, M.A.
3. Dr. Tri Wiratno, M.A., as my supervisor, for guidance, and time to finish
this final project.
4. Drs. Sri Marmanto, M.Hum, my academic supervisor for the advices.
5. Sugiyanta. S.Pd, the head master of SD Islam Sunan Kalijaga Surakarta,
for the chance given to me to had job training in the school.
6. All of the teachers and students of SD Islam Sunan Kalijaga Surakarta,
especially 4th
grade students.
7. My beloved parents, thank you so much for your endless love, support and
prayer to me. I can be strong girl until now.
8. Yessy, Rizky, ms Erik thank you for your help, and support.
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9. My close friends, Wisnu, Nurul, Ziza, Kholis, Riris, Ndaru. Thanks for the
unforgettable memories, the greatest happiness,support and friendship.
10. All of my friends in English Diploma Program 2008, I can’t mention you
one by one thank you so for every moment we’ve spent together. I will
miss you!!
11. Mbak Heny,mbak Susi, mbak Devi for giving me so much help during my
study. I will never forget your kindness.
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ABSTRACT
ELVERA NURIN PRASTIKA.2011.TEACHING ENGLISH
PRONUNCIATION TO THE 4th
GRADE ELEMENTARY SCHOOL IN SD
ISLAM SUNAN KALIJAGA SURAKARTA. English Diploma Program
Faculty of Letters and Fine Arts, Sebelas Maret University.
This final project is written based on the writer’s job training activities as
an English teacher in SD Islam Sunan Kalijaga Surakarta. The purposes were to
know and to understand the process of teaching and learning English in SD Islam
Sunan Kalijaga Surakarta, including the difficulties during the process, and the
solution for those problems.
By observing the class and teaching directly at the 4th
grade class, the
writer could write the final project completely. There were some problems during
English teaching and learning activities for the 4th
grade students in SD Islam
Sunan Kalijaga Surakarta. The problems faced by the students were difficult to
pronoun the words, memorize the words, uncooperative students, the students
were not confidence. The problems faced by the teacher were handling the
uncooperative the students in teaching and learning processes. The writer also
presented the solution to solve those problems.
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TABLE OF CONTENTS
TITLE .................................................................................................................. i
APPROVAL OF CONSULTANT ...................................................................... ii
APPROVAL OF THE BOARD OF EXAMINERS ........................................... iii
MOTTO .............................................................................................................. iv
DEDICATION .................................................................................................... v
PREFACE ........................................................................................................... vi
ACKNOWLEDGMENT ..................................................................................... vii
ABSTRACT ........................................................................................................ ix
TABLE OF CONTENTS .................................................................................... x
CHAPTER I: INTRODUCTION
A. Background ................................................................................................ 1
B. Objectives .................................................................................................. 3
C. Benefits ...................................................................................................... 3
CHAPTER II: LITERATURE REVIEW
A. Teaching and Learning .............................................................................. 4
1. Teaching ............................................................................................ 4
2. Learning ............................................................................................. 5
B. Teaching English for Young Learner ....................................................... 7
C. Teaching English Pronunciation ................................................................ 8
CHAPTER III: DISCUSSION
A. SD Islam Sunan Kalijaga Surakarta .......................................................... 10
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1. Description of SD Islam Sunan Kalijaga Surakarta .............................. 10
2. Vision and Mission of SD Islam Sunan Kalijaga Surakarta .................. 11
B. Job Training Activity ................................................................................. 12
1. Class Observation .............................................................................. 12
2. Making Lesson Plan ............................................................................ 13
C. Teaching and Learning Process ................................................................. 14
D. The Problems in Teaching and Learning English Pronunciation .............. 20
E. The Problem Solutions .............................................................................. 21
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................. 23
B. Suggestion ................................................................................................. 24
BIBLIOGRAPHY
APPENDICES
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TEACHING ENGLISH PRONUNCIATION TO THE 4th
GRADE ELEMENTARY SCHOOL IN SD ISLAM SUNAN
KALIJAGA SURAKARTA
Elvera Nurin Prastika1
Dr. Tri Wiratno, M.A2
ABSTRACT
2011.TEACHING ENGLISH PRONUNCIATION TO THE 4th
GRADE ELEMENTARY SCHOOL IN SD ISLAM SUNAN
KALIJAGA SURAKARTA. English Diploma Program Faculty
of Letters and Fine Arts, Sebelas Maret University.
This final project is written based on the writer’s job training
activities as an English teacher in SD Islam Sunan Kalijaga
Surakarta. The purposes were to know and to understand the
process of teaching and learning English in SD Islam Sunan
Kalijaga Surakarta, including the difficulties during the process,
and the solution for those problems.
By observing the class and teaching directly at the 4th grade class,
the writer could write the final project completely. There were
some problems during English teaching and learning activities for
the 4th grade students in SD Islam Sunan Kalijaga Surakarta. The
problems faced by the students were difficult to pronoun the
words, memorize the words, uncooperative students, the students
were not confidence. The problems faced by the teacher were
handling the uncooperative the students in teaching and learning
processes. The writer also presented the solution to solve those
problems.
1 Mahasiswa Jurusan DIII Bahasa Inggris Dengan NIM C9308022
2 Dosen Pembimbing
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CHAPTER I
INTRODUCTION
A. Background
Language is used to communicate with other people. Without language,
this world becomes silent. There are many languages in the world. Some of them
are international languages. English, one of the international languages, has
become the most popular foreign language in Indonesia. English is used for
companion language in teaching process, international business, medical, etc.
As we know, elementary school is the first level where young learners start
studying lesson formally. In this case, the children are introduced English in
classroom earlier. Recently, English lesson has been included in the elementary
school curriculum by the government. That policy purposes to create better
generation who really master in English. The purpose of the policy is to create
generations who have high competence in English.
In elementary school, children study the Basic English. They study about
simple words or things in their surrounding such as the names of animal, fruit,
occupation, color, etc. They also learn about the pronunciation to enrich their
skills and how to pronounce the words clearly in learning English. To enrich their
skills, they also study pronunciation, how to pronounce English words clearly.
Pronunciation is very important for young learners who study English. The
learners will get difficulties in understanding the new language if they do not
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know how to spelling the words. Learners need to learn how to pronouncing the
words. So, it can reduce the mistakes when they speak in English.
Using English in teaching process is important to produce high quality of
human recourses who master in English. Now, English is a key of success in
many levels, so it is necessary to give English lesson for young learners,
especially for elementary school students.
Teaching young learners is different from teaching adult. Young children
tend to change their mood every minute. They are extremely difficult to pay
attention in the lesson. On the other hand, they show greater motivation then adult
to do things that appeal to them.
During the job training in SD Islam Sunan Klijaga Surakarta, there were
some problems in teaching and learning activity faced by the students and the
teacher. The problems of the students were they can not pronounce the words
correctly, can not pay attention to the lesson, most of them fell bored and
uncooperative students. Meanwhile, the problems faced by the teacher were
handling big class. The writer focused on the problems happen in the class and the
solutions.
Based on the background above, the writer presents a discussion and
report entitled “Teaching English Pronunciation to the 4th
Grade Elementary
School in SD Islam Sunan Kalijaga Surakarta”. The report contains the
problem in 4th
grade English class and solutions based on the writer’s experience
during teaching in SD Islam Sunan Kalijaga Surakarta.
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B. Objective
Based on the background above, the objectives of this report are:
1. To describe the teaching of English pronunciation to the 4th grade students of
SD Islam Sunan Kalijaga Surakarta.
2. To find out the problems faced in the learning process of English
pronunciation.
3. To give solutions to the problems faced in the learning process of English
pronunciation.
C. Benefits
The writer hopes that the results of this final project report will be
beneficial to:
1. The teachers
The writer hopes that this final project report can be one of references for all
English teachers, especially for the elementary school English teacher.
2. English diploma students
It is expected that this final project report can give contribution to the students
of English diploma program as additional knowledge about teaching of English
pronunciation to elementary school.
3. Other readers
It is also expected that this final project can give more knowledge to other
readers who read this final project report.
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CHAPTER II
LITERATURE REVIEW
A. Teaching and Learning
Education consists of teaching and learning. Therefore, the success of
education depends on teaching and learning process.
1. Teaching
Teaching is the part of teaching – learning activity to help the students
understand about the material they are learning.
According to Brown he defines teaching as “showing or helping someone
to learn how to do something, providing with knowledge, causing to know or
understand.” (Brown, 2007: 7)
Hornby in Oxford Advanced Learners Dictionary says that “Teaching
means the ideas of a particular person/group especially about politics, religion or
society that are taught to other people” (2005: 1574).
Based on the statements above, it can be defined that teaching is the
teacher’s effort in giving knowledge and sharing the experiences to guide the
students in order to make them understand about the subject they are studying.
In teaching activities, teachers are responsible to teach and to guide their
students in learning process and to fulfill the goal of learning itself.
“They keep students engaged in worthwhile lessons and activities; they
monitor their classrooms continually and respond to emerging problems before
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they become disruptive; and when possible they intervene in ways that do not
disrupt lesson momentum or distract students who are working on assignments”
(Brophy, 1998:23).
The teacher gives a chance for the students to learn independently but the
teacher keeps watching them.
2. Learning
Learning is an activity, particularly experienced by the students during the
process of study, obtaining knowledge. Hornby in Oxford Advanced Learners
Dictionary says that “Learning is knowledge that you get from reading and
studying”. (2005: 874)
According to Longman, there are three definitions of learning: “to get
knowledge of a subject or skill by studying or doing it; to find out more
information or news by hearing it from someone else; to realize that something is
important, and change the way you behave because of this and get to know
something so well that you can easily remember it.” (Addison Wesley Longman,
1998: 380)
Brown breaks down the components of the definition of learning as
follow:
1. Learning is acquisition or “getting”.
2. Learning is retention of information or skill.
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3. Retention implies storage system, memory, cognitive,
organization.
4. Learning involves active, conscious focus on and acting upon
event outside or inside the organism.
5. Learning is relatively permanent but subject to forgetting.
6. Learning involves some form of practice, perhaps reinforced
practice.
7. Learning is a change in behavior. (Brown, 2000: 7)
From the statements above, it can be concluded that learning is a process
to get some information or knowledge, involving some activities done by learners
such as studying or practicing something.
According to Nana Sudjana, “Learning is a process signed with the
presence of someone’s changes. The changes as a result of study can be shown in
various forms, such as change in knowledge understanding, behavior and attitude,
skill, ability, habit, and the other aspects of change that is studied by the learner”
(Nana Sudjana, 1996: 5). Similarly, “Learning is relatively permanent change in a
behavioral tendency and is a result of reinforce practice.”(Kimble & Garmezy,
1963: 133)
From the statement above we can conclude, in learning there would be a
process of getting or acquiring knowledge or skill through practice. As a result,
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there would be memorizing of information or skill and behavior changes within
the learner.
B. Teaching English Pronunciation
Using language to communicate should be a central in all class room
language instruction. According to Rita Wong “Teaching English pronunciation is
not exclusively a linguistic matter”, (Wong, 1986: 17). The teacher needs to take
into consideration such factors as our learner’s age, exposure, type of pronoun
instruction, toward the target language and their motivation to achieve intelligible
speech pattern in the second language.
In other way, in Longman Active Study Dictionary, there are two
definitions of pronunciation: “the way that a language or world is pronounced; the
way someone pronounces a word or words. (Longman, 1998: 685)
John C. Almack and E. H. Staffelbach state that children learn English
pronunciation in three ways:
1. Through the imitation of a correct model.
2. Through to use the dictionary.
3. Through the application of a general rule or phonetics. (Almack and
Staffelbach, 1993: 273)
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Meanwhile, Oxford Advanced Learner’s Dictionary has applied a meaning
for pronunciation as “the way in which a word is spoken; the way in word which
is pronounced; the way a person speaks the words of a language” (Oxford, 1995:
928)
The most important way to teach pronunciation to the children is by using
the imitation of correct model. In this way, the students are more able to
pronounce the English words and the teacher can know how far the ability of the
students in pronouncing the English words.
Mastering pronunciation is very important in foreign language learning. It
is not to say that students should sound exactly like Native Speaker. However, it is
obvious that students should pronounce the English words correctly to smooth the
communication.
C. Teaching English for Young Learner
Young learners are students of kindergarten at the age of five or six years
old to eleven or twelve years old. In these ages, their physical and mental
developments grow fast. They are interested in knowing more about everything
new in their surrounding.
Young learners are “Children from the first year of formal schooling (five
or six years old) to eleven or twelve years of age” (Philips, 1996: 5). English
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young learners are the children who learn English from five or six to eleven or
twelve. The children are learning in the elementary school.
Teaching English as a second language is entirely different from teaching
the same material to adult. “Children do not always understand what children are
talking about. Adults do not always understand what children are talking about”
(Wendy A. and Ytreberg, 1998: 3).
From the statements above, it means that the teacher should understand
and pay attention to the students in order to know how the students’ condition are,
to find out how to increase the students’ motivation in learning English, and to
know how to make them interested in learning English.
According to Scott, there are some characteristics of young learners that
must be learnt by the teacher:
1. They understand situations more quickly than they understand the
language level.
2. Their own understanding comes through their hands, eyes and ears.
3. They have a relatively short attention and concentration span.
4. They are often happy playing and working alone.
5. They are enthusiastic and positive about learning.
(Scott, 1998: 2)
Young learners are very interested in knowing about something new in
their surrounding. They like learning something new that they consider strange
and make them enjoyable.
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CHAPTER III
DISCUSSION
A. SD Islam Sunan Kalijaga Surakarta
1. Description of SD Islam Sunan Kalijaga Surakarta
SD Islam Sunan Kalijaga is one of the elementary schools in Surakarta.
The school is located in Baluwarti, Pasar Kliwon, Surakarta. It was built in 1971
on the area of around 459 meters square.
This school has eleven classes. It is divided in to two, first up to the sixth
grade and each class has two classes, class A and class B, except the sixth grade, it
only consists of one class. This school has 281 students consisting of 158 boys
and 123 girls. This school also has a headmaster room, teacher’s room. There are
some others rooms such as the mushola, the library, the computer laboratory, the
bathrooms, the canteen, and the school clinic (UKS). The extracurricular were
Boys and Girls Scout, Karate, Calligraphy, and read Qur’an.
SD Islam Sunan Kalijaga leads by a headmaster who has responsibilities to
guide and controlling the teaching and learning process, controlling the material.
This school also had vice headmaster. The vice headmaster is a person who
helped the headmaster in controlling and handling every activity which related
with school.
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SD Islam Sunan Klaijaga has sixteen teachers; each of them is responsible
for managing a class and taught most of the subjects to his class.
ORGANIZATION STRUCTURE OF SD ISLAM SUNAN KALIJAGA
SURAKARTA ACADEMIC YEAR 2010 / 2011
2. Vision and Mission of SD Islam Sunan Kalijaga
SD Islam Sunan Kalijaga has visions and missions to improve the
quality of the students, teachers, and staffs.
Vision
1. To realize the national curriculum and religious plus extracurricular.
Sport
Teacher
Religion
Teacher
English
Teacher
6th Grade
Teacher
5th Grade
Teacher
4th Grade
Teacher
3rd Grade
Teacher
2nd Grade
Teacher
1st
Grade
Teacher
Headmaster
Computer
Teacher
Students
Society
School
Guard
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2. To make SD Islam Sunan Kalijaga Surakarta as a central Islamic
knowledge with high quality and have great knowledge in technology
(Iptek), faith and piety (Imtaq) through multimedia.
Mission
~ To develop education, teaching, culture, in general or on the basis of
Islam in particular.
B. Job Training Activity
1. Class Observation
The writer did the job training in SD Islam Sunan Klaijaga started from
January 18th
2011. In order to know the class facilities and situation, the writer
observed the classes first before doing the job training. The writer observed the
students of first grade until the students of sixth grade. Then, the writer focused to
do the job training at fourth grade. The writer came to SD Islam Sunan Kalijaga
every day, except Friday, but the writer taught English every Thursday and
Tuesday (2x a week).
The writer observed the English class from the beginning until the end.
The class observation was necessary to help the writer in collecting any
information about the students’ condition during the teaching and learning
activities.
The classroom has facilities that can support the teaching and learning
activity, such as: a blackboard, a cupboard, a clock, teacher’s desk-chair, some
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picture like Alphabet, kind of animals, Map of world, math, lesson schedule, and
picket schedule.
2. Making Lesson Plan
The writer made lesson plan before doing teaching and learning activity in
SD Islam Sunan Kalijaga. The lesson plan has function as a tool to allocate the
time so that the teaching and learning activity can be organized well.
The writer made lesson plan based on the student’s work sheet published
by Erlangga entitled Grow with English.
1. Motivating strategy
Motivating strategy was used to arouse the student’s motivation
toward the material. In this stage, the writer was supposed to make the
conditions as attractive and simulating as possible.
2. Presentation strategy
Presentation strategy was used to give some explanation
concerning the day’s lesson in order to make the students understand about
new things they learned such as an explanation or grammar.
3. Assessment
Assessment was used to assess the final outcome of the lesson and
to what extent the learning objectives were achieved. It provided an
opportunity for honest reflection about what activities worked or did not
work.
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C. Teaching and Learning Process
After making lesson plan, the writer taught English based on the lesson
plan she had made. The material used to teach the fourth grade students in SD
Islam Sunan Kalijaga was from Erlangga and allocated time to teach English was
35 minutes.The writer gave instruction and explanation related to material by
using Bahasa Indonesia and English to make the students easy in understanding
the material. The writer had explained the English material about Body and Face.
The activities of teaching and learning English in the fourth grade were
motivating strategy, presentation, exercise and assessment.
1. Motivating Strategy
a. Greeting
In this stage, the writer began the lesson by greeting the students.
The writer greeted the students to open the lesson as follow:
The teacher : “good morning my students”
The students : “good morning mom”
The teacher : “how are you today?”
The students : “I’m fine thank you, and you?”
The teacher : “I’m fine too, thank you”
After that, the writer checked the student’s attendance.
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b. Warming up
The aim of this section was to remind the students about the last
material they had. They were asked some questions to remember what the
material they got on the last meeting. The activity as follows:
Teacher : “did you still remember our last material we had?”
The students : “no…”
Teacher :” ok, last week we had learned about kind of job. And
today we will discusses about Part of Body, are you ready
students?”
The students : “yes mom…”
c. Introducing new material
This section was the bridge from reviewing last material to the new
material. It was done by asking the students all the things related to the
new material that would be learnt. Therefore, they could imagine or
describe about the material.
d. Presentation
In this part, the writer explained the material. The writer focused
on two skills, they are listening and speaking skills. After that, the writer
read the words then asked the students to repeat. This activity is purposed
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to improve the pronunciation skill of the students, so the students can
pronounce the words well. The activity as follows:
Teacher: this is my head.
Students: this is my head. (They repeated the word HEAD [ hed ] by
correct spelling)
Teacher: this is my knee.
Students: this is my knee. (They repeated the word KNEE [ ni: ] by correct
spelling)
After that, the writer explained the material. During the process,
the writer should take the concentration of the students to focus on the
material; the writer gave some activities and exercise to the students. The
activities and exercises was based on the material should be simple enough
in order to make the students enjoy.
The exercise is done by giving some words. The exercise as
follows:
Match the English words with the Indonesian! (Jodohkan kata-kata berikut
dengan artinya dalam bahasa Indonesia)
1. Head a. telinga
2. Hair b. pipi
3. Eye c. kepala
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4. Forehead d. mata
5. Nose e. mulut
6. Mouth f. kening
7. Nostril g. rambut
8. Lips h. lubang hidung
9. Eyebrow i. alis
10. Cheek j. bibir
After all students finished doing the practice, the writer checked
the answers with the class and asked them to read the correct answers
loudly.
The writer also asked one-two students to practice simple dialogue.
The dialogue as follows:
Ema : Let’s make a question and answer about part of the body!
Dian : All right.
Ema : What do you use to beat the meal?
Dian : I use my teeth. It’s my turn. What do you use to smell the
fragrance of the rose?
Ema : I use my nose. What do you use to kick the ball?
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Dian : Of course, I use my leg. Now, what do you use to enjoy the
scenery?
Ema : That’s easy. I use my eyes, of course
After the students practiced the dialogue, the writer explained
about the dialogue they had read.
e. Assessment
Assessment was the last step in teaching and learning process. This
was where the writer assessed the final outcome of the lesson and to know
if the learning objectives were adequately achieved or not. It was to check
the student’s progress and to be used to determine the lesson for the next
session.
In the assessment, the writer asked the students to find the missing
letter. She asked the students to do it individually. After all the students
had finished, the writer cheeked the answer with class. The assessment as
follows:
Task 1
Find the missing letters! ( Carilah kata-kata yang hilang)
1 _ _ r
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2.
_ y_
3. n _ _ e
Task 2
Arrange these words into good sentences! (Susunlah kata-kata berikut
menjadi sebuah kalimat!)
1. Is – your – this – waist
Answer: …………………………….
2. Eyes – open – your
Answer: …………………………….
3. Hand- your – wise
Answer: ……………………………..
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4. This – shoulder – is – my
Answer: ……………………………
5. One – we – nose – have
Answer: …………………………….
D. The Problems in Teaching and Learning English Pronunciation
During the job training, the writer found some problems in learning and
teaching English Pronunciation. These are the problem:
1. Difficulties to pronouncing the words
After the writer gave the material, most of the students had some
difficulties to pronouncing the words correctly. It’s because, they thought that
English is difficult and they are not familiar with them. Moreover, they got less
practices in pronouncing the word, and memorizing the correct pronouncing.
2. Memorizing the words
The students faced difficulties to memorize the English words and the
meaning. The words in English were complicated and difficult for them. For
example, when the students were asked to translate the words, they often forgot
the meaning even though the teacher gave the meaning at the beginning.
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3. Uncooperative students
Sometimes it was very hard to make the students concentrate to do
something. The students’ of 4th
grade of SD Islam Sunan Kalijaga, the students
often chatted with their friends when the teacher explained the lessons. Sometimes
the writer got difficulties to control them. It disturbs the teaching and learning
activity
4. The Students were not confident
The other problem is some students were not confidents with their ability.
For example, they were not confident to answer the question although they were
able to answer it. They were afraid if they made mistakes. They were just still
quiet if the teacher asked their name to answer the question.
E. The Problem Solutions
1. The students should practice pronouncing the words as many as possible
The students should practice pronouncing as many as possible so that their
tongues got accustomed to saying the words. They should try to memorize the
words, so that they can understand and remember the way to pronouncing the
word correctly.
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2. By giving some words to memorize the students
To solve the problem’s of memorizing; the writer gave 5 to 10 words at
the end of meeting and asked the students to memorize it at home. Next meeting
the writer asked them to speak up what they memorized.
3. The teachers should be more creative in creating the materials
The main problem is the students do not pay attention because they are not
interested in the material or the teacher. The teachers should be more creative in
creating the materials and presentation strategies. Maybe by using Pictures,
games, and song are very useful to make the teaching-learning process interesting.
Therefore, the students will be focused on the lesson and understand the material.
4. By giving motivation to the students
The writer gave suggestion that making a mistake in answering the
question was not an embarrassing case so the students can answer the question. If
any students made mistakes in answering the questions, the other students may
not derisive laugher
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion in chapter III, there are some conclusions that can
be drawn from this final project report. The conclusions are as follows:
1. Teaching and Learning Process in SD Islam Sunan Kalijaga such as:
a) Motivating strategy
Motivating strategy was used to arouse the student’s motivation
toward the material. In this stage, the writer was supposed to make the
conditions as attractive and simulating as possible.
b) Presentation strategy
Presentation strategy was used to give some explanation
concerning the day’s lesson in order to make the students understand
about new things they learned such as an explanation or grammar.
c) Assessment
Assessment was used to assess the final outcome of the lesson and
to what extent the learning objectives were achieved. It provided an
opportunity for honest reflection about what activities worked or did
not work.
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2. Some problem in teaching and learning process in SD Islam Sunan
Kalijaga
There were some problems during teaching and learning process in SD
Islam Sunan Kalijaga. Those problems are that the students had difficulties when
they have to pronouncing the words, and memorizing the words, the students were
not confident and uncooperative students.
B. Suggestion
Solving the students problems in pronouncing the words and memorizing
the words, have the students to practice as much as possible. Not only in school,
but also when they at home with accompanied by their teachers or their parents.
Solving the students were not confidence, the teacher give suggestion and support
the students that made mistakes in answering the questions is not embracing. To
solve the uncooperative students, the teacher should use technique in teaching
English in order to make the students not to get bored so easily and to be more
focus on the lesson and understand the material. And all of the teacher should be
more active and creative.
For The students of SD Islam Sunan Kalijaga
Learning English is needed to fulfill the educational requirement.
However, the students sometimes get difficulties and then they are lazy to learn
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English. So, the students must be discipline and they have to study hard in order to
master English.
For English diploma program
For the English Diploma Program who will takes mainstream teaching
especially pronunciation as heir theme, they should have good
preparation, such as have a good materials and strategies in teaching
and learning pronunciation.