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TEACHING VOCABULARY USING OUTDOOR ACTIVITIES FOR

THE THIRD GRADE IN SD MUHAMMADIYAH 15 SUMBER

BANJARSARI 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:

Aditya Hayugraha Wahyu Putra

C9309003

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2013

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MOTTO

“Everything is clearer when you're in love.” - John Lennon

“It's better to waste money, than it is to waste time. You can always get

more money.” - Hal Sparks

“The academy is not paradise. But learning is a place where paradise can be

created.” - Bell Hook

“I would rather be a good person than the best footballer in the world.” –

Lionel Messi

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DEDICATION

The final project is dedicated to:

My God

My beloved parents

My beloved university

All of my friends

SD Muhammadiyah 15 Sumber Banjarsari Surakarta

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ACKNOWLEDGEMENT

I would like to say thank to God because for blessing and guiding me.

Moreover, it is hard for me to finish this final project report without helps and

supports from several people, therefore I would like also to express the highest

appreciation to :

1. Drs. Riyadi Santosa, M.Ed, Ph.D. as the Dean of Faculty of Letters and

Fine Arts, Sebelas Maret University.

2. Yusuf Kurniawan, S.S, MA. The Head of the English Diploma Program.

3. Dr. Sri Marmanto, M.Hum., my final project report supervisor, thanks

for the time, guidance, and patience the process of completing this final

project report.

4. All of the lecturers and staff of Letters and Fine Arts Faculty thank you

for the guidance, help and knowledge that have been given to me.

5. Sumarni,S.Pd.I The headmistress of SD Muhammadiyah 15 Sumber

Banjarsari Surakarta, for giving me an opportunity to have job training.

6. All of teachers and students in SD Muhammadiyah 15 Sumber Banjarsari

Surakarta.

7. My beloved father and mother who always give me love, pray, advice

and facilities. I promise I will give the best that I can do.

8. My beloved sisters. You’re my everything.

9. To special person. Thanks for the motivation, pray and support. God

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bless you all.

10. To all of my family.

11. All my friends in English Diploma program, especially to Class A

English Diploma program.

12. My close friends, Aditya Priyanto, Dhalil surya, Cahya Kuncoro, Agus

Prasetyo, Elvira Yuanita. You are my new family.

13. My friends Lukas Yudha, Mahatma Deni, Herry, Wening Ayu, Dita

Ningtyas, Risma Ardiansyah, Achmad Arief Husein, Alfabyan, Boby

Sindu, Aziz, Apbiyanaries, Arie Gunawan, Ananda Satriawan, Laksono,

Alex, Baim, Agustina Rinaning, Asokawati, Aidian, mas Tegar, Yona.

You make me understand what a friend really means.

14. For my idol and inspiration John Lennon, Mahatma Gandhi, Soekarno,

Ahmad Dhani, Gus Dur, Muhammad, Isa, Siddhartha Gautama, Karl

Marx, Albert Einstein, Vladimir Lenin, Mother Teresa, Dream Theatre,

Real Madrid, Raul Gonzales, Iker Casillas.

15. Pesanggrahan family Catur Prasetyo, M. Ikhwan Lazuardi, Putri, Rizky,

Albi, Ari, Rezky, Bayu.

16. All people who can not be mentioned one by one. Thanks for

everything.

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ABSTRACT

ADITYA HAYUGRAHA WAHYU PUTRA. 2013. TEACHING

VOCABULARY BY USING OUTDOOR ACTIVITIES FOR THE THIRD

GRADE IN SD MUHAMMADIYAH 15 SUMBER BANJARSARI

SURAKARTA. English Diploma Program, Faculty of Letters and Fine

Arts, UNS.

This final project report was based on the job training at SD Muhammadiyah 15

Sumber Banjarsari Surakarta.The objectives of the job training are to describe

the process of teaching vocabulary using outdoor activities to 3rd

grade students

of the school and to describe the problem and solution.

In this job training, the writer did some steps during the process of teaching.

They were, BKOF (Building Knowledge of the Field), modeling of the text,

Joint Construction of text, Independent Construction of text, and closing. In

delivering the material, the writer used outdoor activity technique to make the

students understand the material easily and enjoy the learning process.

During the job training, the writer faced some problems in teaching and learning

process. The problems are related to the problems both the teacher and the

students. The problems of the students are memorizing, writing, and

mispronunciation. Meanwhile, the problems of the teacher are students attitude

and internal problem. The writer also gave the solutions to solve the problems.

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TABLE OF CONTENTS

TITLE .............................................................................................................. i

APPROVAL OF SUPERVISOR ..................................................................... ii

APPROVAL OF THE BOARD OF EXAMINERS ........................................ iii

MOTTO ........................................................................................................... iv

DEDICATION ................................................................................................. v

PREFACE ........................................................................................................ vi

ACKNOWLEDGEMENT ............................................................................... vii

ABSTRACT ..................................................................................................... viii

TABLE OF CONTENTS ................................................................................ ix

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

A. Background .......................................................................... 1

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

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

CHAPTER II: LITERATURE REVIEW ........................................................ 4

A. Teaching ............................................................................... 4

B. Learning ................................................................................ 5

C. Teaching Vocabulary ........................................................... 6

D. Teaching Method .................................................................. 7

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CHAPTER III: DISCUSSION ....................................................................... . 9

A. General Description of SD Muhammadiyah 15 Sumber

Banjarsari Surakarta ............................................................. 9

B. Class Observation ................................................................. 11

C. Lesson Plan Making ............................................................. 12

D. Teaching and Learning Process ............................................ 13

E. The problems of Teaching Vocabulary using outdoor activities

to the 3rd

grade students in SD Muhammadiyah

15 Sumber Banjarsari Surakarta ......................................... 16

1. The problem faced by the students............................... 16

2. The problem faced by the teacher ................................ 17

F. The problems solutions of teaching vocabulary using

outdoor activities to the 3rd

grade students in SD

Muhammadiyah 15 Sumber Banjarsari Surakarta ............... 17

1. The problem faced by the students............................... 17

2. The problem faced by the teacher ................................ 19

CHAPTER IV: CONCLUSION ...................................................................... 20

A. Conclusion .................................................................. 20

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

BIBLIOGRAPHY

APPENDICES

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PENGAJARAN KOSA-KATA MENGGUNAKAN

AKTIFITAS DI LUAR UNTUK KELAS TIGA DI SD

MUHAMMADIYAH 15 SUMBER BANJARSARI

SURAKARTA

Aditya Hayugraha W P (C9309003)1

Dr. Sri Marmanto, M. Hum,2

ABSTRAK

2013. Jurusan D3 Bahasa Inggris, Fakultas Sastra dan Seni Rupa,

Universitas Sebelas Maret.

Laporan tugas akhir ini berdasarkan pelatihan kerja di SD

Muhammadiyah 15 Sumber Banjarsari Surakarta. Tujuan laporan

tugas akhir ini adalah untuk mendeskripsikan proses pengajaran

kosa kata menggunakan aktifitas di luar ruangan untuk kelas 3

sekolah dasar tersebut. Dan untuk mendiskripsikan masalah dan

solusinya.

Pada pelatihan kerja ini, penulis melakukan beberapa langkah

dalam proses mengajar yaitu BKOF (Building Knowledge of the

Field), modeling of the text, Joint Construction of text,

Independent Construction of text, dan closing.

Dalam penyampaian materi, penulis menggunakan metode akifitas

di luar ruangan untuk membuat siswa dengan mudah mengerti dan

menikmati proses pembelajaran.

Selama pelatihan kerja, penulis menghadapi beberapa masalah

pada proses belajar mengajar. Masalah tersebut mencakup masalah

kepada guru dan murid. Masalah yang dihadapi oleh siswa adalah

kesulitan mengingat, penulisan, dan salah pelafalan. Sementara itu

masalah yang dihadapi guru adalah tingkah laku siswa dan masalah

dalam diri guru. Penulis juga memberikan solusi untuk

menyelesaikan masalah-masalah tersebut.

1 Mahasiswa D III Bahasa Inggris dengan NIM C9309003 2 Dosen Pembimbing

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TEACHING VOCABULARY USING OUTDOOR

ACTIVITIES FOR THE THIRD GRADE IN SD

MUHAMMADIYAH 15 SUMBER BANJARSARI

SURAKARTA

Aditya Hayugraha W P (C9309003)1

Dr. Sri Marmanto, M. Hum,2

ABSTRAK

2013. Jurusan D3 Bahasa Inggris, Fakultas Sastra dan Seni Rupa,

Universitas Sebelas Maret.

This final project report was based on the job training at SD

Muhammadiyah 15 Sumber Banjarsari Surakarta.The objectives of

the job training are to describe the process of teaching vocabulary

using outdoor activities to 3rd

grade students of the school and to

describe the problem and solution.

In this job training, the writer did some steps during the process of

teaching. They were, BKOF (Building Knowledge of the Field),

modeling of the text, Joint Construction of text, Independent

Construction of text, and closing.

In delivering the material, the writer used outdoor activity

technique to make the students understand the material easily and

enjoy the learning process. During the job training, the writer faced

some problems in teaching and learning process. The problems are

related to the problems both the teacher and the students. The

problems of the students are memorizing, writing, and

mispronunciation. Meanwhile, the problems of the teacher are

students attitude and internal problem. The writer also gave the

solutions to solve the problems.

1 Mahasiswa D III Bahasa Inggris dengan NIM C9309003 2 Dosen Pembimbing

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CHAPTER I

INTRODUCTION

A. Background

In global era, English is very important. English is used to communicate in all

over the world. Although English is a foreign language, English is one of the most

favorite foreign languages and taught at schools here in Indonesia. English is

better taught to the students as early as possible because it is a basic for them to

enter the next stage of education and they will be fluent in four basic skills of

English such as speaking, writing, listening and reading. It has been taught from

primary school to university level. Everybody should learn English very well to

follow globalization era.

In English language teaching, vocabulary is very important. Vocabulary is the

first thing that the students should be learned well. If the students have a lack of

vocabulary, it will cause problem in understanding the learning material and the

explanation given by the teacher. With a good vocabulary, students can

understand well what the teacher says during the learning process. The teachers

must prepare some techniques for helping the students in learning vocabulary. For

example the writer uses real object. It will give more understanding about the

meaning of those words. We should make them fun and comfortable when they

learn English to motivate them in learning English. The student will also be

interested in learning English.

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The writer is interested in teaching English to the students of elementary

school, so that the writer had a job training as an English teacher in SD

Muhammadiyah 15 Sumber Banjarsari. The writer taught the students of the 1st

grade up to 5th

grade, but he focused on the 3rd

grade to teach English vocabulary.

Based on the explanation above, the writer decides to write a final project

entitled: “Teaching Vocabulary Using Outdoor Activities for the 3th grade

students in SD Muhammadiyah 15 Sumber Banjarsari”

B. Objectives

Based on the background above, the objectives of this report are:

1. To describe the process of teaching vocabulary using outdoor activities to

3rd

grade students of SD Muhammadiyah 15 Sumber Banjarsari

2. To show the problems and to recommended the solution in the process of

teaching vocabulary using outdoor activity for 3rd

grade students in SD

Muhammadiyah 15 Sumber Banjarsari.

C. Benefits

It is hoped that this final project report will give advantages to:

1. SD Muhammadiyah 15 Sumber Banjarsari

This final project is expected to give meaningful input for SD

Muhammadiyah 15 Sumber Banjarsari in increasing the quality of the

students.

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2. The students of Diploma English Program

Especially for the students of Diploma English Program who are interested

in teaching English. The readers can obtain good perception and knowledge

about the teaching English vocabulary.

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CHAPTER II

LITERATURE REVIEW

A. Teaching

Teaching means a process of giving instructions of knowledge, skill, etc.

(Oxford Learner‟s pocket dictionary, 1995:425). In other word, teaching is an

activity in transferring information or knowledge until the students get the

information or knowledge well. Teaching process is guided by someone who

helps students to understand the materials well. They are called teachers. The

teacher gives motivation and explains the materials to the students. The teachers

deliver the knowledge or the material to the students and the students give

feedback to the teachers. A teacher has an important role because he or she is as

source of information and knowledge for the students.

According to Hammer (1998:1-2), there are some criteria to be a good

teacher: a teacher should make her / his lesson interesting, a teacher must love her

/ his job, a teacher should have her / his own personality, a teacher should have a

lots of knowledge and a good teacher is an entertainer in a positive sense, not in

negative sense.

Based on the statement above, the teacher should have lots of knowledge,

they must make the material go to be explained interestingly so that it will build a

positive condition in the classroom, the students will not get bored and enjoy the

class. A good teacher must be able to control the class and has a good behavior to

give positive impact to the students.

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A. Learning

Teaching and learning are connected one another. They have same roles in

making the learning process running well. There are many definitions of learning.

“Learning is a process of gaining knowledge or skill in a subject or activity”.

Oxford Learner‟s Pocket Dictionary (2008:250). According to Harmer, learning is

defined as “The process of accepting the knowledge” (Harmer, 1998:237).

Learning is an important process for the learner, because they will get knowledge

and skill to improve their ability. To make the learning process successful, the

students should be active. Learning does not always happen in a formal class, but

it can happen anywhere and everywhere in daily activities From the learning

process we can get some effects, from unknown to known, from misunderstand to

understand, and from unable to be able to do something.

According to Douglas Brown in his book “Principles of Language

Learning and Teaching” (2000:7), he defined the learning into some definitions:

1. Learning is acquisition or "getting".

2. Learning is retention of information or skill.

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

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

outside or inside the organism.

5. Learning is relatively permanent but subject to forgetting.

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

7. Learning is a change in behavior.

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From some definitions above, learning has several meanings depending

on what side it seen.

B. Teaching Vocabulary

Vocabulary is one element of the language that should be learnt and

taught. It is very important in teaching and learning process. It can make the

teaching and learning process run well, because vocabulary is the key of a

communication. If the learners have a lack of vocabulary, they will be difficult to

understand what the teacher says and what they read. So it can make them

obstructed to follow the learning process. If the learners have a rich vocabulary,

they will be easier to master English and to improve their achievement in English.

According to Mc Charty, “The biggest competent of any language course is

vocabulary” (1990: vii).

Vocabulary is the first step to be taught before teaching other aspects of

language. Teaching vocabulary in early stage or in the primary school is very

essential. Mc Charty (1990:117) says “as a few as eight to twelve new item maybe

appropriate (eight for elementary, twelve for advanced) per sixty minutes lesson

for truly productive learning to take place”. While Brewster, Ellis and Girand,

(1992:90) says that “it is wise not to introduce more than ten.”

If the teacher gives the students new vocabulary less than ten, the students

will be easier to absorb the vocabulary which is given by the teacher. On the other

hand, if the teacher gives a lot of new vocabulary in the same time, the students

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will be difficult to remember the vocabulary. So, the amount of the words affected

to the quantity of the remembered words.

C. Teaching Method

As Phillips (1993) says „‟Vocabulary is best learned when the meaning of

the words is illustrated for example by using a real objects or an action”. Using

real objects in teaching, students can see and touch the objects at the same times

as hearing the new words. Besides, the use of real things could make more fun

vocabulary learning. They will have chance to improve their vocabulary mastery

in an interesting situation and learn it in enjoyment.

Introducing new words by showing the real object often helps students to

memorize the words through visualization. In presenting vocabulary, the use of

real objects provides opportunity for students to associate material on the text

book with real life situation. Real objects can illustrate the meaning of words by

associating words and objects directly.

Harmer (1997:7) states that students need frequent changes of activity,

they need activities which are exciting and stimulating their curiosity, they need to

be involved in some activities (they usually not sit and listen). The students need

appropriate teaching learning techniques that allow them to be what they want.

They can be active in a good teaching learning process with a good technique

used by the teacher.

The way to use a certain technique must be suitable to the situation and

condition of the students and their environment. The situation and condition in the

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elementary school that the writer ensures is the students lacks of vocabulary

mastery. They feel bored in teaching learning process while the teacher still used

monotonous method in teaching English that doesn‟t allow the students to be

active and enjoy the learning process.

According to Howard (1964:95), outdoor activity is an educational activity

in which a school group leaves the classroom and goes out into the community to

the source of information. Outdoor activity provides opportunity for the students

to make connection between theory and text book material they learn in classroom

and real life situation. Outdoor activity gives the students chance to be active.

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Chapter III

DISCUSSION

A. General Description of SD Muhammadiyah 15 Sumber Banjarsari

Surakarta

SD Muhammadiyah 15 Sumber was established in 1968. The school is

located on Jalan Pajajaran IV RT 01, RW 15, Banjarsari, Surakarta. It is located at

school area, there are many schools around this elementary school such as, SMA

Pangudi Luhur Surakarta, SMK N 5 Surakarta, SMK N 6 Surakarta and SMA

Regina Pacis Surakarta. It is not too far from big road, so it is very easy to get

there and we can use public transportations which is across the big road

The school covers an area of 145 m2. It is has two floors and nine rooms.

In the first floor there are one library, two classrooms, a toilet, a warehouse, and

an office. In the second floor there are a library, and three classrooms. There is a

mosque in the left side of the school building. It is used by the teachers, the

students, and the people around the school to pray together every afternoon. In

front of the musholla there is a yard. It is usually used for sports activities, flag

ceremony, special events celebrations, and parking area. The students playing

football in there when break time.

SD Muhammadiyah 15 Sumber is led by a headmistress whose

responsibility is to handle the education system helped by the teachers. It has

seven teachers consisting of six class teachers and a sport teacher, but, there is no

English teacher.

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SD Muhammadiyah 15 Sumber has extracurricular activities that could be

take part by the students. Extracurricular activities are used to increase the

student’s non-academic skill. For example are computer, scouting, music, Hisbul

Wathan, Tapak Suci Muhammadiyah, Qiro’ah, tambourine, and table tennis.

SD Muhammadiyah 15 Sumber also has vision and mission.

Vision

Islam generation who is educated, skillful, qualified, successful

and prestigious.

Mission

- To develop understanding and application Islamic education

and kemuhammadiyahan.

- To do learning and guidance effectively and enjoyable so that

the students developing optimally appropriate to their potential.

- To motivate and help the students to know their potential or

talent through many activities Hizbul Wathan, TPA, English,

tapak suci, arts and computer.

- To develop the spirit of the superiority intensively.

- To apply management participation with all of school member

and school stock holder participation.

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B. Class Observation

The writer did the job training in SD Muhammadiyah 15 Sumber. He

taught grade I until grade V started from 9th

January 2012 until 1st march 2012. It

was taught from Tuesday until Thursday for 40 minutes once a week for every

class. However, the writer focused on the job training at third grade. Then, the

writer observed the third grade to know the class facilities and situation.

The English lesson at third grade is taught every Tuesday from 07.30 am

until 08.50 am. The lesson is usually started by praying together then the teacher

greeting and checking attendant the students. After that the teacher checked there

is a homework or not, and review the last material. There were only thirteen

students at third grade. It consists of 11 male and 2 female students. Sometimes

the teacher walked around the classroom when explaining the materials. Most of

the students did not pay attention to the teacher. They were very noisy, they talked

each other, and played something. Nevertheless, the teacher could handle the class

and always reminded the students to be silent. Only few of them who learnt

English seriously. But they could finish some exercise which is given by the

teacher.

The classroom is large enough for the learning process. But the classroom

looks dark, because the classroom is located at the corner of the building. There

were twelve seats with traditional arrangement, but it was not full because there

were only thirteen students. The seats were good enough, it looked new. There

were also a whiteboard, a cupboard, a teacher’s desk and chair, a clock and some

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Indonesian patriots pictures. The floors are clean enough, because the students

sweep the floor every morning.

C. Lesson Plan Making

The writer need a lesson plan to make the learning process organized well.

It would be a guidance for the teacher. The learning process would be able to be

conducted effectively. So, the writer made lesson plan before doing teaching and

learning activity in SD Muhammadiyah 15 Sumber. A lesson plan consists of five

steps. Each step has a different aim and activities for the teacher and students. The

step is:

1. Building Knowledge of the Field

This step contains some activities there are:

a. Greeting : The writer greets the students

before begin the class.

b. Checking attendant list : The writer checked the student’s

attendance by calling them one by

one. It could show that the teacher

care with the students.

c. Reviewing last material : The writer asked the students

about the last material.

d. Introducing new material : The writer introduced about the

material which was going to be

taught.

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2. Modeling of the Text

This part contains main activities in teaching and learning. The writer

gives an explanation about the material.

3. Joint Construction of text

This activity is to develop students’ ability. Besides, the students practiced

to solve the difficulty in doing the task in group. But the writer still guided

the students to do the task.

4. Independent Construction of text

The writer gave an individual task to check the student ability and

understanding. The students did the task individually. The writer did not

guide them to do the task.

5. Closing

After the students finished the individual task, the writer evaluated the

students’ work and then the writer ended the class.

D. Teaching and Learning Process

The writer taught third grade on Tuesday about 2x40 minutes. The lesson

at the third grade is taught from 07.30 am until 08.50 am. After the bell rang the

writer entered the classroom and asked students to prepare their self to begin the

lesson. The lesson started by praying together. The class leader guided his

classmate to pray. Then the writer greeted and checked attendance the students.

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After that he asked the students whether they had any homework or not. If they

had homework, the writer discussed together. The last part of this session is

review the last material. The writer asked the students about material that they had

explained before in order to remind the students about the last lesson.

The writer asked the students to concentrate and pay attention to the

writer, because the writer would start the teaching and learning process. He used

Indonesian, Javanese, and English in teaching and learning process, because the

students haven’t mastered the English language. If the writer used Javanese and

Indonesian language, the students would be easier to understand what the writer’s

say. The writer gave a short description about the lesson by asking some questions

related to the topic would be discussed. Then, the writer told the students the

objectives of the lesson. The purpose was to make the students understand about

the goal expected after they learned the lesson. When the writer explained the

material the students talked each other, it made the classroom not conducive, then

the writer gave a warning to the students. The explanation is short, because the

main activity is outdoor activity.

The main activity is in the outdoor activity. This way had more advantages

than just studied at class. Showing real object directly to students made them

memorize easily. Students also enjoyed the different view while they were

studying. And this activity made them more active, for example if they saw

something interesting, they asked to the writer. Usually, children easily accept

something new with something real. It became the effective way to transform the

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English lesson for them. And the important ones, the students paid attention to the

writer.

The writer invited the students to walk around the school. The trip started

from school gate. If the writer saw something in the road, he said to the students,

“Stop, what is that?” while showing the object. And the writer repeated the

question again with Indonesian language. Students answered with Indonesian

language, then the writer translated it into English language and the students

repeated what the writer says. The writer asked the students to write the answer in

their books. If students could not write the word, the writer spelled it for them.

Most of students made a noise. They ran away in everywhere, played to

each other. It could waste the time. He spoke patiently in order to the students

followed the writer direction. Then the writer asked the students to continue the

lesson. The lesson was running as usual.

The next session is evaluation and reviewing the material. This session

happened in the classroom. The writer asked randomly to the students about the

material that the students got in outdoor activity. The writer corrected the

students’s answers when their answer was wrong. It would make the students

understand and know the correct answer.

The writer also gave a quiz for the students to check the students’s ability

and understanding. The writer explained the quiz rule and gave the question sheet.

The writer moved around the class to check the students’s work one by one. If the

students had finished their work, they came in front of the class and submitted

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their works. Then the writer checked and gave the correction in students’ works.

Then the writer gave it back in the next meeting.

The last stage is closing. The writer asked to the students about the

difficulty in studying the material. Besides, the writer also summarized the

materials that had been discussed. Before the writer ended the lesson, he gave

some homework to the students as a practice for them at home, then he said “See

you” and the students replied by saying “See you”

E. The problems of teaching Vocabulary using outdoor activities to

the 3th grade students in SD Muhammadiyah 15 Sumber

Banjarsari Surakarta

During the job training, the writer faced some problems in teaching and

learning process. The problems came from many aspects as follows:

1. The problem faced by the students

a. Difficult to memorize English words

Some students were hard to memorize vocabularies, especially new

vocabularies that they never heard before.

b. Spelling

When the writer dictated the name of the things, many students made a

mistake on writing the things. Examples word “Class” they written

“Kles”

c. Mispronunciation

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In English pronunciation is very important. By learning English

earlier, they are hoped to pronounce the English words well, because if

they can pronounce it well, they will be able to remember the

pronunciation until become adult. The students can’t pronoun some

word correctly, because they spoke Javanese in their daily life.

Sometimes they read the English word alphabetically just the same as

they did in reading Indonesian word.

2. The problem faced by the teacher

a. Student attitudes

Many students ran away in everywhere, play with their friends, talking

with others. So it can waste the time and disturb the learning process.

b. Internal

The writer has difficulties in delivering the material, it affected by

some problems in the writer’s himself. For example, the writer still felt

nervous when speaking in front of the students, he looks awkward

when giving explanation to the students.

F. The Problems Solutions of teaching Vocabulary using outdoor

activities to the 3rd grade students in SD Muhammadiyah 15

Sumber Banjarsari

When the writer faces the problems in teaching and learning activity, the

writer gets some solutions to solve these problems. The solutions are as follow:

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1. The problem faced by the students

a. Difficult to memorize English words

The students quickly forgot the things or words that they

have ever known, if the teacher shows the real example, it

can make them easier to remember. It happens because

their memory is still low and they could not learn English

word quickly. The writer mentions English word and then

asked the students to say the words several times until they

could spell them well. So, it can make the students familiar

with these words. The writer also gave homework related to

memorize English words.

b. Writing English

The writer wrote the vocabularies on the whiteboard and

then asked the students to write them in their book. The

writer moved around the class to give correction if they had

a mistake so that they could know how to write English

words correctly.

c. Mispronunciation

The writer said English words loudly and then asked the

students to repeat it several times. It can make the students

know how to pronounce English words correctly. If they

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were wrong in pronouncing the words, the writer would tell

them the correct pronunciation.

2. The problem faced by the teacher

a. Student attitudes

The writer tries to be patient. He gave a warning to the

students. He spoke slowly to the students in order to get the

student’s attention, so the students could understand the

writer said then the students followed the writer direction.

b. Internal

The writer tries to increase his confidence. He has an

opinion that the students are his friends, so he feels closer

to the students.

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CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the discussion, there are some conclusions that can be summarized

from this final project report. The conclusions are:

1. Teaching and learning process

The writer taught third grade on Tuesday from 07.30 am until 08.50 am. The

lesson started by praying together, after that the writer greeted and checked the

attendance of the students, then asked the students whether they had any

homework or not. And the last is the writer asked the students about material that

they had explained before to remind about the last lesson.

The writer used Indonesian, Javanese, and English in learning process. He gave a

short description about the lesson by asking some question. But in that process the

students made some noise, then the writer gave a warning to them.

The main activity is in the outdoor activity. The writer invited the students to walk

around the school, started from school gate. The writer inform the things that they

pass. The students repeated it and wrote in their books. Sometimes the students

made a noise and the writer gave a warning to continue the lesson.

Next stage is evaluating and reviewing. The writer asked the students about the

material that they got before. If the student’s answer was wrong, the writer gave

the correct answer, so the students will easily understand it.

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The writer gave an individual test to measure the student’s ability and

comprehension. After explaining the individual test rule, the teacher gave the

question sheet. The students submitted their works after they finished their

individual test, then the writer checked and corrected student’s works.

The last stage is closing. The writer asked to the students about the difficulty in

studying the material, and then he summarized it. To end the lesson the writer

gives some homework and then said goodbye.

2. The problems of teaching Vocabulary using outdoor activities to the 3th

grade students in SD Muhammadiyah 15 Sumber Banjarsari Surakarta

The writer faced some problems in teaching and learning process as

follows:

A. The problem faced by the students

a) Difficult to memorize English words

The students difficult to memorize new vocabularies.

b) Writing English

The students make a mistake on the writing

c) Mispronunciation

Mother tongue affected the student’s accent, they can’t pronounce

some word correctly.

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B. The problem faced by the teacher

a) Student attitudes

Many students make a noisy. So it can waste the time and disturb the

learning process.

b) Internal

The writer has no confidence. He still feels nervous.

3. The Solutions of the Problems

The writer gets some solutions to solve these problems. The

solutions are as follow:

1. The problem faced by the students

a. Difficult to memorize English words

The students quickly forget the new vocabularies. The

writer repeated the words more than three times to make

them pronounce the words well.

b. Writing English

The writer asked the students to write some words in their

book. Then he moved around the class to give correction if

they had a mistake so that they could know how to write

English words correctly.

c. Mispronunciation

The writer mention English words loudly and then asked

the students to repeat it several times to know how to

pronounce English words correctly

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2. The problem faced by the teacher

a. Student attitudes

The writer tries to be patient in order to get the student’s

attention then the students follow the writer direction.

b. Internal

The writer tries to increase his self confidence by thinking

that the students are his friends, so he feels closer to the

students.

B. Suggestion

1. SD Muhammadiyah 15 Sumber Banjarsari Surakarta

SD Muhammadiyah 15 Sumber Banjarsari should look for an English

teacher to increase the quality of the students in English lesson. They should

use interesting aids and methods, so the students can be interested in English

lesson.

2. The students of Diploma English Program

The students of Diploma English Program especially those who are in the

teaching mainstream should use new techniques and create interesting

activities to make the students interest in English lesson.