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CHAPTER III

JOB TRAINING ACTIVITY

A. The Description of SDN Bulukantil No.150 Surakarta

1. SDN Bulukantil No.150 Surakarta

SDN Bulukantil NO.150 Surakarta is located at Ngoresan, Jebres

Surakarta. This institution was built in 1975. The school so far has tried its level

to improve school activities. The building consists of 6 classrooms and 15 other

rooms. The school‟s facilities support the students to including: llibrary, mosque,

canteen, bathrooms, parking areas, health centre and schoolyard and religion

room.

In academic year, 2014/2015 the number of the students is 235, divided

into 6 classes, with the detail below:

Class 1 : 34

Class 2 : 37

Class 3 : 40

Class 4 : 39

Class 5 : 46

Class 6 : 39

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Meanwhile the number of teachers is thirteen persons, consisting of six

class teachers, three religion teachers, one English teacher, one sport teacher, one

mulok teacher, and one art teacher. The teachers are responsible for teaching and

learning process.

The explanation of the main duty :

O Headmaster

To undertake and control the whole activities of the school

O The School Committee

To be responsible to give advice in determining the school policy

O Administration

To give responsible to the head master about the school administration

To give the school administration

O Library Unit

To open library based on schedule

To manage the book classification

To make a report about the thing and the activities in the library

O A Teacher Class

To be responsible for the teaching the general subjects.

O The Religion Teacher

To be responsible in teaching religion‟s subject. SDN Bulukantil has three

religion teachers; they are an Islamic religion teacher, a Christian religion

teacher and a catholic religion teacher.

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O A Sport Teacher

To be responsible in teaching sport to the students

To control the sport activities

O An English Teacher

To be responsible in teaching English‟s subject. SDN Bulukantil has an

English teacher, he teaches the whole class

O Mulok Teacher

To be responsible in teaching Mulok‟s subject.

O An Art Teacher

To be responsible in teaching art to the students, such as making craft,

singing the traditional song, and drawing lessons

O School Guard

To keep the cleanliness of the school environment

2. Vision and Missions of SDN Bulukantil No. 150 Surakarta

Every school has its own vision and missions. The Vision of SDN

Bulukantil Surakarta is “Conducting the education and teaching based on

religion and science in order to get smart, competent, and responsible

graduates with good personality”. Meanwhile, the missions of SDN

Bulukantil Surakarta are:

Creating a conducive atmosphere of the school through a culture of

discipline in all areas of,

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Developing potentials, talents, and interest by learners so that they

become citizen that are responsible to God, society, and nation,

Developing children to grow into healthy physical, social, spiritual,

cultural and responsibility.

Developing the communication and activity in society and school

areas.

3. Extracurricular Activities

Some extracurricular activities of SDN Bulukantil Surakarta are:

1. Scouting

The Scout activity at SDN Bulukantil plays a great role to actualize

perfect personality and mentality of the students. The scout activity

is held on Thursday, from 3.00 pm to 5.00 pm. This activity is for

the third grade students up to class six. Through Scout activities,

the students train their skills and actualize their creativities to

prepare the real life in their own community.

2. Traditional Dance

This Traditional dance activity is held based on the schedule of

each class. The aim of this activity is to preserve Indonesian

culture. This activity is taught to the students of class fourth up to

class six.

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B. Job Training Activity

The job training was done from February 16, 2015 to March 23, 2015.

The writer focused on the fourth grade class in SDN Bulukantil No 150 Surakarta.

1. Class observation

The students in SDN Bulukantil No 150 Surakarta were discipline

enough; they directly entered the class after the bells rung although the teacher

had not come yet. Before the class started, the leader of the class led his

friends to pray together.

There are 39 students in fourth grade class, 17 boys and 22 girls. The

class has enough facilities for conducting the lesson. There are a whiteboard in

front of the class, marker and eraser in the basket on the teacher desk. Every

students get chair and desk, usually one desk is used by two students. The

class has a cupboard; is used to store teaching material or teacher‟s book.

Besides, the class also has calendar, photo of the president, photo of the vice

president, clock, lamp, bookshelves, ruler, and pictures. The classroom looks

very clean.

2. The Teaching Material

Teaching material is very important in teaching process. A good

teaching material determines the teaching process run successfully. Teaching

materials are used to support the teaching process and to organize the teaching

activity.

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Before doing the job training, the writer interviewed the English teacher

of SDN Bulukantil No 150 about the handbook which is used to teach the

fourth grade students. The handbook entitled ACTIVE ENGLISH published

by Tiga Serangkai.

3. Making Lesson Plan

In teaching, teacher must have a lesson plan in order to make the

material given to the students able to be controlled and appropriate with the

curriculum. Usually, a teacher makes a lesson plan before presenting the

material to the students. It has a purpose to make the teacher easier in

delivering the material and the students to learn the English language. Teacher

has to make a lesson plan for each topic of the lesson. Making a lesson plan is

an important point for the teacher to be successful in teaching activities.

Making a lesson plan can help a teacher in deciding what the teacher

must do when teaching English language. Therefore, the lesson plan can help

the teacher to minimize the teacher mistakes when delivering the material.

A lesson plan consists of five steps:

1. Warming up

Warming up is the first step in teaching and learning process. It is very

important to do. The purpose of this step is to prepare students‟

readiness to follow the lesson. This part consists of greeting, reviewing

last material and introducing new material.

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2. Explanation

In this step, the writer explained the material to the students clearly.

The writer used pictures in explaining the material so that the students

could understand the material easily. The material was taken from the

handbook related to the material.

3. Practice

Practice was used to know and measure the students‟ progress in

studying. In this step, the writer asked the students to do practice.

4. Closing

This step was used by the writer to evaluate the material. The students

could ask questions to the writer which is related to the material. The

writer also gave homework for the students.

5. Examination

Examination was used to check the students‟ progress. The writer

should be able to know the students‟ skill in learning and accepting the

material.

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C. Job Training Activity

1. Teaching and Learning Activities for 4th

Grade in SDN Bulukantil No.

150 Surakarta

The writer did the job training activity handling the fourth grade.

The writer taught English lesson to the class every Monday at 08.40 until

10.05. The writer prepared lesson plan and the materials which would be

needed in the teaching and learning activity. The writer took a lot of time

to handle the class. The students went in and out classroom even though

the bell marking the end of the first break had rung and the writer had been

in the classroom. The writer would not start the teaching and learning

activity if the students could not be quiet.

The writer had some procedures in doing the job training in SDN

Bulukantil Surakarta. The teaching procedure consisted of warming up,

explanation, practice, and examination.

a. Warming Up

The first step is warming up. After entering the classroom,

the writer usually greeted the student. The greeting is presented:

The writer : “Good Morning, students”

Students : “Good Morning Miss Novia”

The writer : “How are you today?”

Students : “I‟m fine, thank you. And you?”

The writer : „I‟m fine too, thank you”.

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After greeting, the writer checks the attendance list of the students

The writer : “Who is absent today?”

Students : “Nabila, Miss”

The writer : “Why is she absent today?”

Students : “She is sick, Miss”

This activity was done in the beginning of the lesson to make the students

familiar to say greeting in English. Then, the writer started to explain the lesson.

To start the lesson the writer asked some questions related to the material.

She used pictures in order to attract their attention in learning English

vocabularies. By using pictures, students will be stimulated to say something

based on what they see.

The teacher also gave a warming up to the students before starting the

teaching and learning activity. The warming up was related to the material which

would be given to the students. The warming up is presented:

The writer : “Do you know what the particular places?”

Students : “Yes, Miss”

The writer : “Can you mention it?”

Students : “Beach, Lake, Mountain”

The writer : “Good, now we will learn about particular places”

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b. Explanation

The second step is explanation. After giving warming up,

the writer explained the materials to the students. The writer asked

the students to open the book which is related to the topic.

In explaining the materials, the writer used ACTIVE ENGLISH as

handbook. The writer explained the materials based on the book.

The writer gave explanations by mentioning the vocabulary about

particular places. After the writer mentioned the names of

particular places, the students repeated in English and Indonesian

too.

The writer gave notes about the materials of particular

places as beach, lake, etc and wrote it on the whiteboard. The

students copied the notes to their book. After that the writer asked

the students to do the exercise based on the notes.

To invite someone, we can use expressions:

- Let‟s go to …!

- Do you want to go to …?

To accept the invitation, we can use expressions:

- Yes, I do

- Ok!

- Sure / All right

To refuse the invitation, we can use expressions:

- I‟m sorry, I can‟t do it

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- I‟m sorry, I have many things to do

After copying the notes, the writer asked the students to do

the exercise based on the notes.

c. Practice

The third step is practice. After giving explanations, the

writer gave the practice. The writer asked the students to do some

exercises in groups or by themselves. The writer made the exercise

by herself; the exercise is referred to the hand book. She divided

the exercises into several activities.

1. Listening activity

In the listening activity through using pictures, the writer gave the

materials by asking the students to listen to her and then repeat after her.

The writer showed some pictures of particular places and mentioned their

names, and then she asked the students to repeat saying the names of

objects after her, for example:

The writer : “Beach”

Students : “Beach”

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The writer : “Lake”

Students : “Lake”

The writer : “Mountain”

Students : “Mountain”

In this skill, the writer used pictures to make the students interested

in learning. After they finished and the students knew the names of all the

objects on the pictures, the writer showed the pictures again one by one

and asked the students to say the names of the thing to check whether they

listened to her well or not.

2. Speaking activity

In this activity, the writer showed some pictures of the particular

places then ask students to make a dialogue with their friend. The dialogue

was based on the material taken from the notes. The writer listened to

every word which was uttered by the students. Then, the writer corrected

the mistakes.

a. Nabila : “Do you have a plan for holiday?”

Reva : “No, I don‟t have any plan.”

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Nabila : “Do you want to go to the beach?”

Reva : “Yes, I do”

b. El : “Where are you going tomorrow?”

Krisna : “I‟m going hiking, let’s go to the mountain!”

El : “I’m sorry, I can’t do it.”

This activity could make the students understand the object.

3. Reading activity

Reading is important when the learners are learning a new

language. In teaching the reading skills by using pictures, the writer

read the vocabulary twice to make it clearly, then asked the students to

read it aloud together after the writer did. After that, she randomly

pointed a student to read the vocabulary aloud. For example:

Village („vᴵlᴵdᴣ) River / „rivₔ (r) /

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4. Writing Activity

In teaching the writing skill by using pictures, the writer must

explain how to write the letter correctly. Then, the writer asked

students to write the vocabulary on the blackboard. They write the

vocabularies based on the pictures. For example:

Where are we swimming?

In the river

What is this?

This is lake

d. Closing

This activity is used to know the students‟ progress in the

material that had been explained before.

The writer made an exercise in the paper that was distributed to the

students. If the time was not enough, the writer asked the students

to do it as homework. It would be checked in the next meeting.

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The next activity was game. The writer wrote blank word in the

whiteboard and the students answered it fast. The writer said the

clue about particular places and the students guessed it fast, after

that they went to front of the class and wrote the answer on the

whiteboard. If they could answer it well, the writer gave a present.

For example:

L A G

V I L L A G E

e. Examination

The next activity was examination. The writer gave it in

order to measure the understanding of the students based on the

material given by the writer. The examination was given after the

materials had been done. The writer made the examination herself.

The assessment includes listening, writing, reading, and speaking.

Before ending the exam, the writer always gave time to the

students to ask whether there were something unclear in teaching

and learning activity.

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2. The problems of the teaching English through pictures at the fourth

grade students of SDN Bulukantil No.150, Surakarta

In the teaching English through pictures at the fourth grade in SDN

Bulukantil No 150, Surakarta, the writer found some problems. The

problems are divided into two categories. They are linguistic problems and

non-linguistic problems. The problems that the writer found will be

discussed in detail.

Linguistic problems

a. The problems in writing English vocabulary

When writing English vocabulary, the students often

made a mistake to write some words of the vocabulary. The

problems in writing the English vocabulary can be seen in the

following table:

Correct Incorrect

Mountain montain

Swimming Swiming, sewiming

Shopping shoping

River rifer

Beach bech

b. The problems in pronouncing English vocabulary

Correct pronunciation is needed to make the meaning of

the vocabulary clear. The students in fourth grade class

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were still influenced by Javanese. Therefore, they usually

pronounce the vocabulary incorrectly. The problems in

pronouncing the English vocabulary can be seen in

following table:

Word Incorrect Correct

Village Vilej vᴵlᴵdᴣ

Lake Lek leIk

Forest Fores „forIst

1. Non-linguistic problems

a. Less discipline

The students were less dicipline, especially the male

students. During the lesson, the male students sometimes

went out the class with any reasons. Besides, they did not

pay attention to the writer when the teaching and learning

was running.

b. The lack of motivation of the students in doing homework

The students in the fourth grade of SDN Bulukantil 150

lacked of motivation in doing homework. When the writer

checked their homework, the writer found that there were

some students who did not fully do their homework. These

students left some questions without answer. It was

influence to their homework mark. This problem also

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proved that the students did not review the material after

they were at home.

3. The solutions of the problems in teaching English through

pictures at the fourth grade students of SDN Bulukantil No.150,

Surakarta

In this part the writer will discuss about the solutions of the

problems in teaching English through pictures at the fourth grade students.

The solutions of the problems will discuss below.

1. Linguistic problems

a. The problem in writing English vocabulary

Writing is one of the important things in studying

English. To solve the problem in writing English

vocabulary, the writer asked the students to write the

vocabulary on their books and pointed some students to

write simple sentences on the whiteboard based on the

vocabulary.

b. The problem in pronouncing English vocabulary

Pronunciation is the basic of speaking skill. To solve

the problem in pronouncing the English vocabulary, the

writer pronounced the correct vocabulary pronunciation

first. Then, students were pronounced together with the

students several times to make them accustomed to the

pronunciation.