english grammar teaching to the first grade …/english... · past tense faced by the students and...

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ENGLISH GRAMMAR TEACHING TO THE FIRST

GRADE STUDENTS OF SMPN 3 COLOMADU

KARANGANYAR

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree in the English Diploma

Program, Faculty of Letters and Fine Arts

Sebelas Maret University

By:

Eny Budiarti

C9306040

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2009


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APPROVAL OF CONSULTANT

Approved to be examined before the Board of Examiners,

English Diploma Program, Faculty of Letters and Fine Arts


Final Project Report : ENGLISH GRAMMAR TEACHING TO THE

FIRST GRADE STUDENTS OF SMPN 3

COLOMADU, KARANGANYAR

Name : Eny Budiarti

NIM : C9306040

Supervisor

Yusuf Kurniawan, SS, MA

NIP. 19711130 199903 1 001


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APPROVAL OF THE BOARD OF EXAMINERS

Report Title : ENGLISH GRAMMAR TEACHING TO THE

FIRST GRADE STUDENTS OF SMPN 3

COLOMADU, KARANGANYAR

Student’s name : Eny Budiarti

NIM : C9306040

Examination Date : Thursday, 13th Agustus 2009

Accepted and Approved by the Board of Examiners,

English Diploma Program, Faculty of Letters and Fine Arts


The Board of Examiners

1. Drs. Sri Marmanto, M. Hum (……………….……….….)

Chairperson NIP. 19500901198601 1 001

2. Dra. Susilorini, MA (………………………..….)

Secretary NIP. 19650601 199203 2 002

3. Yusuf Kurniawan, SS, MA (………..………….….……)

Main Examiner NIP. 19711130 199903 1 001

Faculty of Letters and Fine Arts,


Dean,

Drs. Sudarno, MA

NIP. 19530314 198506 1 001


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MOTTO

· God will make a way when there seems to be no way.

Never Give Up!!

· Everything is not stumbling block but an opportunity that would

eventually lead to the success and fulfillment.

(Mr. Norman Fransisco, SPA)

· I believe everything will be beautiful in its time.


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DEDICATION

The final project is dedicated to:

© Allah as My God

© My beloved father and mother for everything

© My beloved brother for your love and support

© The blessed future


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PREFACE

This Final project report entitled “English Grammar Teaching to The First

Grade of SMPN 3 Colomadu, Karanganyar” has been finished by the writer. It is

submitted as a partial requirement in obtaining degree in the English Diploma

Program, Faculty of Letters and Fine Arts, Sebelas Maret University.

This Final project report is a report of the job training activities that had

been done by the writer in SMPN 3 Colomadu, Karanganyar. The writer had done

her apprenticeship in this Junior High School as an English teacher to the first

grade students. The writer found out grammar problems especially about Simple

Past Tense faced by the students and gave some solutions.

In general, this Final project report describes English Grammar Teaching

to the first grade students.

The writer realized that this Final project report is far from being perfect.

Therefore, the writer would appreciate and be willing to accept positive advice

and criticism.

Finally, the writer hopes that this final project report will be beneficial for

the readers.

Surakarta, June 2009

The writer


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ACKNOWLEDGMENT

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. Drs. Sudarno, MA, Dean of Faculty of Letters and Fine Arts Sebelas

Maret University.

2. Yusuf Kurniawan, SS, MA, The head of English Diploma Program and

my supervisor. Thank you so much for the patient and valuable guidance

during the process of writing this final project report.

3. Drs. S. Budi Waskito, M.Pd my academic consultant, for advance and

guidance.

4. All of the English Diploma Lecturers. For giving me valuable knowledge.

I am proud of being your student.

5. All of education staffs in English Diploma Program.

6. Sukinto, S.IP, S.PD, MM, The headmaster of SMPN 3 Colomadu, for the

chance given to me to have the job training in the school.

7. The English Teachers of SMPN 3 Colomadu, Karanganyar

Mrs. Rita, Mrs. Nunuk, Mrs. Saminah, Mrs. Rusmini, Mr. Ghani. I do

thank you for your time and guidance during the job training.

8. All other teachers and students of SMPN 3 Colomadu. Thank you for

accepting me well.


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9. My beloved parents. Thank you for love, care, support and endless prayer

for me.

10. My brother, Mas Hant. Thank you for everything, your support, love and

care.

11. My Siblings “…”

12. All of my friends in English Diploma Program, especially A class.

3diVa and all my friends I cannot mention one by one. Remember every

unforgettable moment during our study. Luv U all

13. All parties helping me in having the job training and writing this report.

Thanks a lot.

14. My beautiful memories and the blessed future.

Finally, I want to express my gratitude to all of people who have helped

me during my study in English Diploma program.


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ABSTRACT

Eny Budiarti. 2009. English Grammar Teaching to the first grade students of SMPN 3 Colomadu, Karanganyar. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University. This Final project report is written based on the job training which has been done by the writer at SMPN 3 Colomadu in February 2009. The writer took the first grade students as the object to be observed and focused in the teaching of English grammar. The objectives of this Final project report are to describe the problems that arose in the process of teaching and learning English grammar and to find out the solution of the problems that arose in the process of teaching and learning English grammar to the first grade students of SMPN 3 Colomadu. The data of this report were collected through observing the class and also direct teaching to the first grade students. The writer found some problems in English grammar teaching at SMPN 3 Colomadu. The problems were related to the problems of both teacher and the students. The problems of the students consist of Language grammar. The rule made the students confused, the students do not know the form of English verb and no sufficient dictionary. The problem of the writer was the difficulty in handling the class because the students were lack of interest in learning English grammar. The writer gives some solutions to solve the problems found, they are explaining each part of the rule in more detail and adding example for each part of the rule, asking the students to memorize irregular verb and the meaning, and some of students who do not have dictionary can borrow it in the library or from their friend on the other class before attending English class. Hopefully this Final project report can be beneficial to the English teacher and the learners in teaching and learning of English grammar.


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TABLE OF CONTENTS

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

APPROVAL OF CONSULTANT ............................................................. .. ii

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

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

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

ACKNOWLEDGEMENT ............................................................................. vi

ABSTRACT ................................................................................................... vii

TABLE OF CONTENTS .............................................................................. viii

TABLE OF PICTURES ................................................................................ ix

TABLE OF TABLE ....................................................................................... x

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

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

B. Objectives ....................................................................... 4

C. Benefits ........................................................................... 4

CHAPTER II LITERATURE REVIEW ................................................... 5

A. Definition ....................................................................... 5

1. Teaching ...................................................................... 5

2. Grammar ..................................................................... 7

B. Teaching English to Young Learners .......................... 8

C. English Grammar Teaching ......................................... 10


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D. Methods of English Grammar Teaching .................... 12

1. Grammar Translation Method .................................... 12

2. Deductive Method ...................................................... 13

3. Inductive Method ....................................................... 14

CHAPTER III DISCUSSION ..................................................................... 15

A. The Description of SMPN 3 Colomadu ....................... 15

1. Brief Story of SMPN 3 Colomadu ............................... 15

2. The Organization Structure of SMPN 3 Colomadu ...... 17

B. The Activities during On the Job Training in SMPN

3 Colomadu ..................................................................... 18

1. Class Observation ......................................................... 18

2. The Making of Lesson Plan .......................................... 19

3. Teaching and Learning English in SMPN 3 Colomadu 21

C. Discussion ....................................................................... 22

1. English Grammar Teaching in SMPN 3 Colomadu ....... 22

2. The problems in English Grammar Teaching to the first

grade students of SMPN 3 Colomadu ............................. 25

3.The solution to the problems ........................................... 27

CHAPTER IV CONCLUSION AND SUGGESTION ............................. 32

1. Conclusion ...................................................................... 32

2. Suggestion ....................................................................... 34

BIBLIOGRAPHY

APPENDICES


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CHAPTER I

INTRODUCTION

A. Background

Language is a means of communication for human life. There are many

languages in the world. English is one of them. As a result of the globalization,

English becomes one of the International Languages. Millennium development

goal is the global market era or the globalization era as the era of quality

competition, that somebody who is qualified is the one who will always go

forward and maintain his/her existence. Therefore, the development of qualified

human resources is a certainty that cannot be bargained anymore. It is absolutely

needed as the way out from the multidimensional crisis, poverty and economic

imbalance.

Based on the matter above, language plays important role in human life as

one of the connectors to gain the enormous knowledge and technology, mainly the

technology of information. Through language someone can have interactions with

others. In conveying the ideas and also obtaining the information for enhancing

the self-improvement. Thus, we can ascertain that language cannot be separated

from personal and social life. In the globalization era, it cannot be denied that

English is a means of communication for many countries in various cultures all

over the world.

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Language Learning does not only learn about linguistic structure and

grammar but also learn how to communicate using structure and grammar

correctly.

According to Rob Bastone, “Language without grammar would certainly

leave us seriously handicapped.” (Bastone, 1994:3)

Based on the statement above, in language teaching, grammar is an

integrated part of language used by the learners in everyday communication. We

realize that without learning grammar, we would not be able to speak English in

the right way. Although we know that grammar has an important role in language

learning, the learners often feel that grammar has become a complicated part in

language learning. It can be a big problem for the learners if they lack grammar

understanding.

For the reasons above, the Indonesian government has given a lot of

attention to English in the education field. Our government has decided that

English is one of the subjects that should be taught in every level of education

starting from Elementary School. The aims are to motivate and to prepare

students in order to be more ready and more confident in facing English in the

higher level of education.

Giving English lesson in the school in Indonesia is not easy because

English is a foreign language. Most of students regard English as a difficult lesson

that has many different systems from Indonesian, such as grammar, pronunciation,

etc. Junior High School students also get difficulty in English learning, although

they have learned English since they were in Elementary School.


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Grammar teaching has a really important place in the English teaching and

learning. The writer believes that the advances in language teaching will happen if

the teacher makes grammar understandable. It comes from the efforts of the

teacher in their own classes.

For the reason above, the writer was interested in teaching Junior High

School students specifically the second semester of the first grade students. In

fact, they seemed to be difficult to learn English because they still faced many

obstacles. It is hoped that the writer can help them to eliminate the boundaries by

applying the right method so that they can master English well.

This report is written based on the job training at SMPN 3 Colomadu that

is the state-owned school where the writer chooses as the place to do her

apprenticeship.

In connection with the teaching package the writer took, she was involved

as an English teacher focusing on grammar to the first grade students. There are

some materials focusing on tenses, so the writer had a chance to introduce the use

and the pattern of Simple Past Tense.

After finishing the job training, the writer had to report a Final Project

Report, as a partial requirement in obtaining degree in English Diploma Program,

Faculty of Letters and Fine Arts Sebelas Maret University. The writer would

report how the English Grammar is taught to the first grade students of the Junior

High School. Therefore, the Final Project Report is entitled “ENGLISH

GRAMMAR TEACHING TO THE FIRST GRADE STUDENTS OF SMPN 3

COLOMADU, KARANGANYAR”


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B. Objectives

The objectives of this final project report are:

1. To describe the problems that arose in the process of teaching and learning

English Grammar to the first grade students of SMPN 3 Colomadu.

2. To find out the solution of the problems that arose in the process of

teaching and learning English Grammar to the first grade students of

SMPN 3 Colomadu.

C. Benefits

This Final Project Report is expected to be beneficial for:

1. The English teachers at SMPN 3 COLOMADU

The writer expects that the results of this final project report can give

contribution to the English teacher as one of beneficial inputs to find out

the best method used in teaching English to get optimal results in learning

and improving the method of teaching English.

2. The first grade students of SMPN 3 Colomadu

It is expected that this final project can be useful to help the students in

finding a better way to learn English, especially in learning English

grammar.

3. English Diploma Program Students

This Final Project report is expected to be useful for the English Diploma

students to improve their knowledge especially who are majoring in

teaching.


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CHAPTER II

LITERATURE REVIEW

A. Definition

1. Teaching

According to H. Douglas Brown in his book entitled Principles of

Language Learning and Teaching, “Teaching is guiding and facilitating learning,

enabling the learners to learn, setting the condition for learning”. (Brown, 2000:7).

Meanwhile in Macquirie Dictionary (1981) it is stated that “Teaching means

showing or helping someone to learn how to do something, giving instruction,

guiding in the study of something, providing with knowledge, causing to know or

to understand.” (p: 987)

It is proper that teaching activity does not only depend on the teacher but

also on the learners. From the explanation above, there is no rule that teaching

must be centered on the teacher. The main point of teaching is to guide and to

facilitate the learners. Teachers give and explain the materials and the learners

must be active to improve their knowledge.

Recently, teaching activity is not teacher-centered any longer. It is

combination of teacher centered and learners centered. In the combination, the

teacher’s role is not as a teacher but as a learning guide, a learner leader and a

learning facilitator.

Considering the explanation above, it can be concluded that teaching is a

process of transferring ideas and useful information which involves two or more

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persons, one as a teacher and others as learners. In teaching process teacher acts as

a facilitator, supervisor and organizer.

Moreover, as stated in his book entitled Reflective Teaching in Second

Language Classroom, Jack C. Richards defines the teacher roles as planner,

manager, quality controller, group organizer facilitator, motivator, empowered

and team member (Richards, 1994:106). Similarly, Brown says “the facilitating

role requires that you step away from the managerial or directive role and allow

students, with your guidance and gentle prodding here and there, to find their own

pathways to success.” (Brown, 1994:161)

Based on the statements above, it can be concluded that a teacher covers

many significant roles in teaching and learning process but a teacher is still human

that cannot become everything to all people. She defines the teacher’s role as a

planner a teacher has to make a planning in his or her way conveying the material

to the students before involving in the class activity. The teacher as a manager

means that he/she is the person who constructs the class activity but he/she still

has to let the students be creative in learning. In addition the teacher as controller

constitutes the act of the teacher in maintaining some control to organize the class

for instance when there are some students who make noise disturbing the class,

the teacher’s control has to be used to create a better condition in the class.


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2. Grammar

According to Penny Ur, “Grammar may be roughly defined as the way a

language manipulates and combines words (or bits of word) in order to form

longer units of meaning”. (Ur, 1998:4)

In short, grammar has similar meaning to rules. The right use of grammar

can make the meaning of sentences clear and understandable. On the other hand,

if the grammar is wrong, the meaning will also be usually wrong.

In Advanced Learner Dictionary of Current English, AS Hornby stated

that “Grammar is the study of rules for the combination of words into sentences

(syntax) and the form of words (morphology).” (Hornby, 1988:375).

Generally those rules show how to combine words into a structural

sentence so that the meaning of the sentence is clear and understandable. The right

use of the rules in sentences can make the reader easy to understand the meaning

of the sentences.

In A Practical Handbook of Language Teaching (1995), Cross stated that

“grammar is the body of rules which underlie a language”. (Cross, 1995: p.26)

Thornburry also says “grammar is partly the study of what forms (or

structures) are possible in a language. Traditionally, grammar has been concerned

almost exclusively with analysis at the level of the sentence. Thus, grammar is a

description of the rules that govern how a language sentence is formed”.

(Thornburry, 1991:1)

It can be concluded that grammar is the rule of language. It is the rule of the

arrangement of word to make phrases, sentences and clauses. How words are


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arranged correctly, clearly and understandable, these are the main points in

learning the grammar of a language. Therefore, studying grammar is the basic

principle in learning language besides understanding the meaning of its word.

B. Teaching English to Young Learners

The terms ‘young learners’ refer to the children aged from seven to twelve

years old and ‘very young learners’ are those under seven years old as stated by

Wuji Anggraini (2007:1). Thus the first grade of Junior High School students is

classified into what we call young learner children of that level tend to be mature

children with an adult side and a childish side.

Moreover, Brown suggests “the difference between children and adults

(that is persons beyond the age of puberty) lies primarily in the contrast between

the child’s spontaneous, peripheral attention to language forms and the adult’s

overt, focal awareness and attention to those form”. (Brown, 1994: 90). It means

that different age level of the learners affect their characteristics. This is a

challenge for teachers.

In her book entitled Young Learner, Sarah Philip states that young learners

mean ‘children from the first years of formal schooling (five to eleven years old)

to eleven or twelve years old of age” (Philip, 1993:5). While Wendy A. Scott and

Lisbeth H. Ytreberg in their book entitled Teaching English to Children, they

have divided children into two main groups namely: five to seven years old group,

among others are:


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1. They understand situation more quickly that they understand the

language used

2. Their own understanding comes through the hands, the eyes and

the ears

3. They have a very short attention and concentration span

4. They love to play and learn best when they are enjoying

themselves.

5. They are enthusiastic and positive about learning.

On the other hand, there are some characteristic of eight to ten years old

group:

1. They can tell the difference between fact and fiction

2. They ask questions all the time

3. They are able to make some decision about their own learning.

4. They have definite views about what they dislike doing.

5. They are able to works with others and learn from others.

(Scott and Ytreberg, 1990:1-4)

From the statement above, it can be concluded that young learners are

interested in knowing more about everything new in their surrounding. They also

learn easier about the lesson that makes them enjoy. The way young learners learn

a foreign language depends on their developmental stages. In teaching young

learners, a teacher has to be familiar with childhood. How well a teacher

comprehends the learners’ developmental needs, it gives impact for the quality of

the children’s achievement.


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Children have an amazing ability to absorb language through play and

other activities which they find enjoyable.

C. English Grammar Teaching

Sometimes a teacher gets some problems when he has to manage his

language class. He has to choose the best way to teach grammar because there

are many strategies to manage a grammar-class suggested by some experts.

“There is no doubt that knowledge of grammatical rules is essential for the

mastery of a language. You cannot use words unless you know they should be put

together” (Ur, 1998:4). Therefore, people who learn the four Basic English skills

have to learn English Grammar as well. All of those skills however are centered

into fundamental use of the grammatical patterns. It means that grammatical

patterns are always involved when students learn and practice the skills.

According to Penny Ur in her book entitled Grammar Practice Activities (Ur,

1998) the Organization of Grammar Teaching consists of:

A. Presentation

At this stage, a teacher does not need a very long time because the aim of

this stage is just stimulating the students of a new pattern of structure of sentence,

or making the salient structure through an input text in which the item appears.

“At this stage, the students are led to be familiar with a certain grammar

from a short story or a short dialog that is read aloud by the teacher or a student”.

We usually begin by presenting the class with a text in which related grammatical

pattern. The aim of the presentation is to get the learners perceive the structure –


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its form and meaning – in both speech and writing and to take it into the short-

term memory. (Ur, 1998:6)

2. Isolation and Explanation

“At this stage, we move away from the text and focus, temporary on the

grammatical item themselves, what they look like, what they mean, how they

function-in short, what rules govern them” (Ur, 1998:7). The objective is that the

learners should understand these various aspects of the structure.

In many classes we may need to make an extensive use of the students’ native

language to explain, translate and make generalization and so on. In other words,

we have to ensure the students understanding of various aspects of the structure

under investigation.

3. Practice

This is the most important stage because at this stage the material is not

thoroughly done by the teacher himself. The learners have to try to make a certain

structure in a correct way. It can also be said that this stage is the way getting

students absorb and master the language.

“The practice stage consists of series of exercise done both in the

classroom and for the assignment, whose aim is to cause the learners to absorbs

the structure thoroughly, or to put in another way, to transfer what they know

from long term memory” (Ur, 1998:8).

4. Test

Every learning process needs a test to measure how well the learners

absorb what the teacher has explained. “Learners do the test in order to


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demonstrate to themselves and to the teacher how well they have mastered the

material they have been learning”. (Ur, 1998:10)

In conclusion, teaching grammar has some procedures in which each has

different functions but they support each other directly.

A. Method of English Grammar Teaching

1. Grammar Translation Method

According to Brown, Grammar Translation Method is a method that

focuses on grammatical rules, memorization of vocabulary and several of

declensions and conjunctions translation of text, doing written exercise.” (Brown,

1994:52)

It can be concluded that grammar translation method requires students to

study more about the English Grammatical rules.

Prator and Celce Murcia list the characteristics of this method:

• Classes are taught in the mother tongue, with little active use of the target

language.

• Much vocabulary is taught in the form lists of isolated words.

• Long elaborate explanations of the intricacies of grammar are given

• Grammar provides the rules for putting words together, and instruction

often focuses on the form and inflection of words

• Reading of difficult classical texts is begun early.

(Prator and Murcia in Brown, 1994:53)


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In general, this method is usually applied to the students in elementary

level because the material given is just to familiarize them. Besides, the grammar

taught is started from very simple form which is given intensively. The most

language used in this class is the mother tongue, English occurs just to introduce

the students with the vocabularies in relation with their world or the things

around them such as the parts of the body, the family and the things in the

classroom.

2. The Deductive Method

According to David Cross, “The deductive method of teaching grammar is

the academic and scholarly one, which was devised in order to teach Latin and

Greek”(Cross, 1995:25). In his book, entitled A Practical Handbook of Language

Cross said that there are 3 steps used in deductive method, they are:

a. The teacher writes an example on the board or draws attention to

example in the textbook.

b. The underlying rule explained nearly always in the mother tongue and use

language of grammar.

c. The students practice applying the rule, orally and writing.

The roles of teacher, learners and materials are simultaneously involved in

class and we may also use the mother tongue to explain the rule.

Similarly, in the book of How to Teach Grammar, Thornburry said, “A

deductive Method starts with the presentation of a rule and is followed by

example in which the rule is applied (1999:29)


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Considering the explanation above, in deductive Method, the roles of the

teacher, learners and materials are simultaneously involved in class and we may

also use the mother tongue to explain the rule.

3. The Inductive Method

Suggested by Thornburry that “An inductive approach starts with some

examples from which a rule is inferred.” (Thornburry,1999:20). Meanwhile

Cross (1995) states that “The Inductive approach means induce the learners to

realize grammar rules without any form of prior explanation.” (p:28)

It means that in inductive method, students must be active. The grammar

point is shown on the board only after extensive practice Explanations are not

always made, though they may be elicited from the students themselves. In such

cases, the mother tongue might well be used. The grammar rules will become

evident if the learners are given enough appropriate examples.


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CHAPTER III

DISCUSSION

A. Description of SMPN 3 Colomadu

1. Brief Story of SMPN 3 Colomadu

SMPN 3 Colomadu is a state-owned school, was established on April 1st

1978. It is located on Adi Soemarmo Airport Street. This school constitutes one of

the favorite schools in Karanganyar because the school Acredity mark is 93,10

(A).

This school is built on the area of about 5.475 m2. The dimension of all

building is about 3.250 m2. The building is divided into many rooms. There are

some main rooms such as headmaster, administration room, teacher room, clinic

school, guidance and counseling room, a library, a laboratory, a multimedia room,

mosque, an auditorium, a ware-house, two canteens, a student’s organization

room, and 21 classrooms.

This school has two large yards, which are located in the front part and

behind part of the school. There is a large field near this school.

In the academic year of 2008/2009, SMPN 3 Colomadu has 827 students

and 48 teachers, of whom are temporary teachers and also seven administration

staffs.

The Vision of SMPN 3 Colomadu is to create the graduate who is

competent, has wide knowledge and noble character.

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Meanwhile, the missions of SMPN 3 Colomadu are indicated as follows:

1. The improvement of teaching and learning activity effectively and

efficiently.

2. The professionalism improvement of the teacher and the other teaching

staff.

3. The discipline improvement of all the member of the school in doing the

duty and the responsibilities.

4. Creating the feeling of togetherness, family atmosphere and conducive

situation in the working circumstance.

5. The improvement of faith and piety to God.

6. The improvement of “6K” activities in the school area.

7. The cooperative improvement between school and the society.


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2. The Organization Structure of SMPN 3 Colomadu.

S

SCHOOL COMMITTEE

Drs. Wagiman, M.Pd

Headmaster Sukinto, SIP, SPd, M.M

Administration Zaenal Arifin (PJ)

Staff Administration

Vice Headmaster Drs. Sugeng Nurcahyono

Students Division Joko Widodo M.Pd

Curriculum Divisions Endang M, S.Pd

Sarpras Divisions Drs. Timbul Susilo

Public Relations Drs. Suparyono

Counseling Coordinator Sri Rohmani, S.Pd

Library Coordinator M.Suwarni, S.Pd

Labolatory Coordinator Agus Soeyanto, S.Pd

Class Teacher Class Teacher Class Teacher

The Students of SMPN 3 Colomadu


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B. The Activities during the Job Training in SMPN 3 Colomadu

1. Class Observation

The writer did class observation at SMPN 3 Colomadu since the first day

of her job training, from February 9th 2009 until February 10th 2009. She was

given the chance to teach the first grade students, such as VIIA, VIIB, VIIC, VIIE,

VIIF, VIIG class, but she only focused on VII A and VII G as the sample of the

class observation.

Totally, VIIA and VIIG consists of 80 students, each class consists of 40

students. They are 21 boys and 19 girls in VII A, meanwhile in VIIG they are 18

boys and 22 girls.

In general, both of those classes almost had the same behavior, most of

them still bring their bad habits from Elementary School such as doing something

useless, making noise in the classroom, etc. Even though their ability to

understand English lesson is quite different. VIIA is better than VIIG. It happens

because the best students accepted by this school from elementary school are

placed in VIIA.

Meanwhile, the teaching and learning process both in the VIIA and VIIG

is under control. It means that during explanations, no one had a brave to talk or to

make noise. The community around the classroom is conducive and good enough

for teaching and learning process because most of students obey the rules applied

in the school. It can be seen when they heard the bell ringing, the students entered

the classroom, and no students are allowed to be outside the classroom during the

lesson, so they cannot bother their friends from the other class.


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Physically, the condition of the classroom was quite good and comfortable

during the teaching and learning activity. Every classroom has two doors and

some windows around it for the circulation so that the room is always fresh. There

are 20 desks and 40 chairs for the students, one desk and one chair for the teacher

placed in the front provided with a whiteboard, a cupboard, some lamps and

cleaning utensils such as broom, feather duster and garbage bin. Before the lesson

started in the morning, the cleaning crew in charge cleaned the classroom.

2. Making Lesson Plan

A Lesson Plan is important for a teacher. It is made in order to make the

teaching and learning process arranged well. Through the Lesson Plan making, the

material given to the students then can be adjusted to the curriculum concept and

also always in control. Therefore, every teacher has to make the Lesson Plan

before bringing the material to be taught in the classroom.

Nevertheless, the handbook involved in the making of Lesson Plan should

not make a teacher being dictated but he/she has to work out the most appropriate

way to use the handbook. Also, the teacher must have a capability to develop

his/her skills in enhancing the material and arranging the structure of the lesson

plan so that the material can be conveyed to the students in a good sequence. It is

hoped, the lesson plan making also will not let the teacher and students be in

routine activities. By making lesson plan for each topic with various activities, it

will not bore the students.

Lesson Plan is divided into four parts, they are:


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1. Building Knowledge of the Field

In this field, the teacher introduced the theme to the students. It can be

used to prepare the students’ psychological readiness. Asking the question related

to the theme and giving short explanation about theme are the main points of this

stage.

2. Modeling of Text

Mainly this is the stage where teacher should act as a resource. Therein,

the teacher explained the theme clearly and isolated the class. The teacher also

gave some examples related to the theme and let the students ask some questions

if her explanation was not clear enough.

3. Joint Construction and Individual Construction of Text.

Basically, these divisions are used to measure the students’ progress in

understanding new materials. Here the teacher gave instructions to the theme.

Joint Construction of Text is a division where the students are given exercise and

are asked to discuss a certain topic, which is done by more than one student or a

group of students. Meanwhile, individual construction of text is a division where

the students do the exercise by their own.

The writer makes the Lesson Plan based on the material given by the

teacher of SMPN 3 Colomadu. The material used by the writer is taken from the

book entitled English on Sky for Junior High School students and also other book

(Lets Talk) which is related to the topic. The teacher there also gives an

opportunity for the writer to develop the material and the way how the material


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can be delivered to the students so far as they create significant progress to the

students’ ability.

1. Teaching and Learning English in SMPN 3 Colomadu

Teaching and learning process is the most paramount part in our education

system. If the process works well, it will lead to the success of study eventually.

The result gained is determined by the three major components involved, they are

teacher, students and materials. If they can work together in a good

communication, they will be a success in this process. The teaching and learning

process in this process can run process can run successfully and also the goal of

the study can be easily achieved through good coordination between them. It is

indeed so, in the way of the teacher conveys the proper material and the way how

the learner absorbs the knowledge.

In SMPN 3 Colomadu, the writer got the opportunity to teach English lesson

on Mondays until Saturdays except Tuesdays for a month. On Mondays, English

teaching and learning process began at o9.55 am until 12.10 am for VIIC class.

On Wednesdays, it began at 07.00 am until 12.50 pm for VIIA, VIIE, VIIF, VIIG

class. On Thursdays, it began at 07.00 am until 12.50 pm for VIIB, VIIE, and

VIIF class. On Fridays, it began at 09.00 am until 10.35 am for VIE class. On

Saturdays, it began at 07.00 am until 10.35 am for VIIF, VIIG class. Substantially,

the English Teaching and Learning process goes on for 40 minutes in an hour

lesson.


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C. Discussion

1. English Grammar Teaching in SMPN 3 Colomadu

In SMPN 3 Colomadu, English Grammar is a topic in English lesson that

is usually still confusing the first grade students, because most of them have got

the English grammar in the Elementary School. The writer taught the Simple Past

Tense as the grammar section discussed by the students in the second semester,

but some of them were confused to the pattern showed by the students’

Handbook.

The process of teaching grammar in the first grade students of Secondary

school consists of four step, they are:

1. Presentation

The main purpose of this stage is just stimulating the students of a new

pattern of structure of a sentence, for example: the writer told about when the

tense is used by giving a text related with the tense shortly. At this stage, the role

of the teacher is to make the explanations shorter and more relevant for students.

The presentation is demanded to be clear, efficient, lively and interesting,

appropriate and productive.

The teacher needs respond from the students while he is explaining

materials so that the class will be an active class. In teaching grammar to the first

grade students of SMPN 3 Colomadu, the Simple Past Tense presentation as the

grammar section was shown in a kind of recount text or narrative text that was

read loudly by the teacher or student. This way made the students have a short


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description in their mind about the tense discussed. They also got a feeling for

how the language was used, and tried to understand of how the new grammar

works. Students were also given time to ask whether they understood the material

or not.

2. Isolation and Explanations

At this stage, we move away from the text and focus temporary on the

grammatical items themselves. After giving kinds of text using Simple Past

Tense, the writer started explaining the rules of Simple Past Tense that she had

written on whiteboard and connected it with the text given. She also gave some

time signals that are usually used in the Simple Past Tense. Here are the patterns

of Simple Past Tense taken from the students’ handbook:

First rule of Simple Past Tense:

(+) Subject+ V2/-ed+ Object

(-) Subject + did not + Object

(?) Did+ Subject+ V1+ Object?

Second rule of Simple Past Tense:

(+) Subject + to be + Object

(-) Subject + to be + not + Object

(?) To be + Subject+ Object?

Time Signals:

Yesterday : Kemarin

Last week : Minggu Lalu

Two days ago : Dua hari yang lalu


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This afternoon : Tadi pagi

Etc.

The next step, the writer introduced the verb forming of Simple Past

Tense. She explained that verb forming used in Simple Past is Verb II or Past

Verb. The writer also said that there are two types of verbs; they are regular verbs

and irregular verbs. Moreover, the writer gave some lists of verb forming and their

changing both regular verb and irregular verb to the students.

The last step at this stage is explaining the use of the tense. The use of the

tense closely related with its meaning. The writer always emphasized students on

the meaning of Simple Past Tense showing the activities started and finished in

the past. To make the explanation clearer, the writer wrote some examples on the

blackboard and explained the meaning clearly. Then the teacher got the feed back

from the students by asking them whether the explanation is clear or not. If they

give questions related with previous explanation, the writer would give

explanation again until the students understood.

3. Practice

The purpose of practice is to help students develop what they know about

the language into ability. Practice is the step where students are asked to apply

what has been explained by the teacher previously by doing some exercise. The

exercise will make the students understand the material clearer. Before asking

students to do some exercise, the writer gave some instructions about how to do

the exercises. Usually, the students did the exercises by completing the exercise

from their students’ worksheet or LKS.


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4. Test

During the job training in SMPN 3 Colomadu, sometimes the writer gave

small tests; they are a pretest and a post test. Pretest was given at the beginning of

the English lesson. It was done to remain the previous day’s material. The other

one was a post test done at the end of English lesson to check how far the students

mastered the material discussed. The test could be a written test and oral test.

Besides, the writer also gave a test at the end of every chapter to check the

understanding of the students of the material given in each chapter. There are

many kinds of test items, such as multiple choice tests, true-false test, matching

test, essay test, etc. Sometimes the writer had to give a second chance for students

who got bad marks or under rates by giving a mark up test in order to repair their

marks. Usually the students would appreciate to get the second chance.

2. The problems in English Grammar Teaching to the first grade

students of SMPN 3 Colomadu

A. The Problems of the students

a. The Rules made the students confused

Some of students were confused with the rule written on the students

handbook presented as bellow:

First rule of Simple Past Tense:

(+) Subject+ V2/-ed+ Object

(-) Subject + did not + Object

(?) Did+ Subject+ V1+ Object?


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Second rule of Simple Past Tense:

(+) Subject + to be + Object

(-) Subject + to be + not + Object

(?) To be + Subject+ Object?

These rules made most of the students confused to change the form of

sentence from the positive sentence into negative and interrogative sentence. Even

they still did not understand about the use of to be in the sentences.

b. The students do not know the form of English verb

Most of the students do not know the form of English verb. They are still

hard to differentiate the verb form between regular verbs and irregular verb in

simple past tense. They always make mistakes in changing the verb on the

sentences into the correct verb because they still feel confused to change the verbs

whether just adding -ed on the verbs or changing it into the irregular form of the

verbs.

c. No sufficient dictionary

The use of dictionary is very important during English teaching and

learning process. The students have to facilitate themselves with dictionary, but

there are many students do not have dictionary. It can impede their study

unfortunately.


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B. The Problems of the writer

a. The difficulty in handling the class because the students were lack of

interest in learning English grammar.

The writer gets difficulty in handling the class because of students’ lack of

interest in learning English grammar. Most of the students also behave badly.

They usually sit on the back row and make noises in the class. They always get

busy with their own world during study. The bad students have lack interest in

learning English because they are lazy to note the explanation and do the exercise.

3. The solution to the problems

A. The Problems of the students

a. Explaining each part of the rule in more detail

To make the students more clearly, the writer added the rule written on the

whiteboard with other information’s for each rules. The writer divided the rules

into the smaller one and gave some examples for each rule.

Here are the patterns of simple past tense:

1. Simple Past Tense using to be

It is used when a simple past sentence does not have any verb.

(+) Subject I, He, She, It + to be + Object (Noun, Adjective, Adverb)

We, You, They was, were

(-) Subject I, He, She, It + to be + not + Object (Noun, Adjective, Adverb)

We, You, They was, were

(?) To be was + Subject I, He, She, It + Object (Noun, Adjective, Adverb)


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were We, You, They

Example:

1. Ayahku sakit tadi malam

(+) My father was sick last night

Subject to be adjective adverb of time

(-) My father was not sick last night

Subject to be +not adjective adverb of time

(?) Was my father sick last night?

To be subject adjective adverb of time

2. Dia sangat lelah kemarin

(+) She was very tired yesterday

Subject to be adjective adverb of time

(-) She was not very tired yesterday

Subject to be + not adjective adverb of time

(?) Was she very tired yesterday?

To be subject adjective adverb of time

2. Simple Past Tense using verb

It is used when there is a verb in a sentence of simple past tense

(+) Subject I, He, She, It + Verb II + Object (Noun, Adjective, Adverb)

We, You, They

(-) Subject I,He,She,It + did+not +Verb I+Object (Noun, Adjective, Adverb)

We, You, They

(?) Did + Subject I, He, She, It +Verb I+Object (Noun, Adjective, Adverb)


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We, You, They

Example:

1. Mereka pergi ke Jakarta last week

(+) They went to Jakarta last week

Subject Verb II Object adverb of time

(-) They did not go to Jakarta last week

Subject did + not Verb I object adverb of time

(?) Did They go to Jakarta last week

Subject Verb I object adverb of time

3. Simple Past Tense using auxiliary modal and verb

It is used when an auxiliary modal and verb put in a simple past sentence.

Subject I, He, She, It + Past Auxiliary modal + Verb I + Object

We, You, They Could = Dapat

Might = Boleh

Must = Harus

Should = Akan

Would = Akan

Example:

Dessy bisa pergi keluar negeri kemarin..

(+) Dessy could go abroad yesterday

Subject modal Verb I object adverb of time

(-) Dessy could not go abroad yesterday

Subject modal+not Verb I object adverb of time


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(?) Could Dessy could go abroad yesterday?

Modal subject verb I object adverb of time

4. Simple Past tense using auxiliary modal without verb

It is used when there is an auxiliary modal but there is no verb in a simple

past sentence.

Subject I, He, She, It + Past Auxiliary modal + be + Object

We, You, They Could = Dapat

Might = Boleh

Must = Harus

Should = Akan

Would = Akan

Example:

Kamu seharusnya belajar dengan rajin tadi malam

(+) You should study hard last night

Subject modal Verb I object adverb of time

(-) You should not study hard last night

Subject modal + not Verb I object adverb of time

(?) Should you not study hard last night

Modal subject Verb I object adverb of time

When the students applied these patterns, there were fewer mistakes made.

Besides giving the students exercises, it could make them more understand the

patterns. Doing the exercises, the students were allowed to open the notebook so


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they could do the exercise correctly. Here, the writer played an important role in

guiding the students to do the exercise.

b. Asking the students to memorize irregular verb that and the meaning

The writer asked the students to memorize irregular verbs which are on the

students’ handbook, so they can differentiate the verb form between irregular

verbs and regular verbs in the Simple past tense. Beside, they will not make

mistakes in changing the verbs on the sentences whether just adding –ed on the

regular verb or changing it into irregular form of the verb.

c. Some of the students who do not have dictionary can borrow it in the

library or from their friend on the other class before attending English class.

B. The Problems of the writer

To overcome the students who behave badly and have lack of interest in

learning English, the writer has to keep the students’ attention by herself in order

to make the class work well.

The bad students usually sit on the back row and make noises in the class,

so the writer acts immediately by changing their seat regularly everyday and

moving around the class during the study to control them. Sometimes, when the

noises happened during English teaching and learning process, the writer stopped

the class immediately and refused to restart the class until the things improve. The

writer then talked to the troublemakers if they still makes disturbance. She will

put them in front of the class or separate their seat immediately.


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CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

According to the discussion of the topic in the previous chapter, some

conclusions can be determined as follows:

1. There are some problems in English grammar teaching to the first grade

students of SMPN 3 Colomadu, they are:

a. The problems of the students

• Most of the students are still confused with the rule of Simple Past

Tense presented on the students’ handbook. They still made mistakes

when they should change the positive sentences into negative

sentences or interrogative sentences.

• The writer found that there are many the students do not know the

form of English verb. They are also still hard to differentiate the verb

form between regular verbs and irregular verbs in simple past tense.

They often feel confused to change the verbs whether just adding –ed

on the regular verb or changing it into the irregular form of the verbs.

• There are some students do not have dictionary, whereas the using of

dictionary is very important during English teaching and learning

especially English grammar teaching. It can impede their study

unfortunately.

32


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b. The problems of the writer

The writer gets difficulty in handling the class because of students’ lack of

interest in learning English grammar. Most of the students also behave

badly. They usually sit on the back row and make noises in the class.

They always get busy with their own world during study. The bad

students have lack interest in learning English because they are lazy to

note the explanation and do the exercise.

2. There are some ways to solve the problems in English grammar teaching

to the first grade students of SMPN 3 Colomadu, they are:

• The writer explained each part of the rule more details and also added

example for each part of the rule.

• The writer asked the students to memorize irregular verb and the

meaning which is on the students’ handbook, so they can differentiate

the verb form between regular and irregular verb in simple past tense.

Beside, they will not make mistakes in changing the verbs on the

sentences whether just adding –ed on the Regular verb or changing it

into irregular form of the verb.

• The writer asked the students to borrow the English dictionary in the

library or from their friend on other class before attending English

class.


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B. Suggestion

Based on the results of this Final Project Report, the writer presents the

suggestions to:

1. The English teacher at SMPN 3 Colomadu

The English teachers have to find the easiest way to explain the rules of

grammar by using other references. They also must give exercises by giving short

tests (pre-test and post-test) and homework. It will make the students more active

in learning English especially English grammar.

2. The students of SMPN 3 Colomadu

The students must realize that English is one of the important lessons in

their lesson, so if they want to master it they must study hard. Moreover, they

should practice it everyday to improve their skill.

3. The English Diploma Program

It is important to change the time of taking the packaging major subjects

including teaching, public relations and hotelier to the earlier semester, because

the students of English Diploma Program need more preparation before holding

the job training. Unfortunately, the students only accept those packaging major

subjects in one semester (in fifth semester) so that this lack of preparation makes

some of the students still find the difficulty when entered the real field. Moreover,

the English Diploma Program should give every subject of the packaging major

subject more than one semester because the students have to really prepare him or

herself before holding the job training.

english grammar teaching to the first grade …/english... · past tense faced by the students and...

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