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perpustakaan.uns.ac.id digilib.uns.ac.id commit to user i TEACHING VOCABULARY USING PICTURES AND GAMES TO THE 3 RD GRADE STUDENTS OF SDN KERTEN II SURAKARTA FINAL PROJECT REPORT Submitted as a Partial Requirement in Obtaining Degree in theEnglish Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University By: Dina Widyaningsih R C9309032 ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND FINE ARTS SEBELASMARETUNIVERSITY SURAKARTA 2012

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TEACHING VOCABULARY USING PICTURES AND GAMES

TO THE 3RD

GRADE STUDENTS OF SDN KERTEN II

SURAKARTA

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree

in theEnglish Diploma Program, Faculty of Letters and Fine Arts,

Sebelas Maret University

By:

Dina Widyaningsih R

C9309032

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELASMARETUNIVERSITY

SURAKARTA

2012

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MOTTO

Beauty is not about having a pretty face. It is about having a pretty mind,

pretty heart, and a pretty soul …

All our dreams can come true, if we have the courage to pursue them……

(Walt Disney)

Please remember, no matter what you go through in life, somebody else

may have it harder, so just appreciate…

(Jessica Simpson)

I’m my own person and people can say whatever they want. I’m still going

to be the person that I’m….

(Lindsay Lohan)

- Dina Widyaningsih R -

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DEDICATION

I present my final project to:

My Parents

My “Pivi” family

All of my friends

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PREFACE

First, The writer would like to say thanks to Allah SWT for the blessing and

guidance given to her. The writer would like to say thanks to her parents who always

support her. And also, The writer would like to say thanks to her friends, her

supervisors, and all of the people who support and encourage her in writing this final

project entitled “TEACHING VOCABULARY USING PICRURES AND GAMES

TO THE 3RD

GRADE OF SDN KERTEN II SURAKARTA.”

The main reason that attracts the writer’s mind to write this final project report

is to describe the learning vocabulary process using games and pictures. The activities

are done by the writer during the job training in SDN Kerten II Surakarta. The writer

also describes the effectiveness of using pictures and games in teaching vocabulary.

The writer hopes his final project report can be a useful reference for the

readersor English teacherand gives them more information about teaching vocabulary

to the young learners.

The writer

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AKNOWLEDGEMENT

Bismillahirahmannirrahiim

Alhamdulillahirobbil’alamin, first I would like to say thank you to Allah SWT

for always blessing and guiding me. Thanks for giving me strength and guidance to

finish this final project report, You are the only truth and truly God.

Moreover, to write to finish this final project is not an easy job. I can not do

anything without hands from either the individuals or institution. . Therefore, I want

to say my highest appreciation and thanks to:

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

Fine arts, Sebelas Maret University for approving this report.

2. Yusuf Kurniawan, S.S, M.A, the head of English Diploma Program, for

the highest dedication for the English Diploma Students.

3. Prof. Dr. Djatmika, M.A my final project report supervisor, thanks for the

time and guidance during the writing process of this final project.

4. Ida Kusuma Dewi, S.S, M.A, my academic supervisor, thanks for the

guidance and motivation.

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5. The family of SDN Kerten II Surakarta. Thanks for the chance given to

me and thanks for helping me during the job training.

6. Staffs of the D3 Bahasa Inggris FSSR, Mbak Heny, mbak Ida, Mbak Devi,

thanks for helping me in writing this final project.

7. My Family especially my parents, thanks for everything given to me, I am

always proud of you. I love you so much more than anything.

8. All of my best friends, Nindy, Dian, Simbog, Mbogdhe, Nita, Puput, Ani,

Oka, and all of my friends that I can not mention one by one. Thanks for

the best years that we had been through.And thanks for encourage me.

9. My “Pivi” family, Nurul, Pida, Asami, Ram, thanks for laugh that we had

shared. Love you guys.

10. Fandi Ridhatnata, thanks for the time, support, motivation, laugh and

happiness.

11. My cute cat, Kintut, thanks for accompanying me during writing this final

project.

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ABSTRACT

Dina Widyaningsih R, 2012.TEACHING VOCABULARY TO THE 3RD

GRADE STUDENTS OF SDN KERTEN II SURAKARTA. English Diploma

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

This final project was written based on the job training which was done from

January until February, 2012. The objectives of this final project report are to

describe the activity of teaching and learning English vocabulary in the 3rd

grade

students of SDN Kerten II Surakarta, to describe the activity of teaching English

vocabulary using pictures and games to the 3rd

grade students of SDN Kerten II

Surakarta and to describe the effectiveness of teaching English Vocabulary using

pictures and games.

There were six steps in the activity of teaching English vocabulary namely:

warming up, presentation, skill practice and assessment, and end of lesson. In

teaching English vocabulary, the writer used pictures and games as the media.

Pictures and games brought benefits in the learning process and made the learning

process more effective. For example, pictures and games made the students more

excited to join the English class, pictures and games made the students more

motivated in learning vocabulary.

The suggestion to SDN Kerten II Surakarta is to add more vocabulary

pictures and English book for the students. Meanwhile, the suggestion to English

teachers in SDN Kerten II Surakarta is using more techniques in teaching English so

the students will not get bored.

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TABLE OF CONTENTS

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

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

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

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

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

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

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

ABSTRACT .................................................................................................. ix

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

CHAPTER I: INTRODUCTION

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

B. Objectives ........................................................................... 3

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

CHAPTER II: LITERATURE REVIEW

A. Teaching ............................................................................. 5

B. Learning ............................................................................. 7

C. Teaching Vocabulary to Children ....................................... 8

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D. Using Pictures and Games to Teach Vocabulary………….9

CHAPTER III: DISCUSSION

A. SDN KERTEN II SURAKARTA .................................... 11

1. Description of SDN Kerten II Surakarta….................11

2. Vision and missions of SDN Kerten II Surakarta …...12

B. The Activities During The Job Training in SDN Kerten II

Surakarta ........................................................................... 13

1. School Observation ..................................................... 13

2. Class Observation ....................................................... 13

3. Making Lesson Plan .................................................... 14

C. The Activity of Teaching English Vocabulary in The 3rd

Grade Students of SDN Kerten II Surakarta .................... 15

D. The Activity of Teaching English Vocabulary Using

Pictures and Games to The 3rd

Grade Students of SDN

Kerten II Surakarta. ......................................................... 17

1. Warming up................................................................. 18

2. Presentation ................................................................. 19

3. Skill Practice and Assessment..................................... 21

4. Ending of the Lesson................................................... 22

E. The effectiveness of Teaching English Vocabulary using

Pictures and Games ......................................................... 23

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1. Pictures ........................................................................ 23

2. Games ......................................................................... 24

CHAPTER IV: CONCLUSION

A. Conclusion ........................................................................ 25

B. Suggestion ........................................................................ 28

BIBLIOGRAPHY

APPENDICES

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CHAPTER I

INTRODUCTION

A. Background

Language is a basic knowledge that is needed by everyone. Language

itself is a tool to communicate, to share, to deliver message and etc. There are so

many languages which are learned by people around the world. Some languages

have become an international language. One of the international languages is

English. English is used to communicate in some international field such as

business, teaching, medical and etc. Even, an international conference or meeting

uses English to communicate.

Some regions where English is not a national language consider that

English is important to increase the quality of human resources. Therefore these

regions have introduced English to children in elementary schools, even in

kindergartens. In our country, Indonesia, English has been taught since in the

elementary schools and it has become a compulsory subject in the curriculum.

This policy considers that childhood is the right moment to introduce English

because the children’s brain is still fresh so they can accept as many information

as possible. This policy is also aimed to prepare the children in high education

level. Moreover, when they are able to speak English fluently they will get lots of

benefits, and they can improve their knowledge by learning English. Introducing

English earlier is one of the ways to create good human resources.

1

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At elementary school level, young learners learn English vocabulary.

Vocabulary is very important for young learners as a basic skill in learning

English. Building vocabulary is aimed to enrich their capability in learning

English, and prepare them to the higher education level. The young learners learn

simple words or things around them. For example, they learn the names of

animals, fruits, vegetables, occupations, numbers, colors and etc in English. After

they know the words then they continue to study how to make a sentence with

words that have been taught.

However, teaching English to young learners is not as easy as it seems.

Young learners are very different from adult. They are still kids. They are still

mobile and enjoy having fun. While they study in the classroom they tend to

make some noisy when the teacher teaches them and they also can not stand to sit

in their chair for a long time. On the other hand, they have a good motivation and

attention to study English. They are very open minded with something new and

English is a new thing for them so they are very interested in learning English.

But not of all the young learners have a good motivation. Some of the young

learners tend to get bored easily when they are learning English.

The situation above becomes a challenge for the writer. The writer wanted

to make the young learners feel fun when they are learning English. And then the

writer decided to do the job training in SDN KERTEN II Surakarta. The job

training is a compulsory subject to complete the academic requirement for

English Diploma Program and it is basic information to arrange the final project.

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During did the job training in SDN KERTEN II Surakarta, the writer taught the

1st grade until the 3

rd grade and the writer focused on the English vocabulary.

During teaching vocabulary the writer used some activities using pictures

and games. The writer thought that using pictures and games in teaching

vocabulary would be an effective and interesting way. Finally, the writer decided

to present a discussion and report entitled TEACHING VOCABULARY

USING PICTURES AND GAMES TO THE 3rd

GRADE STUDENTS OF

SDN KERTEN II SURAKARTA.

B. Objectives

The objectives of this final project are:

1. To describe the activity of teaching and learning English vocabulary in the 3rd

grade students of SDN Kerten II Surakarta

2. To describe the activity of teaching English vocabulary using pictures and

games to the 3rd

grade students of SDN Kerten II Surakarta

3. To describe the effectiveness of teaching English vocabulary using pictures

and games

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C. Benefits

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

1. English Teacher

It is expected that this final project can be references in teaching English

vocabulary.

2. The Institution

It is expected that this final project can give useful input to SDN KERTEN

II Surakarta.

3. The Readers

It is expected that this final project can be input or references for the

readers who need additional reading.

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CHAPTER II

LITERATURE REVIEW

A. Teaching

Teaching is a process to transfer or to share the information between the

students and the teacher. According to Brown the definition of teaching is, “showing

or helping someone to learn how to do something, providing with knowledge, causing

to know with knowledge.” (Brown, 2001:7). Moreover, teaching is not only about

giving and sharing the information from the teacher to the students but also about

facilitating, guiding, and etc. Brown explained in his book, Teaching by Principle: an

Interactive approach to Language pedagogy that, “Teaching is guiding, facilitating

learning, enabling the learner to learn, and setting condition for learning” (2001:7)

Teacher is not an easy job. Some skills are needed when someone wants to

become a teacher. Harmer (1998: 1-2) explains five things about teacher.

a. A teacher should make an interesting lesson

It means that becoming a teacher should have a creativity to make

her/his lesson interesting. If her/his lesson is interesting the learners will

pay a lot of attention to her/him and the teaching process will be

effective.

b. A teacher must love her/ his job

5

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If the teacher loves her/his job, she/he will do her/his job with pleasure

and does not feel burdened. When the teacher loves her/his job, the

teacher will love her/his students automatically, so it can build a good

relationship between the teacher and the students.

c. A teacher has her/his own personality

It means that a teacher should keep her/his behavior in order that her/his

students respect her/him.

d. A teacher should have a lot of knowledge

A teacher has a role as a resource, so it is a must that a teacher has a lot

of knowledge.

e. A teacher is an entertainer in a positive sense, not in negative sense

A teacher should have a sense of humor to entertain her/his students so

they will not get bored.

A good teacher should master all the issues above in order to create a good

relationship between the teacher and the students. In a teaching process, a good

relationship between the teacher and the students is strongly needed, because a good

relationship will support learning process and give influence.

Based on the definitions of teaching above, we can conclude that teaching is

an activity to transfer the knowledge from the teacher to the students and an activity

of helping, guiding, facilitating someone to learn more and get more knowledge.

There must be a good relationship between teacher and students to support the

learning process.

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B. Learning

Learning is a process of getting knowledge to understand something. Learning

also means as behavior change. “Learning is relatively permanent change in

behavioral tendency and it is the result of reinforced practice.”(Brown, 2000:7). By

learning the learners change their behavior after they get a new knowledge. A

learning process does not always take place in the classroom or in a formal way.

People can learn anything everywhere and everytime they want to. They can do a lot

of activities outside the class to gain new knowledge or they can read a book to see

around the world. In his book, Principles of Language Learning and Teaching,

Brown said that people can learn by studying, experiencing, or instructing. “Learning

is acquiring or getting knowledge of a subject or a skill by studying, experiencing, or

instructing.” (Brown, 2000:7).

Moreover Brown (2000:7) explained that there are some definitions about

learning. They are:

1. Learning is acquisition or getting

Learning is a process of getting knowledge by studying, experiencing,

or instructing.

2. Learning is retention of information or skill

When someone gets new information or skills she/he will keep the

information or skills in her/his mind and use them someday.

3. Retention implies storage systems, memory, and cognitive

organization

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The information or skills that had been got are kept in the storage

system and memory. When the learner wants to use the skill it needs

the cognitive organization.

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

outside or inside the organism

Learning involves the activities of the learner. When the learner is in

the learning process the learner need to be focus.

5. Learning is relatively permanent but subject to forgetting

Skill or information which is gotten by learning is permanent, but if

the learner does not apply it for a long time, the learner will forget the

skill or information.

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

Learning needs some practices to apply the information or skill that

had been got by the learner.

7. Learning is a change in behavior

Learning can change the behavior of the learner. For example, when

the learner learns about attitude, she/he attitude will change.

The learning process is successful when the learners understand the message

and can transfer the knowledge to others. The learning process also success when the

learners apply the skill that they have gotten.

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C. Teaching Vocabulary to Children

Vocabulary is basic skill in learning language. “Vocabulary is the biggest

component of language. If you do not know enough vocabulary you will not be able

to express yourself adequately.” (McCarthy, 1990:2) Teaching vocabulary to

children is not as easy as it seems. Teaching vocabulary to children is different from

teaching to adults. Teaching vocabulary to children needs patience to face children

and creativity to make her/his lesson interesting. Children learn new language by

hearing and imitating what they hear and what they see. In their book Language

Acquisition Paul Fletcher and Michael Garman say (1986:210), “Children learn new

language from what they hear and they use their ability to imitate a sound of word

from the adults.”

D. Using Pictures and Games to teach vocabulary

The various techniques are important in teaching vocabulary. A good

technique will make the students more motivated to learn English. In teaching

vocabulary a teacher can use pictures and games to teach vocabulary.

Pictures are visual aid. They can be used to deliver a meaning of something.

Pictures are attractive and most children like pictures. A teacher can use pictures as

media to teach vocabulary. “Pictures are useful for presenting, practicing and revising

vocabulary.” (Haycraft, 1978). Pictures as visual aid give a lot of benefits for

teacher. Vale and Feunteun (1995) state that a teacher can use visual aid to:

1. support understanding when the children are listening,

2. put across the meaning of vocabulary,

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3. prompt and support reading,

4. provide a topic or visual focus to prompt speaking or writing,

5. provide a visual link between L1 and English,

6. provide support and motivation for early reading and writing in

English,

7. Provide ways around communication barriers.

Meanwhile, games are activities that can be used by a teacher to support the

learning process. “A game is an activity with rules, a goal and element of fun which

is divided into two kinds: competitive games, in which players or teams race to be the

first to reach the goal, and cooperative games, in which players or teams work

together towards a common goal.” (Hadfield, 1998:4). Games can be used as a

technique in teaching vocabulary to make students more interested. “Through games,

learners practice an internalize vocabulary, grammar and structure.”(Cross1995:153).

Guessing, doing crossword, matching, labeling, matching are various games which

can be used by the teacher.

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CHAPTER III

DISCUSSION

A. SDN Kerten II Surakarta

1. Description of SDN Kerten II Surakarta

SDN Kerten II Surakarta is one the state elementary schools in Surakarta. The

address is at Jl. Srikatan No. 21 Kerten Laweyan Surakarta. This school is located

near the sub district office of Kerten.

SDN Kerten II Surakarta has 6 buildings and one mosque. The first building

has five rooms for UKS, headmaster room, teacher room, and two classrooms for the

5 and 6 grades. This building faces to north and near the mosque. The second

building has two rooms and all the rooms are used for the classrooms. The third

building is near by the second building and behind the first building. The third

building consists of two classrooms which are used for the 2 and 4 grades. Both of

the second and third buildings face to west. The forth building is behind the third

building. This building has four rooms where one of the rooms is used to keep the

sport stuffs and the rest are for toilets. The fifth building is the school keeper’s house

and canteen. It is located behind the mosque. The last building is the new one. This

building is used for the library.

SDN Kerten II Surakarta has fourteen teachers consisting of six male teachers

and eight female teachers. They are headmaster, class teachers, religion teachers,

11

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English teacher, sport teacher and staffs. There are 110 students which are divided

into six classes from the first grade until third grade.

There are some extracurricular activities which are given by this school. On

the Monday there is a flag ceremony which is followed by the students and all of the

teachers. Every Saturday this elementary school has gymnastics activity which is

followed by all of the students.

2. Vision and missions of SDN Kerten II Surakarta.

This school has vision and missions to improve the quality of its education

system. These vision and missions are also aimed to motivate the students. They are:

Vision:

To create intelligent and well mannered students with excellent

achievement and devote to the God-Almighty, honest smart independent

skilled, health physically and spiritually.

Missions:

To create well-mannered students

To increase the faith to the God-Almighty

To develop the ability and the intelligence

To create the disciplinary and the independency

To create a healthy life both physical and spiritual

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B. The Activities During Job Training in SDN Kerten II Surakarta

The job training was done from January 2nd

up to February 3rd

2012 for about

a month. The writer did some activities in SDN Kerten II Surakarta. The activities

were: school observation, class observation, making lesson plan.

1. School Observation

Before the writer did the job training, the writer observed the school first. The

writer came to school to look around and ask the permission dealing with the job

training. On the observation day the writer came to school and met the headmaster.

The writer asked for the permission to do the job training in SDN Kerten II

Surakarta. When the writer met the headmaster, the writer explained about the job

training. After getting the explanation about the job training, the headmaster gave

the permission to the writer dealing with the job training.

Getting the permission from the headmaster, the writer introduced herself to

the teacher in SDN Kerten II Surakarta. The writer consulted with the English

teacher about teaching English in this school. The English teacher asked the writer to

teach the first grade until the third grade.

2. Class Observation

Before teaching the students of SDN Kerten II Surakarta, the writer did a

class observation. The writer came to every class and introduced herself to the

students. The writer watched the way the English teacher taught and watched the

class condition during teaching and learning activity.

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The writer focused the observation to the third grade of SDN Kerten II

Surakarta. This class consists of 15 students, nine boys and six girls. The third grade

class is a little bit noisy but almost all of the students were active and paid attention

to the lesson. But sometimes the students chatted with their friend when the teaching

and learning activity.

In learning English, the students got difficulty in remembering the

vocabulary and the writer thought this was the reason why the students didn’t pay

much attention to English lesson and prefer chat with their friend to pay attention to

the lesson.

3. Made Lesson Plan

During the job training the writer made the lesson plan before teaching the

students. Making lesson is an important thing, it can be a guideline for the writer in

teaching the students. This lesson plan helped the writer think about what the writer

was going to do and gave the writer an idea for the next day and next week’s lesson.

The writer was demanded to become creative in order that the students

would be interested and paid attention to her lesson. The writer selected the material

that would be taught based on the “Dimensi”, a handbook for the students.

Sometimes the writer gave the students exercises from her own-made activity. In the

lesson plan the writer inserted some games for warming up before the writer gave

exercises.

The main contents of the lesson plan were, the name of the material, the

objectives, the activities, duration of the teaching learning activity and the activities

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dealing with the material. The material in the lesson plan could be presented more

than one meeting, depending on the duration of teaching and learning activity, the

class or student’s condition and the material itself.

C. The Activity of Teaching and Learning English Vocabulary in the 3rd

Grade Students of SDN Kerten II Surakarta

In SDN Kerten II Surakarta English lesson was taught by the English

teacher named Zehni Galuh, S. Pd. English has been taught from the first grade until

the sixth grade. The English lesson was taught once a week in each grade.

The third grade of SDN Kerten II Surakarta got the English lesson once a

week on Wednesday and started at 11.45 am until 12.30 pm. The students of the

third grade used Dimensi as the handbook to learn English.

The writer used both of Indonesian and English language in teaching the

third grade, because not all of the students are familiarized with the English. The

writer asked the students using English then the writer translated it into Indonesian.

Before starting the lesson, the writer greeted the students, the writer also

asked about the condition of the students and checked the attendance. After greeting

the students the writer made a deal with the students, when the writer said “Class”

the students should say “Yes” and when the writer tried it once time the students

looked interested. Then the writer reviewed the last material by asking the students

randomly. When the writer asked about the last material almost all of the students

looked enthusiastic to answer the question from the writer. Then, the writer

continued by introducing the new material to the students. The writer chose the

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material about things in the kitchen. First, the writer showed a piece of picture about

a thing in the kitchen to the students randomly. When the writer asked the things in

the kitchen, the writer used Indonesian language and then asked the students whether

they knew the name of those things in English or not. After introducing the material

the writer continued the lesson with explaining the new material to the students.

In explaining the material the writer showed a poster to the students about

the things in the kitchen made by the writer. The writer stuck the poster on the

blackboard. Then, the writer read the name of the tings in the kitchen followed by

the meaning and asked the students to repeat after her. The writer read the things

twice. When the students repeated what the writer read there were some

pronunciation mistakes and the writer corrected them. After finishing reading, the

writer asked the students to read the things in the kitchen only the English language.

Before giving the assessment to the students the writer cheeked the understanding of

the students by asking the students about the material randomly. For example the

writer asked the student A to say the thing in the kitchen and when the student A

could not answer the writer asked the others students to help student A. The writer

also corrected the pronunciation if there were any mistakes.

After explaining the material to the students the writer continued the

lesson by giving the assessment. First, the writer gave the assessment in the form of

game and divided the class into three groups. The writer made a puzzle dealing with

the material. The writer asked the students to find the name of the things in the

kitchen in the puzzle and to write the names. The fastest group would be the winner

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and got a reward. The reward was, went home earlier when the lesson was end. After

the students finishing the games the writer discussed about the correct answers of the

game and decided the winner. Then, the writer gave the next assessment. The next

assessment was done individually. The assessment was about matching the picture

with word written in English and asking a simple question. After all of the students

finishing their exercise, the writer discussed about the exercise and then gave the

score for the students’ job.

In the end of lesson the writer asked one of the students to lead praying.

After praying then the writer asked the winner group to leave the class first and

followed by the other students.

D. The Activity of Teaching English Vocabulary Using Pictures and Games

To The 3rd

Grade Students of SDN Kerten II Surakarta

During the job training in SDN Kerten II Surakarta the writer was asked

by the English teacher to teach the first grade until the third grade. In writing this

final project, the writer focused on the third grade. In the third grade the English

lesson was conducted on Wednesday started at 11.45 am until 12.30 pm. In teaching

the third grade, the writer focused to teach about vocabulary. Before starting to teach

the third grade the writer made a lesson plan and applied it in the learning process

during the job training. The writer chose the topic or the material based on the LKS

as a handbook for the students. The topic was about things in the kitchen. In the

process of teaching vocabulary the writer did some stages according to the lesson

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plan that she had made, namely: Warming up, Presentation, Skill Practice and

assessment, and the end of lesson.

1. Warming Up

English lesson for the third grade was conducted on Wednesday started at

11.45 am until 12.30 pm. The writer began the learning process by

greeting the students and asked the students’ condition.

The writer : “Good afternoon Students.”

Students : “Good Afternoon Miss…”

The writer : “How are you today?”

Students : “I’m fine, thank you, and you?”

The writer : “I’m fine too, thank you.”

The conversation above was aimed to familiarize students with

English. After greeting the students the writer checked the attendance of

the students continued by reviewing the last material. The last material

was about food and drink so the writer asked about it. The writer pointed

one of the students to answer it

The writer : “Tania, what is the name of roti in English?”

Tania : “Bread, Miss.”

The writer : “Good!

And you Cinta, do you still remember the name of

susu in English?

Cinta : “Yes Miss, it is milk.”

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The writer : “Very good Cinta.”

In reviewing the last material the question was given in Indonesian,

because not all of students are familiar with English. This activity was

done in order that the students did not forget the last material and kept it in

their mind.

2. Presentation

In teaching vocabulary to the students the writer used pictures and

games. Using pictures and games in teaching vocabulary would make the

students more interested in the lesson. The writer has made a poster about

the things in the kitchen. The poster consisted of pictures of the things in

the kitchen, the name of the things in the kitchen both in English and

Indonesian language.

Before explaining the material the writer showed some pictures to the

students and asked them about the picture.

The writer : “Class!”

The students : “yes Miss!”

The writer : “who knows about the picture is it?”

Agung (student) : “Me miss!”

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The writer : “Yes Agung, what is in the picture?”

Agung : “Panci Miss.”

The writer : “Good! But does everyone know the name in

English?

The students : “No Miss!”

The question was aimed to give the students brainstorm related to the

material in order that the students got the material easily.

After giving the question the writer showed a poster which had been

prepared by the writer. The writer read the poster and asked the students to

repeat after her. The writer read the poster twice. After this activity had

been done, the writer asked the students in each row to read the poster by

them selves. After the each of the students read the poster the writer

pointed one of the students to read the poster loudly. This activity was

aimed to help the students in memorizing the vocabulary.

Before giving the students practice, the writer checked the

understanding of the students by giving the guess word game. The writer

told about the physical form and characteristics of the things in the kitchen

and asked the students to guess what the thing was.

Besides games, the writer also checked the understanding of the

students by asking them randomly. If the student who was pointed by the

writer could not answer the writer pointed another student to answer the

question. When the students answered the question, the writer had found

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there was a miss pronunciation. Then the writer corrected the

pronunciation of the students and asked the students to repeat the word

until the students said the word correctly. This repetition was aimed to

help the students memorize the vocabulary easily and to familiarize the

students in saying the words in English correctly.

3. Skill Practice and Assessment

The next step which was done by the writer was skill practice and

assessment. The writer gave practices to the students to measure how well

the students understand the material.

A. Speaking Practice

1. Question and Answer

The writer pointed the students randomly and showed the picture

to the student who was pointed. Then the writer asked the student what

was in the picture. When the students miss-pronounced the word, the

writer corrected it and asked the students to repeat the word

2. Guessing Game

The writer gave characteristics of a thing in the kitchen as a clue,

and then the writer asked the students whether they knew the answer or

not.

B. Writing Practice

1. Matching Game

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In the matching activity the writer asked the students to match the

picture of things in the kitchen with the suitable names of the things in

the kitchen.

2. Puzzle Game

The writer made a puzzle of things in the kitchen. In this activity,

the students were divided into three groups. The writer asked each

group to find out the name of things in the kitchen and then wrote the

name of the things in the kitchen. The fastest group who finish the

game first would be a winner and gat a reward from the writer.

3. Question and Answer

The writer made a work sheet containing of picture followed by

simple question like “what is this?” and example of the answer like

“this is blender.” And then the writer asked the students to write the

answer based on the picture. In this practice, the writer assessed the

students’ practice by giving a score to the students’ job based on the

correct answer.

4.Ending of Lesson

Before ending the lesson, the writer reviewed the material for that day

and asked the students whether they had question or not. If the students

had a question the writer would review the material. Then the writer gave

the students homework. After giving homework to the students the writer

pointed one student to lead pray, then the writer closed the lesson by

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saying “see you” and the students replied by saying “see you and thank

you miss.”

E. The Effectiveness of Teaching English Vocabulary Using Pictures and

Games

To make the lesson more interesting we need media. Pictures and games

are media that can make the lesson more interesting and can support the learning

process. Moreover, children enjoy seeing an attractive picture and playing around

with their friends.

During the job training the writer used pictures and games in teaching

English vocabulary to teach the 3rd

grade students of SDN Kerten II Surakarta. The

writer thought that using pictures and games could give a lot of benefits and made

the learning process more effective.

A. Pictures

Pictures as a visual media helped the writer explained the material. When the

writer explained the material using pictures, the students could more focus on the

material and pay a lot of attention. Pictures also made them more interested in the

learning process and made them more curious about the material. It was showed by

some students who asked about the material to the writer.

Pictures also helped the students easier in understanding the material and

memorizing the vocabulary. The students tended to remember the things followed

by picture rapidly than to remember only the words. When the students can

memorize the vocabulary easily it will help the students to enrich their vocabulary.

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The students can understand the meaning of sentences in English if they have a lot

of vocabulary in their mind.

Pictures improve the students’ creativity in learning vocabulary. Pictures can

help the students to make a sentence using English. When the students make a

sentence in English they learn speaking and writing skills automatically. It means

that pictures provide language practice in speaking and writing skills.

B. Games

A game is a one of activities that support the learning process. Most children

like to play a game. Game is fun so it can make the learning process more

interesting. When the writer gave a task in the form of game, the students were very

enthusiastic to do their task. Most of them wanted to finish task quickly and became

a winner. Games also made the students more enthusiastic in learning process, they

were very happy and enthusiast during the learning process.

Some games which were given by the writer involved not only one student

but three until five students so the students need to interact and work together with

their friends. It means that games could encourage the interaction and

communication between the students. Games also involved the students’ activity,

when students were playing the games they needed to say and do things rather than

repeat things.

Games made children were more motivating in learning process. The

students became more excited to join the learning process. When the students were

excited to join the learning process, they would absorb the material easily.

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CHAPTER IV

CONCLUSION

A. Conclusion

Based on the discussion in previous chapter, there are some conclusions that can

be concluded by the writer. The conclusions are:

1. The Activity of Teaching and Learning English Vocabulary in the 3rd

Grade Students of SDN Surakarta

English is taught to the first until sixth grade in SDN Kerten II Surakarta. In

writing this final project the writer focused on the third grade. Before teaching

English, the writer made a lesson plan and applied during the learning process.

The writer began the lesson by greeting the students and checking the attendance

first. Then the writer reviewed the last material by asking the students about the last

material. After reviewing the last material the writer introduced the new material by

showing a picture to the students.

After introducing the new material the writer did the presentation about the

material. In presentation the material the writer used pictures and games as a media.

The writer made a poster of the material and gave a puzzle game about the material to

the students.

After giving an explanation about the new material the writer gave exercises to

the students. First, the writer divided the students into three groups to do the exercise

25

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in the form of game. After the students finished with the first exercise, the writer gave

then the next exercise but for this time the exercise was done individually.

The last section was ending of lesson. The writer ended the lesson by pointing

one of the students to lead praying and closed the lesson by saying “see you” and the

students replied by saying “see you and thank you miss.”

2. The Activity of Teaching and Learning English Vocabulary Using

Pictures and Games in the 3rd

Grade Students of SDN Surakarta

The English lesson for the third grade in SDN Kerten II Surakarta is conducted

45 minutes once a week.

During the teaching-learning process, the writer did some stages in the learning

process. The stages are:

a. Warming up

The writer began the learning process by greeting the students and asking the

students’ condition. After greeting the students the writer reviewed the last material

by asking the students randomly. Then, the writer continued by introducing the new

material to the students.

b. Presentation

In the presentation stage, the writer explained the material using pictures. The

writer made a poster of the material and explained it to the students. Before giving

assessments to the students, the writer checked the understanding of the students by

asking them. The writer gave the question in the form of guessing game.

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c. Skill Practice and Assessment.

1. Speaking Practice

The students practiced their speaking skill by answering the question

from the writer and guessing from the guessing game given by the writer

2. Writing practice

The students practiced their writing skill by answering the question from

the worksheet made by the writer. In the puzzle game the students also

practiced their writing skill by writing the words that they had found.

d. Ending of Lesson

The writer reviewed the material and gave the students homework. After that,

the writer pointed one student to lead pray and closed the lesson by saying “see you”

and the students replied by saying “see you and thank you miss.”

3. The Effectiveness of Teaching English Vocabulary using Pictures and

Games in SDN Kerten II Surakarta

Using pictures and games in teaching English vocabulary to the 3rd

students of

SDN Kerten II Surakarta has brought benefits and has made the lesson process more

effective.

a. Pictures

1. Pictures helped the writer in explaining the material

2. Pictures made the students more focus on the material

3. Pictures increased the curiosity of the students about the material

4. Picture made the students more interested with the lesson.

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5. Pictures helped the students in understanding and memorizing the

vocabulary easily.

6. Pictures provided language practice in speaking and writing skills.

b. Games

1. Game made the learning process more interesting so, the students were

more enthusiastic to join the English class

2. Games increased the interaction and communication between the

students.

3. Games made the students were more motivating in learning process

4. Games made the students more exited to join the learning process, when

they enjoyed joining the learning process they will absorb the material

easily.

B. Suggestion

Based on the conclusion above, the writer wants to give some suggestions to

some institutions:

1. To SDN Kerten II Surakarta

In order to improve the English skill of the students, SDN Kerten II Surakarta

should add more teaching aids dealing with the English. For example add the

pictures vocabulary in each class so it will help the students to learn vocabulary

easier. And it will be better if the school adds more English books as handbooks,

not just LKS. The various and interested books will make the students more

interested in learning English.

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2. To the English teacher of SDN Kerten II Surakarta

In order to make the class condition more conducive, the English teacher

should more control the students. The teacher should use English language more

often so the students will be familiarized with the English language. The teacher

can use some techniques like games, pictures, songs in teaching and learning

process. It will make the lesson more interesting so the students will not get

bored. The teacher also can use story books written in English to train the

students’ skill.