teaching vocabulary using pictures and games/teaching... · teaching vocabulary using pictures and...
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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.
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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
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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,
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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.