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THE EFFECTIVENESS OF USING PICTURES IN
ENGLISH VOCABULARY TO THE FIRST GRADE
STUDENT OF SD BRATAN I
FINAL PROJECT REPORT
Submitted as a Partial Requirement in Obtaining Degree
in the English Diploma Program, Faculty of Letters and Fine Arts,
Sebelas Maret University
By:
Nathalia Susan Novia
C9307059
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
2011
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MOTTO
Everything will become clear to you when you see things through
another’s eyes. ----Brother Bear
Dreams are like stars. You can’t touch them, but if you follow them, they
will lead you to your destiny. ----Space Buddies
Everything Beautiful in its time
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DEDICATION
I would like to dedicate this final project to:
My beloved parents “Papa and
Mama”
My lovely brother
My best boyfriend
All people who support and help me
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PREFACE
This final project report was made based on the job training that the writer
did in SDN Bratan I Surakarta. The title of this final project is “The Effectiveness
of Using Pictures in English Vocabulary to the First Grade Student of SD Bratan
I. This final project report is written by the writer to fulfill the requirement in
obtaining the English Diploma Degree.
In general, this final project report explains about the application of using
pictures in teaching English vocabulary in SDN Bratan I Surakarta and also about
the problems and the solutions in teaching English vocabulary for the first grade
students. The reason the writer is interested in discussing the topic, is whether
using pictures in helping the students receive new English vocabularyis effective.
Finally, the writer hopes that this final project report will be useful for all
of the readers, especially for the people who have interest in teaching English
vocabulary.
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ACKNOWLEDGEMENT
First of all I would like to say thanks to My Jesus Christ, due to His mercy
and aid, I have been able to complete this final project. However, this final
project would not have finished without the assistance of many individuals.
Therefore, I would like to express my great thanks to:
1. The Dean of Faculty of Letters and Fine Arts and My Supervisor of final
project, Drs. Riyadi Santosa M.Ed.,Ph.D. for his time, support, advice,
suggestion, correction and motivation during the process of finishing this
final project. You’re the best supervisor ever!
2. The Head of English Diploma Program, Yusuf Kurniawan, SS, MA for
his guidance, support, suggestion and motivation.
3. My Academic Supervisor, Dra Rara Sugiarti, M.Tourism for his guidance
and suggestion during my study.
4. The headmaster of SDN Bratan I Surakarta, Much.Nur Daim,SH.MPd
for the permission and the opportunity to have the job training in SDN
Bratan I Surakarta.
5. All the teacher, Nur Salim,S.Pd (The English Teacher) and students of
SDN Bratan I Surakarta for accepting me well. I do apologize if I made
mistakes during the job training.
6. All the lecturers of English Diploma Program for sharing their knowledge.
7. My Beloved Parents, Papa and Mama for their love, support and pray. I
hope I’ve made you proud. I’ll always love you!
8. My Lovely Brother, Happy Armadino for the support, pray, advice and
inspiration are give me strength. You are the best!
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9. My Best Boyfriend, Aditya Dilaga for your support, advice, patience,
kindness, time, love that you have given to me. I LOVE YOU SO
MUCH!!
10. Mbak Rita and Mbak Susi (SLC) and Mbak Heni (TU) for their
assistance and suggestions.
11. All of my friends in Diploma English Program, especially in Class b who
can not be mentioned one by one. I am so glad to know you all.
12. All my friends in campus area, Linggar, Fila, Yunox, Bowo, Yoyok,
Amoy for being my best partner. Sari, Vina and Ester for the best
friendship. I will never ever forget you all!
13. My Best Friends, Ditha, Risang, Tea and Anung for support, pray and
suggestions. I will always remember all the best moments and millions
jokes that we have made. No matter how far we separated, you guys are
always in my heart.
At least but not least, I would like to thank everyone whom I can not
mention, for help in accomplishing. Hopefully, this final project can be
useful for all readers.
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ABSTRACT
Nathalia Susan Novia.2011. The Effectiveness of Using Pictures in
English Vocabulary to the First Grade Student of SD Bratan I. Diploma
Program, faculty of Letters and Fine Arts, Sebelas Maret University.
This final project report was written based on the job training in SD Bratan
I Surakarta. The aim of this final project are to know the effectiveness of using
pictures in English Vocabulary to the first grade student of SD Bratan I Surakarta,
to describe the problems faced by the writer and students and also give the
solution for the problems.
The writer did some activities during the process of teaching vocabulary to
the first grade students of SDN Bratan I Surakarta. The activity consists of
warming up, presentation, practice, and assessment. In teaching vocabulary, the
writer used the techniques of teaching vocabulary. The techniques were using real
objects, using pictures, and mimes.
Based on the discussion, the writer found out the problems during the
process of teaching vocabulary to the first grade of SDN Bratan I Surakarta. The
problems were faced not only by the writer but also the students. The problems of
the students were memorizing the English word, pronouncing the words and
writing in English. Meanwhile, the problems of the writer were the class size and
the handling students. The writer also gave the solution to solve the difficulties.
From the discussion in this final project report, the readers would know the
process and the way of teaching English vocabulary to the primary level
especially elementary students.
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TABLE OF CONTENTS
TITLE .................................................................................................................. i
APPROVAL OF CONSULTANT ...................................................................... ii
APPROVAL OF THE BOARD OF EXAMINERS ........................................... iii
MOTTO .............................................................................................................. iv
DEDICATION .................................................................................................... v
PREFACE ........................................................................................................... vi
ACKNOWLEDGMENT ..................................................................................... vii
ABSTRACT ........................................................................................................ ix
TABLE OF CONTENTS .................................................................................... x
CHAPTER I: INTRODUCTION
A. Background ................................................................................................ 1
B. Objectives .................................................................................................. 2
C. Benefits ...................................................................................................... 2
CHAPTER II: LITERATURE REVIEW
A. Teaching and Learning Process ................................................................. 3
B. Teaching English Vocabulary to Young Learners .................................... 7
C. Technique of Teaching Vocabulary .......................................................... 8
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CHAPTER III: DISCUSSION
A. Description of SDN Bratan I ..................................................................... 11
1. Description and brief History of SDN Bratan I Surakarta .................. 11
2. Vission and Missions of The School .................................................. 12
3. Extracurricular Activities ................................................................... 13
B. Job Training Activities .............................................................................. 13
1. Class Observation ............................................................................... 13
2. Lesson Plan………………………………………………………….. 14
3. Teaching and Learning Process……………………………………... 16
4. The Effectiveness of Using Pictures in English Vocabulary .............. 21
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................. 23
B. Suggestion ................................................................................................. 27
BIBLIOGRAPHY
APPENDICES
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CHAPTER I
INTRODUCTION
A. Background
In elementary school, children just study Basic English. They study about
English Vocabulary and English basic grammar. In learning those items, pictures
will be helpful for children in developing their learning. They will understand
better when they have something (object) associated with. Picture is one of media
to introduce English to young learners. Wendi A.Scott and Lisbeth H. Ytreberg, in
their book, 1990: 108, explain that “Most activity for younger learner should
include movement and involve sense. You will need to have plenty of object and
pictures to work with.” By using pictures, students will be motivated more to
learn English.
Considering the situation above, the writer was interested and decided to
complete the job training in SD Bratan I in Laweyan district, Surakarta regency.
In the elementary school, English is taught as a compulsory subject. The writer
focused on her teaching which used pictures in the first grade as the source of the
data in the final project. The writer found out the use of pictures is highly
effective.Based on the explanation above, the topic that will be discussed in this
final project is The Effectiveness of Using Pictures in English Vocabulary to the
First Grade Student of SD Bratan I
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B. Objectives
There are objectives from this research which are formulated as
follows:
1. To describe the application of using pictures in teaching English
skills to first grade students of SD Bratan I Surakarta.
2. To find out how effective is using pictures in teaching English
skills to the first grade students of SD Bratan I.
C. Benefits
There are the benefits which are obtained from this research is expected
to be beneficial for:
1. The English teacher of elementary school
- The result of this final project can help the teacher to develop
her/his teaching method.
- To give another choice of method to teach English to young
learners.
- To find an alternative to make students more motivated in learning
English.
2. SD Bratan I
- This final project can give positive input to SD Bratan I Surakarta
to improve the quality of English Teaching there.
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CHAPTER II
LITERATURE REVIEW
A. Teaching and Learning Process
Teaching is the most significant part in learning process, involving active
communication and interaction between teacher and students. Similarly, Wright
(1987) says “Teaching is essentially social activities, implying relationship
between teacher and learner, learner and learner”. In teaching process students are
able to take part in such interaction either interacting with teacher or their friends
themselves, and receive considerable knowledge or skill desired. A good teacher
can become a special motivator for their students.
Meanwhile, learning is an activity, particularly experienced by the
students during the process of learning in obtaining knowledge. Nana Sudjana
(1996) states that “Learning is process signed with the presence of someone
changes. The change as a result of study can be shown in various forms, such as
change in knowledge, understanding, behavior and attitude, skill ability, and the
other aspect of change that is studied by the learner”.
Teaching and learning can be influenced by two factors: internal factors
and externals factors.
1. Internal Factors
a. Age
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Language learning will be better started at eleven years old.
At the 11 years old, children are considered quicker to master the
language. Because they are good at the acquisition of morphology
(the smallest unit of language forms) and syntax (word order and
sentence).Children begin to enter the formal operational period. In
that period, children get the ability to think abstractly, reason
logically, and draw conclusions from available information.
b. Motivation
Children need motivation to get success in English
learning. Motivation to learn who is owned by a child is able to
encourage, stimulate or move the children to learn something or
engaged in activities to achieve their goals. Similarly, the child's
motivation toward English learning to encourage them to learn the
language more deeply.
c. Intelligence
The student’s intelligence shows whether the children are
able to face the challenge or not. Children's intelligence level is not
formed and patterned from birth and is strongly influenced by
environmental factors. Environment can increase or decrease the
level of intelligence of children, especially in times of beginning of
life.
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d. First Language Background
The different concept of the first language will make
students difficult to learn second language. Mastery of a language
by a child first begins with the acquisition of language, often called
the mother tongue (L1). Language acquisition is a very long
process since children do not know a language until fluent. Child’s
mother tongue is occupied since the beginning of his life through
interaction with fellow members of the community language, such
as family and community environment.
e. Experience
The success or failure in the previous learning affects
student’s expectation and attitudes. Failure in dealing with children
often make a child not dare try. That's because the child is afraid to
fail again.
2. External Factors
a. Language Environment
Children can be supported by the environment around them
in English learning, such as: calm situation and condition, family,
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and peer supports. A quiet classroom conditions can make children
more easily understand the material that has been submitted by
teachers. In addition to the school environment, family
environment also plays a role in the learning process of children.
b. Teacher
The success of children’s learning is determined by the
roles of the teachers in teaching activities. Ways in which teachers
in giving lessons and coaching are often very large impact on
students, in completing his studies.
Teaching and learning is part of education systems. The effectiveness of
teaching and learning depends on the teacher and the learners. The teacher gives
the material of the subject that is learned, while the learners learn about the
subject they are learning. Wright (1987) defines teaching and learning as
essentially social activities, implying role relationship between the teacher and the
learners, learners and learners.
In teaching and learning, there is an interaction between the teachers and
the learners in the teaching and learning process. Therefore, teaching and learning
are one unity of studying activities which is related to transfer the knowledge and
information to the learners in the education system.
According to Oxford Advanced Learner’s Dictionary, the word of
teaching is defined as “a process of giving instruction of knowledge, skill, subject,
etc” (1995: 1225). Meanwhile Douglas Brown (1994) states teaching is showing
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or helping someone to do something, giving instruction, guiding in studying
something.
From the whole definition above, it can be concluded that the teaching
and learning support each other. In teaching, the teachers can increase the
progress of the learners by giving instruction and guiding to do something.
Meanwhile, learning is the process of getting knowledge or skill through study.
The learners can develop their skills, and understanding values through the
instructions that is given by the teacher in studying.
B. Teaching English Vocabulary to Young Learners
Teaching English to children is different from teaching it to adult. Adult
learns English grammar and apply it into complex sentences. Vocabulary is very
important to be learned if we want to learn a foreign language. As Linda Taylor
(1990) said, “Vocabulary is central to language teaching and learning.” Learning
vocabulary is necessary in every stage of language teaching and learning,
moreover in early stages. By learning vocabulary, the learners can show the
improvement of their new language clearly. Michael McCarthy (1990) states that
“no matter how well the students learn grammar, no matter how successfully the
sound L2 (second language) are mastered, without word to express a wider range
of meaning, communication in L2 (second language) cannot happen in any
meaningful way.”
In the same way, Scott Thornbury (2002) says “If you spend most of your
time studying grammar, your English will not improve very much. You will see
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most improvement if you learn more words and expressions. You can say very
little with grammar, but you can say almost anything with words.” From the
statement above, we can conclude that vocabulary is very important in learning
new language. If the learners do not master vocabulary at all, they will also not
master the new language smoothly.
Teaching vocabulary to young learners is different from teaching
vocabulary to adult. Teacher is suggested to use objects in presenting meaning, as
stated by Scott and Yterberg (1990) “since the physical world is the main means
of conveying meaning to young children, a wide variety of teaching aids is
necessary in the foreign language classroom.” It means in teaching vocabulary to
young learners, a teacher should show the real object or picture to make the
learners easily understand and can encourage their curiosity.
C. Techniques of Teaching Vocabulary
Techniques are very important to the teachers in the process of teaching
and learning. Teaching vocabulary is clearly more than just present new words. It
needs an appropriate technique of presentation to bring new words into classroom.
Michael McCarthy (1990) says, “We concentrated on vocabulary presentation in
the classroom very much from the teacher’s point of view, but success in
vocabulary lesson crucially depends on the interaction between teachers and
learners, and on the work the learner themselves put into the assimilation and
practicing of new words.” It can be concluded that the technique used by a teacher
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is very important, but the learners also have reasonability to make the teaching
and learning process successful. They should be active to support the lesson.
When good techniques are mixed with the enthusiasm of the learners, it
will be a successful teaching and learning process. There are some techniques of
presentation based on the Practice of English Language Teaching written by
Jeremy Harmer (1991):
a. Realia
One way of presenting words is to bring the things they
present into the classroom-by bringing “realia” into the classroom.
Words like “ruler”, “ball”, “book”, etc. can obviously be presented
in this way. The teacher holds up the object, says the word and
then gets the students to repeat.
b. Pictures
Bringing in pen into the classroom is not a problem
bringing in a car, however, is. One solution is using pictures.
Pictures can be used to explain the meaning of vocabulary items.
Teacher can draw things on the board or bring in pictures.
c. Mime, action, and gestures
Actions, in particular, are probably better explained by
mime. Concepts like running or smoking are easy to be presented
in this way.
d. Contrast
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Teacher can present the meaning of “empty” by contrasting
it with “full”, “cold” by contrasting it with “hot”, etc. Teacher may
present these techniques with picture or mime to the contrast in
meaning we ensure the learners’ understanding.
e. Enumeration
Teacher can say “clothes” and explain this by enumerating
or listing various items.
f. Explanation
Explaining the meaning of vocabulary items can be very
difficult, especially at beginner and elementary levels. But with
higher level students such a technique can be used.
g. Translation
Translation is a quick and easy way to present the meaning
of words but it is not without problem. The first problem is it is not
always easy to translate words. The second problem is, even when
translation is possible, it may make it a bit easy for learners by
discouraging them from interacting with the word.
All of these presentation techniques either in combination
or not are useful ways of introducing new words.
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CHAPTER III
DISCUSSION
A. Description of SDN Bratan I
1. Description and brief history of SDN Bratan I Surakarta
SDN Bratan I is one of the elementary schools in Pajang. It is
located at Tegal Keputren RT 05 RW V Pajang, Laweyan. SDN Bratan I
was established on 01 Juli 1953. Now, SDN Bratan I is led by a
headmaster, H. Much. Nur Daim, SPd.SH.MPd.
SDN Bratan I occupies a charity land with 2145 m² in wide. The
school building consists of the headmaster room, teachers’ room, and
eleven classrooms. There are also other rooms such as: library, mushola,
karawitan room, computer laboratory and bathrooms.
SDN Bratan I has 22 teachers. Eleven teachers are classroom
teachers. Each of them has a class to be handled and they teach most of the
subjects in their class. Other 11 teachers are responsible for teaching
particular subjects such as: religion, English, computer, sport, and arts.
The total number of the students in SDN Bratan I is 448 students.
231 students are girl and 217 students are boy. The teaching and learning
process in SDN Bratan I is held six days a week. From Mondays to
Thursday, begins at 07.00 to 11.00 for first and second years students and
07.00 to 12.30 for third to six years students. On Friday, the classes begin
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at 07.00 to 10.00 for first and second years students and 07.00 to 11.00 for
third to six years students. On Saturday, the school begins at 07.00 to
09.00 for first and second years students and 07.00 to 10.00 for third to six
years students.
2. Visions and Missions of the school
a) Vision
“Creating the students who pious, faithful, virtuous character noble,
intelligent, cultured and has a life skill is highly competitive.”
b) Missions
1. Implementing learning: Active, Creative, Efficient, and Fun
(PAKEM) or Contextual Teaching Quantum.
2. Encouraging and helping students to recognize their potentials
that can develop intelligence and skills optimally.
3. Growing and providing motivation intensively to all students of
the school.
4. Applying a participatory management involving the entire
school community and community components / stakeholders
who care about education.
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5. Growing confidence and the understanding of the teachings of
the religious affiliations and culture so that it becomes the
source of wisdom in action.
3. Extracurricular activities
SDN Bratan I is holding some extracurricular activities to gain the
students potential outside the academic potential. The extracurricular are:
Boyscout
Drumband
English
Computer
A. Job Training Activities
1. Class Observation
Class observation was done in the first week of job training activity. In
this activity, the writer observed the classroom condition and also the teaching
and learning process. The object of this activity is first grade classes.
The purpose class observation was to get the data about first grade
classes needed by the writer to make the final project report. The writer also
participated as an English teacher in order to get more data.
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Based on the writer’s observation, the student’s habit is good. It can be
shown from their attitude in every morning. Almost all of the students do not
come late, especially the first grade students. The students always shake the
teacher’s hand.
After hearing the bell ringing, the students form a line and enter the
classroom orderly. And then, when the teacher enters the class, the leader of the
class gives a command to all of the students to greet the teacher. Before the
teaching and learning process is started, the class leader always leads them to
pray first. It can be seen that all of the students in SDN Bratan I Surakarta have a
good motivation in teaching and learning activities.
Besides from the student’s habit, the writer also observed about the
classroom condition. The classrooms are enjoyable and comfortable for the
students. The classrooms are completed by some basic facilities, such as
blackboard, whiteboard, cupboard, teacher’s desk. Some tables and chairs for the
students. It is also completed by some additional facilities, for example pictures
of animals, fruits, alphabets, and transportations equipments with English text, so
it can help the students in learning English. The classrooms are always clean,
because each classroom makes cleaning group. However, there are two school
janitors who clean the classes everyday.
2. Lesson Plan
Before giving the material, the teacher should prepare it first. Therefore,
the teacher makes a lesson plan. It is used to guide the teacher in giving the
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material. Lesson plan consist of Warming Up, Presentation, Skill Practice, and
Assessments. Those are will be explained below.
1. Warming Up
In warming up, the writer asks some questions related to the
material that will be explained. It is used to invite the students to
the material. Besides giving some questions, the teacher also use
Warming Up to give a short explanation about the material.
2. Presentation
Presentation is used to give the clear explanation about the
material. There are a lot of activities in this part, such as reading,
writing, listening and speaking. In this part, the teacher also can
use some media of teaching to help the teacher explains the
material easily.
3. Skill Practice
Skill Practice is part of Presentation. It is used to help the teacher
when explaining the material. In this part, the teacher can use
songs, pictures, and games. Skill Practice can make the teaching
and learning process is more enjoyable and attractive for the
students.
4. Assessments
An assessment is used to check the student’s progress to the
material that has been explained before. In this part, the teacher
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gives some exercises to the students. They can do it in group or
individually.
However, lesson plan will not always proper with the teacher’s want. It
is caused by some factors, such as time, condition of the students and also
condition of the classes.
3. Teaching and Learning Process
English lesson in SDN Bratan I has been taught since 1999, but around
in academic 2002 English is taught from the first grade up to sixth grade classes.
In SDN Bratan I Surakarta, English is taught by a teacher coming from English
educational background, Nur Salim, S. Pd.
When taking the job training, the writer chooses to teach first, third and
fifth grade students. But, the writer chooses focus to first grade students for this
final project. The first grade on the SDN Bratan I Surakarta consists of 2 classes,
they are IA and IB. When taking the job training activity, the writer was also
helped by another teacher. So, it can help the writer to teach the material easily.
After making the lesson plan, the writer applied it in the class. The
allocated time for English was 30 minutes for one lesson. The process of teaching
and learning English consists of: Warming Up, Presentation, Skill Practice, and
Assessments. Those are will be explained below:
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1. Warming Up Questions
In the beginning of the learning process, the writer began
by greeting, the students.
The Writer : “Good morning Students?”
Students : “Good morning Miss...”
The Writer : “How are you today?”
Students : “I’m fine, thanks and you?”
The Writer : “I’m fine too, thank you”
The conversation above was used to make the students
familiar with English. After that, the writer chose a class leader to
give command and lead them to pray. After praying together, the
writer checked the student’s attendance. The writer asked about the
previous material to the students. From this part, the writer could
observe whether the students have learned the material or not.
After that, the writer continued to the next material or repeated the
last material, if it has not finished yet.
The Writer : “What color is the cupboard?”
Students : “Brown”
The Writer : “David, what color is your bag?”
David (name of student) : “Black, miss!”
In warming up questions, the question was given in
Indonesian language or translated it word by word because the
writer could not use English all of the time.
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2. Presentation
First of all, the writer asked the students to read a text on
their book. The text consists of simple sentences and new words.
This step can help the students to increase their skills. Listening
skill was given when they repeated what the writer said. And
reading skill was taught when they read the text.
After that, the writer explained about how to spell the word
in correct pronunciation. Firstly, the writer read the word one by
one and then read the letter one by one. It was repeated about three
up to four times. Besides, the writer also translated the meaning of
the word. The writer asked the student first, if they could not
translate the word, the writer helped them to translate it. For
example:
The Writer : “WHITE – W-H-I-T-E – Putih”
The Students : “WHITE – W-H-I-T-E – Putih”
Repetition in spelling can help the students memorizing the
word easily. The writer also related the word with a simple
sentence. Sometimes, the writer also illustrated it with pictures.
Therefore, it was not too difficult for the students to understand the
meaning of the words.
3. Skill Practice
Skill practice is a part of Presentation. In this step, the
writer used some activities to hold the student’s attention to the
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lesson during the presentation. In this section, the writer asked the
students randomly. The writer brought a flashcards and asked
about the name and the color of those pictures. The writer took one
of flashcards, and then asked the student who was called his or her
name. The writer chose about five students to give some questions.
For example:
The Writer : “Adit, what picture is it?” (Put a Red Car picture)
Adit : “It is a car”
The Writer : “Then, what color is the car, Adit?”
Adit : “Red – Merah”
In this section the writer gave applause to the students if
they could answer it well. Then, other students also gave applause
to their friends. By giving applause to the students, they will feel
appreciated and get supported from the teacher and their friends.
4. Assessments
After the writer explained the material, the writer checked
whether the students understood or not by doing some practices.
These practices can improve their skill in English. They are
Speaking Practice, writing Practice, Reading Practice, and
Listening Practice.
a) Speaking Practice
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These practices are the same as brainstorming or skill
practice. The writer asked the students some questions, and
then the students answered them. It can help the students to
practice dialogue with other people. For example:
The writer : “Dita, what is the color of Tea’s ruller?”
Dita : “Yellow”
Sometimes, the students answered it in a short. So, the
writer helped the students gave the correct answer.
The writer : “It is YELLOW”
Dita : “It is YELLOW”
The writer also corrected the student’s pronunciation, if
there was a wrong pronunciation.
b) Writing Practice
In writing practice, the students were helped to have a
skill in writing. There were some modes that the writer used in
writing practice. For example, the writer drew some pictures on
the blackboard. Then, the students should fill the missing word.
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Sita : “What color is Indah’s book?”
Bagas : “It is _E_
Reva : “Adi, what the color is Lina’s ruler?
“Is it BLUE?”
Adi : “No. It is not BLUE,
It is _ _ _ _ _ _
c) Reading Practice and Listening Practice
In reading practice, the writer asked the students to read
a short dialogue text related to the material. The writer asked
the students to open their book. First of all, the writer read
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loudly, and the students should listen to it carefully. After that
the students repeated it together. By repeating the word, the
students the word, the students could increase their listening
skill.
The writer also translated it into Indonesian language, it
could help the students understand about the meaning of each
words. However, the writer also checked the student’s
pronunciation.
5. Ending of Lesson
Before ending the lesson, the lesson, the writer reviewed
all of the material generally. The writer also gave the time for the
students to ask some questions if there was any material that they
did not know well.
After finishing all of the material, the writer closed the
lesson by saying “okay, I think enough for today and see u next
week” and the students replied by saying “thank you and see u..”
4. The Effectiveness of Using Pictures in English Vocabulary
As a visual media, pictures always has big role in stimulating one’s mind
to create new ideas about something on the picture. It can also help the children
who usually like playing very much focus on something. Remembering that
children can easily get bored in doing some activities, the final project also
discussed about the use of pictures in teaching English skills.
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Using pictures necessary in teaching vocabularies to young learners, like
elementary school students. During the job training, the writer used pictures in
teaching vocabularies to the students. The pictures were used to attract the
student’s attention in learning new material. The pictures helped her in explaining
the materials and introducing new vocabularies. She used pictures as visual media
to make the students easier in understanding the material and memorizing
vocabulary. The students could focus more on the lesson when the writer showed
the pictures while explaining the materials.
Pictures also stimulate the students to do something with language. By
seeing the pictures, they could be motivated to write or say something about the
objects on them. They would improve their minds and create new idea about the
objects.
Besides, the use of the pictures could also make the teaching and
learning process more fun and enjoyable. Children always love games and the
writer could create games by using pictures. Games could also stimulate the
students to express their idea working either individually or in group. Game is
taught the students to memorize the vocabularies and apply them in sentence.
The explanation above shows that using picture is necessary and
effective in teaching vocabularies especially to the first grade students of SDN
Bratan I Surakarta and all of young language learners in general.
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on discussion in chapter III, there are some conclusions that can
be drawn from this final project. The conclusions are as follows:
1. The Effectiveness of Using Pictures in English Vocabulary to the first
grade students of SDN Bratan I
The use of pictures in English vocabulary to the first grade students
of SDN Bratan I consist of some activities. They are:
a. Warming up
Before beginning the lesson, I greeted the student first. After that, I
checked the students’ attendance and discussed the homework if
they have homework. I began the lesson by asking some simple
questions to know the students’ background knowledge about the
material. In this part, I did not use pictures yet in order to save the
time.
b. Presentation
In introducing the vocabulary I always used pictures and
sometimes used songs too.
c. Skill practice
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In this part I gave the students some exercises. The exercises were
done in group. The forms of the questions are adjusted to the skill
focus, which are reading skill, writing skill, speaking skill, and
listening skill. For doing each skill the students have to pay
attention with the pictures I gave or I attached and to answer each
question, the students only had time 15 seconds.
d. Assessment
I checked the students’ individual understanding by giving them
exercise done individually. The exercises consist of specified skill,
such as:
Reading and writing
The students practiced reading skill by reading the
questions and comprehend on the pictures in each question,
and then they should write the answers according to the
instruction.
Speaking
The speaking activities included practicing the dialogue
also contain question and answer activity. In practicing the
dialogue, the students should do it in front of the class. In
question and answer, I showed a picture and asked the
students what the picture was then the student should
answer that in English.
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Listening
In this activity, I said a word then the students should show
the picture which I said by putting a tick on their answer.
Ending the lesson
At the end of lesson, I did some activities, such as:
- reviewing all material quickly
- giving homework
- saying good bye
2. The problems of using pictures in English vocabulary to the first
grade students of SDB Bratan I
a. The problem of the students
Memorizing the English words
Pronouncing the words
Writing English
b. The problem of the teacher
Big class
Handling the students
3. The solution for the problems of using pictures in English vocabulary
to the first grade students of SDB Bratan I
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a. The solution for the problems of the students
Memorizing the English word
Teacher asked the students to say the word for several times and do
exercise a lot. If it was possible, I inserted the new vocabulary in
the teaching and learning process regularly.
Pronouncing the word
The writer asked the student to repeat the words for a couple of
times. When the writer heard mispronouncing, she fixed it
immediately.
Writing English
The writer wrote the vocabularies on the whiteboard then asked the
students to write on their own book and when in their assignment
there were some spelling mistakes, cut the point then fixed it.
b. The solution for the problems of the students
Big class
The writer moved around the class, spook loudly, and checked the
students work.
Handling the students
The writer created an interesting teaching and learning activity by
bringing pictures and objects or playing a game.
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B. Suggestion
Based on the observation that I did in SDN Bratan I Surakarta, I have
some suggestions which may be useful for SDN Bratan I Surakarta itself, the
English teacher of SDN Bratan I, and for the students of SDN Bratan I. The
suggestions are such as follows:
1. SDN Bratan I Surakarta
It will be better if SDN Bratan I Surakarta makes each class only 30
students or not more than 35 students. It will make the teacher easily
control the students or create a conductive situation so, the students can
learn maximally. SDN Bratan I Surakarta should also complete the
English teacher with more source books, picture for imitation object to
help her/him in explaining the material.
2. The English teacher of SDN Bratan I Surakarta
Teaching English to young learner is different from teaching English to
adult since children differ in characteristics, learning capability, and
attitudes. It requires the teacher to have teaching strategies. The teacher is
suggested to be creative and creative, should be patient in facing the
students’ behavior. The teacher should also use pictures on his/her
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explanation especially colorful pictures to make the students interest with
the material. The teacher should also create an enjoyable situation when
teaching to avoid the students’ boredom.
3. The students of SDN Bratan I Surakarta
The students must pay attention to the teacher when the teacher when the
teacher explains the material. The students must also motivate themselves
to active students so, they will accept the material easily.