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27
CHAPTER IV
CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on the activities of the teaching English vocabulary through pictures
at the fourth grade students of SDN Bulukantil No.150, the writer can withdraw
some conclusions. The conclusions are classified into two categories: the process
of using pictures in teaching English vocabularies, the problems of the teaching
English vocabularies through picture, and the solutions of the problems in
teaching English through pictures.
1. The process of using pictures in teaching English vocabularies
The writer used pictures in presentation and practicing section
(listening, reading, speaking, and writing). In presentation section, the
writer showed the pictures to the students, then the writer mentioned the
names of the pictures about particular places and the students should
repeat them. In listening section, the writer showed the students some
pictures and mentioned the names of pictures, then the students repeat
them. In speaking section, the writer asked the students to make a dialogue
with their friends based on the material taken from the notes, then the
writer listened to every word which was uttered by the students and
corrected the mistakes. In reading section, the writer read the vocabulary
twice and asked the students to read them aloud together. The last section
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is writing, the writer showed the pictures and asked the students to write
names of based on the pictures.
2. The problems and the solutions of the teaching English through
pictures at the fourth grade students of SDN Bulukantil No.150,
Surakarta are as follows:
Linguistic problems
- The problem in writing the English vocabulary
The students often missed one letter in one word when they
wrote an English word. To solve the problem, the writer
wrote the word on the whiteboard while presenting the
material. The writer also asked the students to write each
vocabulary for several times.
- The problem in pronouncing the English vocabulary
The students still got difficulty in English word
pronunciation. To solve this problem, the writer
pronounced the words again and again untill the students
could pronounce the words correctly. The writer also asked
them to pronounce the vocabulary by themselves in order to
know whether they could pronounce the vocabulary
correctly or not.
Non-linguistic problems
- Less discipline
29
To handle and to keep the class condusive, the writer made
rule in class such as asking the students come to the class to
introduce themselves in English if they did not keep their
attention to the lesson.
- The lack of motivation of the students in doing homework
To increase the students’ motivation to do their homework,
the writer gave them motivating words and gave a lot of
homeworks to the students if they did not do tasks.
B. Suggestions
Based on the conclusions that have been explained previously, the writer
would like to give some suggestions directed to the English teacher, SDN
Bulukantil No.150, Surakarta.
1. . SDN Bulukantil No. 150, Surakarta
It would be better if SDN Bulukantil No. 150, Surakarta provides
the teaching media that are useful to support the English teaching process
so that the teaching learning process will run effectively.
2. English Diploma students
This study is just one effort in improving the students’ vocabulary,
the writer hopes that this final project will be useful to conduct the other
research on the similar problems.
30
BIBLIOGRAPHY
Allen, French. Virginia. 1983. Technique in Teaching Vocabulary. New York:
Oxford University.
Brumfit, C J Moon and Tongue, R. 1995. Teaching English to Children.
New York: Longman Group Ltd.
Brown, H. Doouglas. 2000. Priciples of Language Learning and Teaching
Fourth edition. New York: Pearson Education.
Brown, H. Douglas. 2001. Principles of Language Learning and Teaching.
New York: Longman.
Coady, James and Huckin, Thomas. 1997. Second Language Vocabulary
Acquisition. United States: Cambridge University Press.
Harmer, Jeremy. 1998. How to Teach English An Introduction to the Practice
Of English Language Teaching. London: Longman.
McCarthy, Michael. 1990. Vocabulary. Oxford: Oxford University Press.
Philps, Sarah. 1996. Young Learners. Oxford: Oxford University Press.
Sudjana, Dr . H. Nana. 1996. Cara Belajar Siswa Aktif Dalam Proses
Belajar Mengajar. Bandung: Sinar Baru Algesindo.
Suryanto. 2007. English for Young Learners: Melejitkan Potensi Anak
Melalui English Class yang Fun, Asyik, Menarik. Jakarta: Bumi Aksara.
Ur, Penny. 1996. A Course in Language Teaching. New York: Cambridge
University Press.
Wright, Tony. 1987. Roles of Teacher and Learners. Oxford: Oxford University
Press.
INTERNET
http://wikipedia.org/wiki/Learning, (April 16, 2015 at 16:30)
36
LESSON PLAN
Lesson : English
Theme : Particular Places
Class : Fourth grade in elementary school
Time : 2x35 minutes
I. Standard Competence
Understanding simple instructions to the action in the school context
II. Basic Competence
Listening
Respond to repeat new vocabulary or sentence in variety of pictures with
a loud utterance.
Speaking
To talk to request or give service way acceptable which involves:
invitation
Reading
Understanding the meaning of vocabulary in context
Writing
Rewrite very simple expressions of invitations and mentions the name of
public places
III. Purpose
Students can understand and mention some activity vocabularies in
English correctly
Students can understand and speak simple sentences
37
IV. Material, Methods, Media and Source
1. Material
Mention the name of Public places in English
Write the name of Public places in English
2. Methods
Explanation
Questions-Answer
Assessment-examination
3. Source
The hand book Active English published by Tiga Serangkai for
Fourth grade
V. Learning Activities
1. Preparing ( 10 minutes )
Greetings
Praying
Checks the students attendance
2. Main activities ( 15 minutes )
Teacher shows some pictures about “Particular Places” and
mentions the name of
Students listen the explanations from a teacher about “Particular
Places” and repeat it
Write the name of Particular places in English
Students and teacher said the meaning of particular places
together
3. Practices ( 20 minutes )
Teacher asks the students to do some exercise in group or by
themselves.
38
Practice with the group, teacher wrote blank word in the
blackboard and the students answer it fast. They went to front of
class and wrote the answer in the whiteboard.
4. Closing ( 5 minutes )
Teacher repeat the materials
Teacher gives a homework for the students which related about
the material
5. Examination ( 20 minutes )
Teacher distributed the paper to the students which related with
the materials