CHAPTER IV CONCLUSION AND SUGGESTION A. CONCLUSION. 1. The English teaching-learning process that I did

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1 CHAPTER IV CONCLUSION AND SUGGESTION A. CONCLUSION Based on the explanation in the chapter III, it can be concluded as the following. 1. The English teaching-learning process that I did During the job training, I not only taught the students but also did some activities such as: class observation and lesson plan process. In the class observation, I observed the class situation and the English teachinglearning process that was done by the English teacher. In the lesson plan process, I made lesson plan, got a book from the teacher, and chose the theme for the materials to teach to the students during the job training. Teaching the students was the next activity that I did after finishing the activities above. In teaching the students, I applied some teaching procedures such as: warming up, explaining the materials, giving exercise and giving examination. In the warming up, I gave a clue to the students about the materials that would be learned. Then, they guessed it. The next step was explaining the materials. In this section, I explained the materials that had been guessed by the students. Giving exercise was the next step that I did. In this step, I gave exercises to the students. The exercises were appropriate to the four basic skills, and it was taken from the student s worksheet. Giving examination to the students was the last step that I did. In this 1

2 section, I made 20 questions. I divided the questions into three parts. The first part was listening activity. The second part was choosing the correct answers by crossing them. The last part was filling the blank. 2. The problems The problems that I faced the most when doing the job training were from the students. The problems were the process of organizing the condition of the class and the process of understanding the materials itself. The first problem was the process of organizing the condition of the class. In this case, the noisiest students were male students. It was because they were still young so that they were always active with their friends and their own activities in the class. The next problem was the process of understanding the materials itself. They had lack of understanding English. It was because they were lazy to learn English more. 3. The solutions To solve those problems, I had some solutions such as: using colorful pictures, giving more attention to the noisy and confused students, and giving rewards to them. The first solution was using colorful pictures. I used colorful pictures to attract the student s interest. Besides, children usually loved something colorful. The second solution was giving more attention to the noisy and confused students. For the noisy students, I usually called the name of the noisy students. For the confused students, I would come close 2

3 to them, asked their difficulties, and gave detail explanation to them. The last solution was giving rewards for the students. The rewards were simple such as: giving compliment or beneficial things to them. B. SUGGESTION Based on the job training that I did, I give suggestions to the related institutions and persons. I hope that it can be helpful to the related institutions and person. 1. The school, the English teacher and the students The school should provide not only a worksheet but also some English books for the students. It is to enlarge the student s English ability. Besides, the school can also give additional books to support the English teaching learning process such as: dictionary and English story book. The school can also give some additional times besides the lesson time. It can be used to give additional English lesson to the students. The English teacher can deliver the material interestingly so that the students are not bored and understand the materials easily. Those things can be reached by doing consultations to the English teacher from other schools. Then, the English teacher can also search other effective English teaching methods from books or internet. The English teacher should not only deliver the materials interestingly but also give exercises to the students so that they can improve their ability. They should do the exercises together. It means that after the students have done their works, 3

4 the works are discussed together with the teacher. If there is a mistake, the teacher should give detail explanation and correction. I suggest that the students give more attentions to their teacher during the lesson so that they can understand the materials that are given by their teacher. Besides, they should get more discipline in doing assignments given by their teacher, improve their learning, and decrease their playtime with their friends. 2. The parents They should give more attention to their child education. They should accompany their child when they are studying in their house. Thus, they can know the problems and the difficulties of their child. If they cannot give guidance to their child, they can choose other options such as: sending their child to the English courses so that their child can learn English lesson more easily in the school. 3. English Diploma Program The English Diploma Program can provide more guidance and support to the students so that they can be more ready to face their problems during the job training. Besides, the English Diploma Program can also make this final project as a reference to the next students so that they can know about the general information of job training before doing it. 4

5 BIBLIOGRAPHY Brown, H. D. (2000). Principles of language learning and teaching. New York: Addition Wesley Longman Inc. Brumfit, C. (1984). Teaching English to children: from practice to principle. Malaysia: Longman Malaysia TCP. Harmer, J. (1998). How to teach English. England: Longman. Philips, S. (1993). Young learners. New York: Oxford University Press. Suyanto, K. K. E. (2007). English for young learners: melejitkan potensi anak melalui English class yang fun, asyik, dan menarik. Jakarta: Bumi Aksara. 5

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10 Lesson Plan 1. Theme Numbers. 2. Goals Students will be able to understand simple sentences about number. 3. Grade Fourth grade of elementary school in first semester. 4. Number of Students 17 students. 5. Time allocation 2 X 35 minutes. 6. Material and equipment 1. Pictures of number. 2. Pictures of number script. 3. Board marker. 4. Student work sheet (LKS). 7. Procedures a. Opening Greeting. Introducing materials. b. Main activity Explaining materials. Trying to do exercises. c. Closing Evaluating the teaching learning process. Parting. 10

11 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran : Bahasa Inggris Kelas/Semester : 4/Ganjil Materi : Numbers Alokasi Waktu : Tahun Ajaran : 2015/2016 Standar Kompetensi 1. Memahami instruksi sangat sederhana dengan tindakan dalam konteks kelas. 2. Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks kelas. 3. Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas. 4. Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks kelas. Kompetensi Dasar 1.1 Merespon dengan melakukan tindakan sesuai instruksi secara berterima dalam konteks kelas. 2.2 Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur, meminta bantuan, meminta barang, dan memberi barang. 2.3 Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur berterima kasih, meminta maaf, memberi maaf, melarang, memuji, dan mengajak. 3.1 Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat yang melibatkan kata, frase, dan kalimat sangat sederhana. 11

12 4.1 Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima dengan tanda baca yang benar yang melibatkan kata, frase, dan kalimat sangat sederhana. 4.2 Menyalin tulisan bahasa Inggris sangat sederhana secara tepat dan berterima seperti ucapan selamat dan pesan tertulis. A. Tujuan Pembelajaran Setelah kegiatan pembelajaran, siswa dapat: Berkomunikasi secara lisan dan tertulisdengan menggunakan ragam bahasa yang sesuai dan lancar dalam wacana dan atau monolog pendek dan sederhana tentang angka. B. Karakter yang Diharapkan 1. Cermat 2. Ketelitian (Carefulness) C. Materi Pembelajaran 1. Contoh materi dan ungkapan ragam bahasa lisan. 2. Dialog. 3. Bacaan monolog sederhana yang sesuai dengan tingkat linguistik siswa. 4. Kosakata yang berhubungan dengan tema yang dimaksud. D. Metode Pembelajaran 1. Ceramah bervariasi 2. Tanya jawab 12

13 3. Penugasan 4. Games E. Langkah-angkah Kegiatan 1. Kegiatan Pendahuluan a. Presensi b. Guru memberikan pengantar tentang materi yang akan dibahas. 2. Kegiatan Inti a. Eksplorasi 1) Guru membaca dialog sederhan dan kosakata yang berhubungan dengan tema dan siswa mengulanginya. 2) Siswa menirukan kosakata tentang angka ) Siswa mempelajari ungkapan sederhana pernyataan penjumlahan/pengurangan. 4) Siswa dengan dipandu guru belajar membaca teks pendek secara individual. b. Elaborasi c. Konfirmasi 1) Siswa menirukan frase dengan lafal benar. 2) Siswa berdialog sederhana meminta/memberi barang. 3) Siswa menjawab pertanyaan dari teks yang dibaca. 4) Siswa menyusun kalimat acak menjadi kalimat yang benar. 5) Guru membahas soal yang sulit. 13

14 siswa. 1) Guru bertanya jawab tentang hal-hal yang belum dikeahui 2) Guru bersama siswa bertanya jawab meluruskan kesalahpahaman, memberikan penguatan dan penyimpulan. 3. Penutup a. Guru melakukan penilaian atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. b. Guru memberikan umpan balik terhadap proses dan hasil belajar. c. Guru merencanakan kegiatan tindak lanjut dalam bentuk remidi, program pengayaan, layanan konseling dan atau memberikan tugas, baik individu maupun kelompok sesuai dengan hasil belajar peserta didik. 14

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