milyuner: 2013

CHAPTER 1

INTRODUCTION

Background of the Study

The importance of learning English in Indonesia is developing; it is proved by the starting time of learning. Years ago English has been firstly taught in high school then in junior high school, now the government and schools begin to concern about teaching English from early school. Brewster (1992: 23) says that one reason for starting to learn a foreign language two or three years earlier might be simply to increase the total number of years spent learning the language, in the belief that such an approach cannot but be of benefit, no matter what the circumstances. Brewster gives reason that starting to teach a foreign language early is the indisputable fact that young children have greater facility for understanding and imitating what they hear than adolescents because they are less distanced from the golden age when they acquired their mother tongue naturally.

Indonesian Education Culture minister’s decision No. 0487/4/1992, Chapter VIII, states that elementary school can add lesson in its curriculum, if the lesson is not against with the national education aim. That decision is followed with the education minister’s decision letter No. 060/U/1993 on 25^th February 1993 about the possibilities that English as the local content lesson in Elementary School and can start at the fourth grade. Those national policies are used by the local governor to make local policy.

Sukoharjo regencies have stated the main feature of teaching program (GBPP) of teaching English in 2004, which stated that in terms of anticipating the developing use of English as global language, and after considering and accommodating the parents’ need, Sukoharjo regency in this term is education service, choose and ascertain that English become regencies’ chosen local content for elementary school in Sukoharjo. For temporary, English is taught in fourth, fifth, and sixth grade.

In early time of learning foreign language, there are basic component of language that need to be taught firstly, one of them is vocabulary. Vocabulary is one of masteries that become the basic element of using foreign language.

Vocabulary is essential for successful second language use, if a person does not know what the English vocabulary of one word is, (s) he can not deliver her/his taught or understand the meaning or the other’s speaking or writing. That’s why vocabulary is mostly taught for young learner like elementary school student.

From the informal pre research, researcher found that the problem in teaching vocabulary in Elementary School was the low students’ vocabulary mastery. The indicators of the problems were students only mastered little vocabulary (A2), they only know the words but were not able to make sentence by using new words (A5) and also the students could not implement the new words in communication activity (A3). They still did overgeneralization from Bahasa Indonesia principle. For example when reading English word, they read it according to the spelling (A1) or they wrote the spelling of an English word the same with its pronunciation (A4). The problems also could be seen from class, the students were difficult to be controlled (C1), because they preferred running, drawing, or clapping the table to sitting, listening, and writing (C2). They did those non academic activities, because they felt bored.

The problems occurred because the teacher applied an inappropriate technique; she ignored the child’s psychology and the nature of teaching English to children. Most teachers over generate children and language teaching with adult and other subjects teaching. They treat children same with adult and think that children is just adult but in small size. They teach English same with other subjects, that teacher presents the material; students listen and then answer the questions in students’ worksheet book (LKS). In fact children’s psychology is different with adult and English is also different with other subject.

Children are active learner and their behavior is not same with adult in other hand teaching language in this case English as foreign language to children as young learner is building skill to communicate. Teacher should adapt those special principles in the teaching and learning process. Kasihani (2007: 29) state that English teachers of young learner have big duty because they teach as an early step that put the foundation both academic and psychological.

Most teachers apply an inappropriate teaching technique that neglects the nature of children and the nature of language teaching. The examples of inappropriate teaching techniques are memorizing English vocabularies, repeating words list and teacher present then students answer the task. Those techniques are not suitable and appropriate enough to teach English especially vocabulary to children, because it is still the low stage of learning. That techniques are still teacher’s centered, in other hand the new paradigm of education is student’s centered that stimulus them to learn by doing and the center of learning is not just how teacher teach but how students learn.

English teacher for children should know the principle of child psychology and the way child are able to communicate. Experts of children psychology like Piaget, Vygotsky and Bruner have quite different assumptions but they have same principle that child is active learner. Ashworth and Clark in Brewster (1992: 40) also says that the activities in the primary school also refers to aim for active participation of pupils through physical involvement, making things, and learning through concrete activities. It can be concluded that the English learning for children should be activity based teaching.

Piaget, Vygotsky and Bruner also have same principle that child learn language in term of interaction in communicative situation. Children learn to speak since infant time; in fact they try to communicate with people and surrounding environment even with them self. Child learns to speak little by little, firstly they are able to speak one word only, but their short speech has entire message. Child’s skill to communicate goes in line with their development. It can be concluded that children language learning should be communicative because child learn to communicate in communicative activity and the use of language is a means of communication.

English teacher for children mostly do imitation-repetition drilling and the teaching is teacher presenting material and then students answering worksheet. Those kinds of teaching are not an activity based teaching and communicative teaching. Brewster (1992: 31) states that imitation and memorization are not sufficient in foreign language learning. Children have to learn to create or invent phrases which allow them to express what they want to say, whilst at the same time, of course, making sure that communication is possible by creating the rules governing intelligibility. Imitation and answering worksheet give less impression to children; they will not enjoy the learning. Those language teaching are not same with the situation when child learn to communicate. They may be able to answer questions in worksheet but it will be difficult for them to use English even in very simple communication.

To solve the problem that students’ vocabulary mastery is still low that is caused by teacher’s inappropriate teaching technique, the teachers should build learning that match with child psychology that is activity based teaching and the nature of language learning that is communicative language learning. The researcher applies simple drawing to teach vocabulary that is reflected in activity based teaching and in communicative language learning. After the researcher applied the use of simple drawing to teach vocabulary, the students were interested. It was proved when the researcher entered the classroom on the other day the students were happy and said: “ ye…..bahasa Inggris.. bu ngambar bu, ngambar ya bu., kayak kemarin”. It proved that children like to do active activity like drawing or singing (C3). It is different if the learning makes them bore, when the learning just goes several minutes they demand to go home or break (C5).

The researcher applies simple drawing because she also regards the condition of school and students. The condition of the school is the teacher can not implement activities that use sophisticated teaching aid while the students and the school do not have it. Like in SDN Gupit 02 that lies in remote area that does not have modern facilities like LCD and English learning kit (B4) and the students also come from middle below economic class (B5). The teacher should create a teaching activities and teaching aid that are manageable, possible to be done but effective to improve students’ vocabulary mastery.

The condition of the students are English is a new thing for them and they did not aware what is the importance of English (B1). The nature of children is they love to do something than just sit and listen to the teacher (B2). So the technique must interest and activate student. Moreover vocabulary mastery is always needed in communication so the students should memorize vocabularies by long term memory. To memorize thing for long term, the students should be impressed first. It will be difficult for them to memorize new vocabulary by just memorizing by repeating (B3), because it does not impress them. Simple drawing activates the students and gives them impressions.

It can be assumed that simple drawing is effective to improve students’ vocabulary mastery. It suits with the condition of school and students who can not provide an expensive media. Simple drawing is cheap and can be done by almost everyone. It is manageable because it can be suited to the condition of the students, class, and teaching activities. For example if the teacher draws on the black board s(he) can manipulate the drawing so that all students from all corners are able to see the drawing. When the teaching activities need individual drawing, the teacher or students can draw on the card. Simple drawing can be done by all students, because it is easy and only needs existing material like a pencil and paper or a chalk and board.

Cameron (1999: 73) says that the role of words as language units begins with the early use of noun naming object in first language acquisition, and the use of other words to express the child wants and needs. So the vocabulary that is needed by children in early time of learning English is vocabulary that naming something. In teaching, the teacher can implement it by drawing picture simple, according with the special characters that identify the things, and then write the English beside it, instead of writing the translation with first language. After that the teacher can use the drawing to conduct the communicative activity. That technique makes the students happy and focus, the drawing also brings context when it is used in communicative activity. The activities that use simple drawing can vary according to the material. The principle is using simple drawing as teaching aid or activities that gives students context to focus.

The students are able to product their own hand-made vocabulary note book and picture card that can be used as aids that store their memorization. They will be motivated to study because they appreciate their own drawing. The vocabulary note book can be leveled according to the level of students, for example in lower level the vocabulary note book can only contain drawing and its name, but in higher level the vocabulary notebook can contain not only name or word but also synonym, antonym or the example of sentences that use that word.

Based on statement above, about child’s characteristic and problem indicators, the researcher has strong belief that teaching vocabulary by simple drawing is effective to improve students’ vocabulary mastery.

Problem Statement

After knowing the identification of the problem, the writer states the problem as follows:

Does and to what extent the use of simple drawing can improve the students’ vocabulary mastery in learning English at the fourth grade of elementary school children?
What happens in the class when simple drawing is used to improve students’ vocabulary mastery?

Objectives of the Study

This research has some objectives that are:

To know whether and to what extent the use of simple drawing can improve the students’ vocabulary mastery in learning English at the fourth grade of Elementary school children.
To know what happens in the class when simple drawing is used to improve students’ vocabulary mastery.

Benefit of the Study

The researcher intends that the research result can give some benefits. This research will:

Give the teacher information about using simple drawing in teaching English to elementary students
Enrich the teacher’s technique in improving student’s vocabulary mastery
Solve the problem faced by teacher in improving student’s vocabulary mastery using simple drawing
Enrich the knowledge and experience for other researchers and readers

CHAPTER II

REVIEW OF RELATED LITERATURE

Vocabulary Mastery

The Nature of Vocabulary

Ur (1998: 60) states vocabulary as the words the teacher teaches in the foreign language. He states five aspects that related with vocabulary, that are pronunciation, grammar, collocation, meaning and word formation. Manser (1995:461) states that vocabulary is defined as the total number of words in language, words known by person or used in particular book, subject, or list of words with their meanings.

According to Hatch and Brown (1995: 1) vocabulary is a list or set of word in particular language or word that individual speaker or language might use. Burn (1983:34) defines vocabulary as the stocks of words used by person, class of profession.

Shemes and Waller (2000: 3) list some of the language processing skill that might need for accurate spelling. One of them is be able to learn new vocabulary, to use it and recognize it, since it is more difficult to spell unfamiliar words on some language.

Eliot and Travers (1996: 384) state that vocabulary refers to the meaning of words and its pronunciation. Hammer (1991:62) also states that teaching vocabulary not only teaching new meaning of words but also teaching how to spell and how to pronounce the words.

Jordan (1997: 149) states that comprehension of vocabulary relies on strategies that permit one to understand words and store them, to commit them to memory that is while production concern strategies that activate one’s storage by retrieving these words from memory, and by using them in appropriate situations.

From the definition above it can be concluded that vocabulary is total number of words in foreign language that is used to get the meaning that need accurate spelling and pronunciation. Vocabulary is the first and most important

mastery for second language learners, especially young learner because it is use to express and understand the meaning. Without knowing what is the vocabulary of words person can not deliver their thinking and understanding other person speaking or writing correctly.

The Definition of Mastery

According Oxford Advance Dictionary, Mastery is defined as the control of knowledge. This definition is supported by Hornby (1984: 777) who defines mastery as skill or thorough knowledge. Allen (1983:12) says that vocabulary mastery is important for student. It is more than grammar for communicative purpose, particularly in the early stage when students are motivated to learn the basic word. Without having proportional English vocabulary, students will get some difficulties in using English.

From those definitions, it can be concluded that mastery means competency to understand and apply something learn. As we know in English there are some skill like listening, speaking, reading and writing skill. Vocabulary uses mastery instead of skill. Vocabulary is about knowledge and memorizing, in other hand skill is ability to do something well and need experience or training (Oxford Dictionary 2003: 114). So vocabulary mastery is an important element to learn skills of communication.

It can be concluded that vocabulary mastery is number of words that are used as a means to use four language skills, those mastery and skills are integrated to be used in communicative activity. There are four aspects in vocabulary mastery that are meaning, using, spelling and pronunciation. In teaching vocabulary the teacher should able not only to enrich student’s vocabulary but also make them able to make sentence using new vocabulary then implement new vocabulary in communicative activity, and also prevent student’s to do overgeneralization with Bahasa Indonesia, so the students will not read English word according to the letters and write the spelling in English same with its pronunciation.

Teaching Vocabulary

Choosing Vocabulary

Haycraft in his book An Introduction to English Language Teaching (1992: pp) explains many aspects of teaching vocabulary. He says that before teaching vocabulary, teacher should choose the vocabularies that are relevant to for students.

There are certain guidelines on which the choice of vocabulary can be based:

Commonest Words; Haycraft states that it is important to choose words that are commonly used, or words that students need, the teacher is helped here by the textbook where vocabulary is graded, and list of the commonest words are also available.
Student’s Need ; Haycraft suggests that if only a students who interested in particular vocabulary but the others don’t, the best way to teacher is suggest him to do research on his own with a dictionary.
Student’s Language; to teach children the teacher should use the child language.
Word Building; Haycraft suggests that it is often worth choosing a word because a general rule can be formed, the fact that most words ending the same suffix have the same meaning.
Topic Areas; Haycraft says that it is easier to teach vocabulary which belongs to one area of sequence, as the student will be able to form a pattern of interrelated words in his mind. Sometime teacher finds that one word lead naturally to another, so the teacher teaches many vocabularies. The students will probably welcome this because they feel they are learning a lot of quantitatively, but in fact your students will forget, or never use most of what you are teaching them.
Cross Reference; Haycraft states that a lot of words are applicable to different situations or specializations. For example, if teacher teach vocabulary connected with car, it is worth choosing term that are also common to other means of transportation such as trains, buses, etc.

Presenting New Vocabulary

Haycraft states that before presenting vocabulary in class, it is helpful to remember the following:

Whenever possible, teach the words in spoken form first, and only when students can pronounce them well, introduce the written form. Otherwise, your students will always try and pronounce English words as if they were written in their own language, and it will be difficult for you to break this.
Try to present new words in context.
Revision is essential. Blend words you have presented into later practice.

There are many ways of presenting new vocabulary. The researcher only describe briefly, because these are important so she can not omit them, in other hand she emphasize on simple drawing that is one of way in presenting new vocabulary. These are the ways in presenting new vocabulary

In context; if word occur in a text or passage, the meaning can often be deduced when the other words in the sentence are already known.
Create a context; it is the way to teach abstract words.
Description of definition; that is by describing and defining object.
Outside the classroom; the teacher can introduce words for things seen outside the class.
Object; simple object and the object that can be seen through the window can be used to presenting new vocabulary.
Drawing; Teachers can represent a simple object on the board, if he draw badly; a guessing game ensues to determine what he actually has drawn.
Mime; This is particularly useful for action or verb and also involve the object connected with these verb.
Opposite or Synonyms; A word can often be defined by its opposite or synonyms.
Translation; it is simple way but the students will be easy to forget. Haycraft suggests whenever teacher do translate vocabulary, make sure to exemplify the word in context, setting them in context also brings out their exact meaning.
Picture/ Wall charts; these are valuable because they are also present vocabulary in a visual context, as long as they are clearly visible.
Word Games; games are useful for practicing and revising vocabulary after it has been introduced.

The Rule Underlying the Teaching English

In order to make the teaching English in Elementary School run effectively, education service of Sukoharjo regency make a main feature of teaching program (GBPP) of teaching English. It becomes the supreme guidance that is used to guide the institutions that held the program that is English teaching.

Aims of Teaching English

The aims of teaching English in Elementary School in Sukoharjo are stated below:

Recognizing English as foreign language, so the students consider its existence beside others languages that they have mastered, that is Javanese as mother tongue or first language and Bahasa Indonesian as second language.
Giving motivation to students, so they can interested in English as international language that in the future can determine their future, so they can learn it with joy.
Building the basic English skill that are the skills of listening, speaking, reading and writing that can be used to understanding and expressing the simple English expression that related to their daily life.
Giving the basic of English to students so when they continue to junior high school they have had enough schemata.

The Scope of Teaching English

The scope of teaching English in Elementary School in Sukoharjo are stated below:

English skills that covers skills of listening, speaking, reading and writing.
Language elements that covers grammar, vocabulary, pronunciation and spelling.
Topic and language function that covers topics and language function that related with student’s daily life both in house and in school.

Learning Approach

English is given by using meaningfulness approach; these are some important concepts underlying this approach:

Language is mean of communication that is used to expressing meaning (feeling and ideas) that is manifested through grammar and vocabulary.
The meaning of an expression is determined by used context that covers setting (place, time), participant, content, purpose, key and channel.
One meaning can be expressed with different expressions, so that one expression can have some meanings; it depends on its contexts.
Learning English means learning to use English for communication in spoken (listening and speaking) or in written (reading and writing), in repressive (listening and reading) or in productive (speaking and writing). That using is supported by the enough knowledge of language elements.
English in this early learning is emphasized on language acquisition than language learning. The implication of that concept in teaching learning process is that English is taught while playing, speaking, working, etc. So that students learn English with fun feeling. Teacher should avoid the learning that formal and stiff that only make students afraid and depress.
The choice should be match with point number 5. The use of colorful picture, song and game are example of good choice.

The Teaching Principle

These are the suggested learning principles to teach English:

The student is subject; it means that students become the center of learning process. Learning technique and teaching material should be balanced with student’s interest and ability.
The development of interests and motivations, it means that learning process is focused in the effort of rising up student’s interests and motivations to learn English.
Oriented in process, it means that language skill is skill process. Therefore development skill process is as important as the assessment toward the language skill it self.
Integrated, it means that the development of the four language skill and the four of language elements is done interestedly.
Contextualization, it means that the language skills and language elements are taught and learned in the context of language use so it forms a meaningful learning.
Spiral improvement, it means that the new development of language skill and the language elements and other components are always bringing the one that have been learned previously.
Interaction, it means that the participations and interactions are very important in learning process and in the process of developing student’s confidence and social relations among students that have different background.

Underlying and Psychological Theories of Teaching English to Young Learner

Elementary school students in fourth until sixth grade belong to young learner; young learner in this case is children. The proverb that say children are not adult in small size is true. Children have their special characteristic deal with development, communication and also size that different with adult. So teaching young learner is different with teaching adult, teaching children especially teaching language needs the different treatment. To choose the teaching treatment the teacher or educator need to know the children’s psychological and development as underlying thought. Teacher need to know the psychological development theories that relevant and related with language learning, especially foreign language in this case is English. Prof. Kasihani K.E. Suyatno in her book English for Young Learner (2007) compiles the theories that are stated by psychological experts Piaget, Vigotsky and Bruner, and these are Prof. Kasihani’s resume of the theories that related with children development:

Jean Piaget (1896-1980)

Piaget’s theory related with cognitive element, he argue that child learn from their environment by developing what they have owned and interacting with what they have met. In the interaction they will act to solve their problem and in this moment the process of learning happen.

According to Piaget, all children are active learner. Knowledge that is gained from their action is the knowledge that is developed by them self. New knowledge is knowledge that actively arranged by children them self. In early time, the one is related with concrete things surrounding, then come into their thought and followed by doing action then the action is processed and that can be understood. By that way everything in child’s mind is seen as what is gained from the action, then the thought are developed then child’s action and knowledge will adapt and finally the new knowledge is happen. Piaget (1969) defines four stages of child’s development:

sensorymotor stage from birth until 2 years old
preoperational stage 2 – 8 years old
concrete operational stage 8 – 11 years old
formal stage 11 – 15 years old

Development stages are different among children both in individual and in group. The development stages for every stage can happen in same time, but the development for every stage can be gained in different time, moreover for every kind of subject is also different.

Piaget (1963) argue that the way child thing develop through direct involvement both with things and surrounding environment. Every time child reach new development stage, their ability also develop and blend with new development stage. Because two from four transition of development time happen in elementary school time, the language teacher should be able to cooperate with the students, to make them able to follow the characteristic and transition of student’s cognitive development stage. Learning language happen through interaction, language development and concept develop in line with age development.

Prof. Kasihani (2007) argue that by using Piaget’s four development stages, Indonesia elementary students lies in the end of preoperational stage until concrete operational stage, and sometime until beginning period of formal stage. She concludes that elementary students need to be treat suitable with their class grade. Child’s thought develop step by step in line with knowledge development and intellectual skill point to the thinking stage that more logic and formal. She suggests that English teachers of young learner should have knowledge about child development.

Lev Vygotsky

Vygotsky is a Russian psychologist, he also states that child is active learner, but his theory is different with Piaget’s, especially on the child learning process. In fact Vygotsky does not ignore individual cognitive development; he also admits that the development of first language or mother tongue in age two is used to make differences in cognitive development, but he focus on social aspect. Vygotsky theory is well known as sociocultural theory, he believes that social interaction with other person -especially with adult- will arise the existency of new ideas and can develop the learner’s intellectual development.

For children who start to speak, language is a mean to open chance to be used to doing something and arranging information through word usage. Cameron (20: 2001) states that sometime child speak with themselves when they play alone, that phenomenon called private speech, in line with age development, the voice of children accidentally less loud. In this development stage the child already able to distinguish between private speech used for them self and social speech for other people. Children who begin to speak, usually say only one word but in fact they mean one entire message. In line with biological and thinking development and also language skill development, child will use some short words and then short sentence when they express their thought. Vygotsky’s statement is rather different with Cameron’s, Vygotsky distinguish this term into two that are spoken speech and in hearth speech.

Development and language learning process happen in a social context, which is in community that full with people that do interaction with the child. People surrounding children has important role in helping them to learn to use language. Children are active learner that live among other people since they are infant. Through social interaction, adult acts as transmission between child him self and with child surrounding world. With adult help, children can do and understand more than if they learn by them self.

Prof. Kasihani concludes the differences of Piaget’s Theory and Vygotsky’s theory, Piaget’s state that children is active learner that are busy with things around them, if they can’t do something, it means that they have not already reach the development stage to do that. But Vygotsky is more focus on social interaction that can help children to learn to use language fast.

According to Vygotsky, adult can help child by various way. Adult help can support to fluent the achievement of child development zone that is called zone of proximal development (ZDP). Vygotsky’s idea and concept of social aspect becomes the concept of ZPD. Learner have two development stages, that are actual development and potential development that is stage when thinking and learning ability is successful because of their own effort. Actually every child can reach that ability development with the help from other person.

Vygotsky use the term ZDP to identify the intelligency stage, according to him intelligency can be measured by knowing what children can do with right help.

These are three important issues that are emphasized by Vygotsky and Arends (1998):

Thinking ability develop when people is faced with new knowledge, new idea and problem that are connected with what they have known before or prior knowledge
Interaction with another people can develop intellectual development or child thinking strategy to find something new
The important role of a teacher is as a good helper for a child in study process.

Prof. Kasihani concludes that when learning something new, the process of connecting what learners have known before with new knowledge through study experience happens. In other words, it seems that as if there is a bridge between prior knowledge and new knowledge, and the bridge is called experience.

Jerome Bruner

Bruner is a psychologist and become the expert in curriculum reformation in 1950’s and 1960’s. He states that the important thing in learning process involving students actively since the beginning, true learning comes through personal discovery.

Bruner (1983 – 1990) states that the most important from cognitive development is language. He did research to find how adult use language to connect real world to student and help them to solve their problem. Talking with children while doing something is a form of verbal aid to support students learning process. This activity is implemented in the classroom in the form of speaking interaction between teacher and students, this activity is called scaffolding.

Bruner and his friends (1976) did research about mothers and her children, parents can help and support children development by doing these activities:

Make children interested
Simplify their task, for example by dividing task into smaller task
Always remind children which one is important to do and tell another way to do the task
Avoid the frustration feeling when doing the task
Demonstrate one ideal task, for example how to apologize, to take a leave (Cameron, 2001: 8)

Scaffolding can be done by teacher thought doing various ways, for example teacher can help children to understand what they learn by giving suggestions, telling the importance of what they learn, reminding and giving example. Brunner calls these efforts as activity that is repeated every time or called as routine. These activities arise the possibilities of Scaffolding, because children often imitate speaking of their parents mostly said.

From the theories above the researcher can conclude that in teaching children, teacher need to know child’s developments and suit the methods with those developments. Piaget’s theory says that teaching children should be learning by doing, the students able to expand the knowledge by themselves more than just imitating. So the learning should give chance to students to be active, let them understand by doing activity that related with the material. Teaching children is more demanding that teaching adult, the learning may not be teacher just talking and the students just listening like what happen in teaching adult. Children learn language unconsciously, they gain knowledge by doing activity, they like playing game, drawing, singing and others fun activity. Children language development, develop in line with developments stage so teacher also suit the material that match with students development stage.

From Vygotsky’s theory, the researcher can conclude that in teaching children the teacher need to create society or environment that support children to learn English. For example teacher can say in simple English utterance, step by step the students can familiar with English dialect and they can understand the meaning. Vygotsky also said that social relationship can help students learn language faster, it can be implemented by holding the group game or dialog, and children can do interaction with their tablemates or speak in front of class. By that activity the students can have the brave and cooperation value.

Related with zone of proximal development (ZPD) that adult help can support child’s development, can be implemented through the teachers’ role, teachers not only the source of teaching become facilitator, for example giving model, correcting error, encouraging the students and managing the class activities and also become class analysist. Interaction with another people can support the intellectual development, so teacher should build the interaction between her and students and students with their friends. By creating the interactive environment, the teacher also creates the communicative teaching. Students can use language to communicate, although they are able to produce simple communicative English sentences, it will become a great step to use English in communicative activity.

From Jerome Bruner, the researcher can conclude that children teaching should be activity based teaching, because scaffolding or talking with children while doing activity is a form of verbal aid. Children also have their own language, so when teacher give help by talking, she should speak with them with their language. Children can not understand abstract and high level language; teacher should speak in simple language that clear and understood by students. The teacher should also create the friendly environment, it does not mean that the teacher does not have control on students but the students do not fell impressed by students and also the material. Teacher should make situation that students are free to involve and they are not afraid with making error, because error indicate learning. The teacher can give encouragement, enforcement, appreciation and impression to motivate students to develop their effort in learning language. So students will not have assumption that English is difficult and scaring subject.

Simple Drawing

Activity Based Teaching

The type of teaching that suitable with students of fourth grade students of elementary school that belong to children and young learner is activity based teaching. Cobb and Webster in Brewster (1992: 40) says that the teacher should involve the students actively, trough classroom activities, questioning and reasoning, dramatization and role play, song and games and miming activities. Brewster (1992: 40) states the most common areas of the curriculum which can be used to develop language learning are:

Math : number, counting and quantity; measuring; telling the time
Science : animal; outer space; how seeds grow
History : understanding chronology/ the passing of the time; prehistoric animals
Geography and the environment: shop and shopping; parks; sport and games; using maps and atlases; the weather and climate.
Cultural Studies: famous people from other countries; festivals around the world; food and music from other countries.
Art and Craft : drawing and printing; making masks; puppets; clocks, and making poster
Music and Drama : songs and rhymes; role play and dramatization; miming

Simple Drawing

According to the nature of activity based teaching, simple drawing is including in it. Because it activates the students and makes them fell fun, they learn language while drawing. Simple drawing can become teaching activities and teaching aids in learning English

From oxford learners pocket dictionary, simple is easily understood, not difficult and drawing is art of making a picture with pen, pencil, etc. It can be concluded that simple drawing is making a picture with writing media simply, easily understood and not difficult.

Wright (1997: 2) defines simple drawing as an easy picture with a writing media in order it can easily to be understood. There are many kinds of object that can simply drawn like human, animal, things at home, nature feature, and setting of place. Those simple drawing can be used to teach English suitable with the material.

The Procedure of Using Simple Drawing to Teach Vocabulary

According to Wright (1997: 7) says that many games and activities suggested for use of simple drawing are referred to under two board heading, first is challenges and second is opportunities. These categories refer to the way in which the learner’s mind is engage and represent a concern with communicative content and personal values.

The Types of Challenges Activities

The students are shown a simple drawing and being asked to remember what the English for the things that are shown.
The students are being asked to recognize an image and being asked to use the foreign language in order to communicate what they think. In this activity the students may see aspect of the picture in different ways; they have a reason for speaking and listening to other students.
Other types of challenge are the challenges to describe, to match, to group, to sequence, to order and to memorize. Other concept which focus on challenges might include: to predict, analyze, deduce, differentiate, account for, interpret, evaluate, verify and convince.

The Types of Opportunities Activities

In this activity the teacher give the students an opportunity to do something in context full of encouragement and free from stress. For example, the teacher might want to encourage the students to talk about themselves, or perhaps to speculate about other people. In such cases, the role of the teacher is to provide a board suggestion, a gentle stimulus and a helping hand. Consider these two activities:

The students choose the simple drawing that she/he likes, and they write some sentences according to the picture.
The teacher shows a simple drawing of something for example a person. The student, first of all individually and then in pairs, make notes on who the person might be, their age, interest and occupation. These speculations are then discussed by the whole class.

The Ways to Provide Simple Drawing in the Class

In providing the simple drawing for the teaching material, the teacher can draw the simple drawing by her/him self or they can copy it from other resources. And there are also two ways in providing the drawing on the students, first providing picture to whole class and providing picture for individual use, the teacher can asks students to make their own simple drawing. These are the explanation of each way:

Providing Picture to Whole Class

Teacher should always draw to give students example, but in particular cases the teacher can ask students to draw according their imagination. It is better if teacher gives example to give control to their students, and the students can do their improvement, but it is important to give awareness to students that drawing just the media to learn English not the main subject.

These are two ways in providing picture for a whole class:

Teacher Draws on the Blackboard

The teacher draws picture by simple drawing on blackboard to students all the class. Haycraft (1992: pp) says that the blackboard is the most important visual aids, commonly available and inexpensive. It has advantage of providing a focal point of attention for whole class, and can be used for a variety of purposes.

Wright (1984:2) gives technical instruction in drawing on the blackboard. If the teacher draws, (s) he must learn the approach of simple drawing first. When (s) he draws, first they must judge the proportions whether the line is longer or shorter than another, or shape is thicker or thinner. Second, they must judge the angle of the lines whether they are lines or the edge of shape.

The Teacher Draws on Paper or Photocopies to be Shown to the Class

It is good if after the presentation there is a game that requires students to touch the picture. If the teacher draws in black board the drawing will be easy to erased, so it better if the teacher draw of photocopy and paste the paper on the blackboard. Wright (1982:pp) gives tips to teacher who photocopy from other resources, to not to go to the edge of the paper and not to use large areas of black than the machine can reproduce. If the teacher stick smaller pieces of paper down so the level are different, put typist’s white opaque along the edges to remove the shadowed line. To make the paper last longer, the teacher can paste the paper on the card. Wright (1982: 2) also explains the materials and techniques that are used in the use in simple drawing:

Card or Paper

Teacher’s flash card should certainly be on card and not paper. Card is last longer and easier to handle. For pupils it may be cheap to use duplicated sheets rather than card. In some places it is possible to get cheap or free off cuts of paper and card from printing houses.

Adhesives

These are ways to stick thin paper to card:

(1) Use rubber based glue which does not wrinkle paper, professional designer do this.

(2) Use a paste, if the teacher uses a paste, paste it on the thin paper and leave the paper to expand for some time before putting it onto the card.

Grids

To give a sense of organization to your text and pictures arrange them within a frame and align their edge. A frame (in British English- a ‘grid’) may be made of one, two or even more columns.

Tracing

If the top piece of paper is too thick to see the images clearly put them both against a window pane and copy it like that.

Size

Letter should be about two centimeters high. But guiding rules like this are not very useful. Try a sample – see what it looks like from the back of the class.

Providing Picture for Individual Use

There are also two ways, first students draw by themselves or second the teacher photocopy small picture and give it to every students. The second way needs much fund because the teacher should provide many picture for all students. Determining the weakness that the students can’t provide expensive media, this way is not effective. The effective way is students make simple drawing by them selves, because they will active and fell joy in making it and they will appreciate their own drawing. There are two media that can be made by simple drawing that are picture card and vocabulary note book.

Picture Card

Haycraft (1992: pp) says that there are many advantages of using picture card:

Picture cards are useful for presenting, practicing and revising vocabulary or as prompts for other activities- for example, to illustrate the character in a dialogue, to help students improvise.

Picture card can be used as prompts for simple substitutions drills. Teacher can hold up a card instead of saying word.
Picture cards are also useful for identifying verb of action.
Card can be used to indicate a sequence.

Vocabulary Notebook of Picture Dictionary

Brewster (1992: 94) suggests teacher to encourage pupils to create their own picture dictionary or vocabulary books. Discuss ways of organizing these, for example, alphabetically or by topic. Picture draw picture to illustrate the meaning of a word in English. Picture dictionary enable pupils to find out the meaning of new words themselves and help them develop useful study skills.

According to the explanation above, the researcher modifies the use of simple drawing into two terms: teaching activities and teaching aid. These are the principle steps of using simple drawing:

Becomes teaching aid

Researcher uses simple drawing to help her in providing the aid. She does not need to search, print or buy the picture. Moreover it is difficult for teacher to find a non hand-made picture that really fits to teacher’s need, it may be too less or too excessive in term of content, size and quantity. For example it will need effort, fund and it’s time consuming if teacher should find many pictures that can be shown to whole class. It will be effective if the teacher draws a simple picture whenever she presents new vocabulary. This is easy and does not need much effort, fund and time and also the pictures can cover teacher’s need because the teacher modifies it by her self. Presenting new vocabulary by using simple drawing is more effective than witting the translation in the first language because it can make students focused and impressed more.

Simple drawing can become individual aid for every student; they can make their own vocabulary note book and English learning aid. It will solve the weakness that both students and school can provide the expensive facilities.

Become teaching activity

The students draw according to the material and their want then their drawing is used to conduct communicative learning. For example teacher teaches physical appearances, the students are asked to draw person or cartoon actor that they like and they write the description and they present it orally it will become writing and speaking skill learning. Another example for listening learning is teacher held simple dictation and students draw according to the dictation.

Thomas (1996: 4 pp) I her book entitled Mini flashcard Language Game lists the process of teaching vocabulary use the material that something similar with drawing and pictures

(1) Presentation, in this stage the teacher introduces new vocabulary and phrases to provide plenty opportunity for the language to be heard and practiced unobtrusively before students performs alone. Repetition is useful at this stage.

(2) Practice activities and games, after the learners have becomes sufficiently familiar with the new elements to be reasonably sure of pronouncing them correctly, individual or group activities can be set up. These activities will help the learners to improve their familiarity with the new language and begin to transfer it to long- term memory.

(3) Using target language, the games should be played using the target language. Learners will need to be taught appropriate language to use before embarking on the activities.

The researcher adapts those steps to make specific steps in using simple drawing to improve students’ vocabulary mastery:

Presenting: the teacher presents vocabulary by drawing or showing the simple drawing. In this step the teacher should ask students guessing questions about the appearance of the picture. It is used to avoid misperception on what the drawing is, so the drawing can represent what the picture is. For example the picture of a chicken is similar with the picture of a duck. The teacher tells the students that the differences between a chicken and a duck are on their feet and height, so the students will not over generate the drawing. This step is used to introduce meaning.
Drilling: after the teacher draws and students understand what the picture is, the teacher gives pronunciation model what the English of that picture. Then asks students to repeat after her, the teacher checks students’ pronunciation by holding class drilling, group drilling and individual drilling then the teacher corrects students’ mistake. The teacher does this before she writes the writing because she implement the theory that a child learn to speak before they learn to write, so it’s better to teach oral speech first then written form. If the teacher writes the writing immediately, it is possible for the students to pronounce the words based on its spelling and it will be difficult to be revised.
Copying: After doing the drilling, the teacher writes the writing and spells every letter with students. It is used to make students easy to memorize the spelling. Then students copy the teacher’s drawing and write on their vocabulary note book. This step is used to store students’ memorization and trains the aspect of spelling when students are in the process of copying the writing.
Using: This step tends to be individual activity; the students use the previous step to conduct further activity in mastering vocabulary. For example the material is about fruits, every student is asked to draw their own favorite fruit and write the description, and for example “My favorite fruit is orange”.
Practicing: This step concerns with practicing vocabulary in communicative activity and tends to be group or pair activity. The students practice their vocabulary mastery through game or dialog, for example still in the material about fruit, after students have their own drawing, the teacher asks students to conduct a dialog after she gives a model. Two students come forward to do asking and answering questions. One student ask “What fruit do you like” another answer “My favorites fruits is orange” and then vice versa.

The Benefit of Using Simple Drawing

Scott (2000: 35) states that there are many ways to present new language more interesting to the children. One of them is by drawing, drawing are favorite types of interesting to children. He suggests the teacher to keep the picture simple, like using simple line drawing. He asks the teacher to learn and organize their worksheet first, so the students are planed and pleased to look at. The teachers can certainly all learn to have the chalk handy. It means that the teacher must be more creative in teaching English to children.

The Weaknesses of the Use of Simple Drawing to Teach Vocabulary

Wright (1984:2) assumes that many teachers think they cannot draw and they are reluctant to copy from other resources. In other book Wright (1997:2) state that simple drawing should certainly be subjected to some practical criteria for assessment of their value, but such criteria should apply to all activities whether they involve simple drawing or not. There are five criteria to decide whether to use simple drawing activity or not, whether the activity is a conventional drill or a game making use of simple drawing.

Easy to prepare: Don’t use simple drawing if it is difficult to prepare in relation the teacher will get out of it.

Easy to organize: Don’t use simple drawing if it is difficult to organize in the classroom, it require organizational time and energy. The teacher has to decide whether the effort of drawing more complicated activity is worthwhile in term of the activity.
Interesting: If the activity when simple drawing are considering is unlikely to interest the teacher and the student, then the teacher should makes question whether it is worth doing.
Meaningful and authentic: The teacher ask her herself “will the language and the way the teacher want to use it be authentic and intrinsic to the activity”? Students are going to gain more if the language they use is vital to the situation; there should be some reaction or result if they use the language appropriately, or indeed inappropriately.
Sufficient amount of language: Don’t use simple drawing if the activity doesn’t rise to sufficient amount of language in order to justify its inclusion in the language lesson, unless point 3 above is sufficient justification.

C. Rationale

The problem in teaching vocabulary in Elementary School is students’ vocabulary mastery is still low. The indicators of the problems are the students has only mastered few vocabularies (A2), they only know the words but does not able to make a sentence by using new words (A5) and also the students can’t implement the new words in communication activity (A3). They still do overgeneralization from Bahasa Indonesia principle. For example when reading English word, they read it according to the letter (A1) or they write the spelling of an English word the same with its pronunciation (A4). The problems also can be seen from class, the students are difficult to be controlled (C1), because they prefer running, drawing, or clapping the table to sitting, listening, and writing (C2). They do those non academic activities, because they feel bored. The problems occur because the teacher applies an inappropriate technique; she ignores the children’s psychology and the nature of teaching English to children.

Simple drawing is an effective solution to cover the problem above. It is effective and suits with the condition of school and students who can’t provide an expensive media. Simple drawing is cheap and can be done by almost everyone. It is manageable because it can be suited to the condition of the students, class, and teaching activities. For example if the teacher draws on the black board s(he) can manipulate the drawing so that all students from all corner can see the drawing. If the teaching activities need individual drawing, the teacher or students can draw on the card. Simple drawing can be done by all students, because it is easy and only needs existing material like a pencil and paper or a chalk and board.

Teaching vocabulary by using simple drawing will be successful if it is reflected in an activity based teaching and in communicative learning by the teacher who regard and understand the nature of children and the nature of language teaching. The students’ vocabulary will improve because they learn it in a joyful activity. It will be easy for students to master four aspects of vocabulary that are meaning, using, pronunciation and spelling because they are impressed and learn the vocabulary by doing and using it in communicative activity. So it can be assumed that simple drawing is effective to improve the student’s vocabulary mastery.

CHAPTER III

RESEARCH METHODOLOGY

Context of the Research

In this part the researcher explains the context of the research that will consist of the explanations about the subject of the research that is the fourth grade of SDN Gupit 02 in the academic year of 2010-2011. The explanations consist of two scopes that are the condition of the school and the condition of the students.

The condition of the school are; SDN Gupit 02 lies in remote area that does not have modern facilities like LCD and English learning kit (B4) and the students also come from middle below economic class (B5).

The conditions of the students are; English is a new thing for them and they do not aware what the importance of English is (B1). The nature of child is they love to do something than just sit and listen to the teacher (B2). It will be difficult for them to memorize new vocabulary only by memorizing by repeating (B3).

Classroom Action Research

This research is classroom action research. The principal of this research is solving the problem in teaching learning activity by applying certain action. The research begins by identifying the problem and believing that certain technique or media could solve the problem. Then by doing action and observation by applying technique or media, the researcher can conclude and judge whether her belief is proved or not. The researcher found that the problem is the low students’ vocabulary mastery. The researcher has strong belief that teaching vocabulary by simple drawing is effective to improve students’ vocabulary mastery. So the point of this research is all about the action how simple drawing can improve students’ vocabulary mastery.

According to the experts, Kemmis and McTaggard (1988:10) in Burn (1999:33), action research occurs thought a dynamic and complementary process, which consists of four essential moments that are planning, action, observation and reflection. And can be shown in this picture:

This research is individual teacher classroom action research. The researcher observing the problem, implementing the action and collecting the data individually inside the classroom, but she is still guided by thesis consultants outside the classroom. The researcher is also the teacher in the class that is being observed. So she did not need to conduct formal pre-observation about the school, teacher and students because she has knew the problems faced in teaching learning process and the characteristics of the students. After identifying the problem, the researcher did the four essential processes of a classroom action research that are planning, action, observation and reflection.

1. Planning: The researcher’s plans are about how many cycle will be, what the material and activities in every cycle and what will the researcher do in every cycle. The researcher’s plan is that there are two cycles. The researcher predict that it will be not enough if there will be only one cycle, so the researcher will make the revised plan after cycle 1 for cycle 2. For every cycle the researcher make lesson plan for every meeting.

2. Action : In this process the researcher applying the plan by conducting the teaching learning process in the classroom

3. Observation : This process is done in every part of the research. For example in identifying problem, searching the literature, and gathering the in formations about the improvements, problems, and weaknesses in every action.

4. Reflection : This process is done after the cycle. The researcher takes conclusions from the action and reflects what are the cause and effect of the improvements, problems, and weaknesses in whole actions.

Techniques of Collecting the Data

In this research, the writer is active participant observer. The researcher does the observation both as the teacher and researcher. She teaches, observes and notices classroom events, happenings, or interactions from the teaching learning process. The researcher collects two kinds of data that are qualitative and quantitative data, these are the explanations;

Quantitative Data

Quantitative data is the data that is in the form of number. The researcher collects the quantitative data by holding two kinds of test that are a pre test and post tests.

Qualitative Data

Qualitative data is the data that is in the form of words. The researcher collects the qualitative data from notes, recording, questionnaire and interview. These are the explanations of each;

a. Field Notes: is the researcher’s note that contains what the researcher and the students do in every meeting. To make it easier to be analyzed, the researcher make field note in the form of table that consists of both researcher’s action and observation.

b. Recording: The researcher records the oral test of every student in pre- test and post test.

c. Interview: The interview is done between researcher and students informally and incidentally. Because it is flexible, she can predict the next questions based on students’ answer and can modify the language based on children language so that students can understand the question and can answer based on their opinion.

d. Questionnaire: The researcher gives questionnaire after the cycles. Actually she gave two kinds of questionnaire, closed questionnaire that students chose yes or no and open questionnaire that the students should answer the questions based on their opinion. But the researcher only used the data from open questionnaire because the close questionnaire did not raise the valid data. In close questionnaire, the students did not answer the questions independently. They chose the answer that is mostly chosen by their friends, so the answers are mostly same for whole class. In open questionnaire, some students could express their opinions and their opinions fulfilled the researcher’s mean.

Technique Analyzing The Data

After collecting the data, the researcher analyzes it with following technique:

The Technique of Analyzing Quantitative Data

To analyze quantitative data, the researcher uses descriptive statistic method. The researcher calculated the mean scores of the pre-test and post-tests. The pre test and post tests are used to observe whether there are any significant differences between the students’ achievement before and after the action. The mean of the pre-test and post tests can be calculated with the formula:

In which :

Means of pre test score

= Means of post test score

N= Number of sample

2. The Technique of Analyzing Qualitative Data

The researcher analyzes quantitative data using qualitative data analysis written by Miles and Hubermann in their book Qualitative Data Analysis. They define analysis as three steps that are data reduction, data presentation and data conclusion or verification. These are the further explanation of every step:

Data reduction: is a process of choosing, focusing, simplifying and transforming the data from field note. Data reduction is a form of analysis that focusing, guiding and reducing useless data and organizing the data, so the final conclusion can be verified.
Data presentation: in this step the researcher limits the presentation, so the information gives chance to the existence of conclusion and action.
Verification: This is the step of taking conclusion and verification. The conclusion that arises from the data must be tested for its truth, strength, and that will become its validity.

The researcher applies those steps in different actions. Data reduction is done when the researcher do the pre-observation, pre test, cycle, and post tests. The researcher take note every data then simplifies the data to choose important and useful data only. Data presentation is done when the researcher present the result in the form of table both score table and field note table. After doing data presentation the researcher do verification, to guarantee whether the data was valid or not and to observe the cause. The researcher does test validity or verification by reviewing the data or holding interview to students. For example after pre-test the researcher analyzes that students’ mastery on every aspect of vocabulary is still low to verify the fact the researcher hold pre-test. From the pre-test it is true that students’ vocabulary mastery were low, to verify the reason why students were not able to do test and their opinion toward English, the researcher hold interview. By doing those steps the researcher is able to analyze the data and takes conclusion.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Introduction

In this part the researcher will explain the research finding and discussion that she got from the processes of the research. The schedule of the research can be seen in the table 1.

Table 1. The Schedule of the Research

No	Process	Date	Activities
1	Pre-Test	February, 26^th 2011	Identifying which aspects of vocabulary that the students lack in and how far the students’ vocabulary mastery
2	Interview	March, 2^nd 2011	Observing the cause and students’ opinions why their pre- test score was bad
3	Cycle 1
	1^st Meeting	March, 26^th 2011	Listening Prior Activity = 1. Presenting vocabulary by using simple drawing 2. Drilling Activity = 1: Individual game: “Show me the picture of…” 2: Group game: “Basket Break”
	2^nd Meeting	March, 12^th 2011	Speaking Prior Activity = Review, Drilling Activity = 1: Pair dialog “What fruit do you like?” 2: Group game: “Card Game”
	3^rd Meeting	March, 19^th 2011	Reading Prior Activity = 1. Review 2. Individual Game:”Show me the spelling of….” Activity = Drilling the text & answering the questions about the text
	4^th Meeting	March, 23^rd 2011	Writing Prior Activity = Review by giving background knowledge before writing Activity = Writing simple guided paragraph
4	Post Test	March, 26^th 2011	Measuring the students’ vocabulary mastery after the actions in cycle1.
5	Cycle 2
	1^st Meeting	March, 29^th 2011	Writing Prior Activity = 1. Presenting vocabulary by using simple drawing 2. Drilling Activity = Implementing Easy Reading™
	2^nd Meeting	April, 2^nd 2011	Speaking Prior Activity = Review, Drilling Activity = 1. Individual Activity:” This is my…” 2. Group Game: “ Message Chain”
	3^rd Meeting	April, 9^th 2011	Reading Prior Activity = Review by giving background knowledge before reading, Activity = Drilling the text & answering the questions about the text
6	Post Test	April, 16^th 2011	Measuring the students’ vocabulary mastery after the actions in cycle 2.
7	Observation by giving questionnaire	April 27^th 2011	Observing the students’ opinion toward whole action

B. Research Finding

1. Identifying the Problem

The problem in teaching vocabulary in Elementary School was the low students’ vocabulary mastery. The indicators of the problems were the students has only had little vocabulary memorization (A2), they only knew the words but were not able to make sentence by using new words (A5) and also the students could not implement the new words in communicative activity (A3). They still did overgeneralization from Bahasa Indonesia principle. For example when reading English word, they read it according to the letter (A1) or they wrote the spelling of an English word the same with its pronunciation (A4). The problems also could be seen from class, it was difficult for the students to be controlled (C1), because they preferred running, drawing, or clapping the table to sitting, listening, and writing (C2).

To identify which aspects of vocabulary that the students lack in and how far the students’ vocabulary mastery, the researcher conducted a pre – test. The pre test fulfilled four aspects of vocabulary; meaning, use, pronunciation and spelling. Each aspect had the same value score, but different forms of test. There were two forms, written test and oral test; in written test students did two kinds of forms that were multiple choice and filling cross word. Multiple choice contained two aspects: meaning and using, filling crossword contained aspect of spelling. Oral test contained the aspect of pronunciation; the students came forward in pair to practice the written dialog. Researcher gave score based on their pronunciation and intonation. The material of the test was about part of the body, that material has been taught in previous meetings before the test.

To make the valid score the researcher gave the pre- test without telling the students before and they were not allowed to open books or dictionary. The researcher divided students into two turns, one turn did the test inside while another turn was doing another task outside the class. One student sat on one table, so they could not cheat to other friends and the researcher could control the students easily.

The result of pre- test was the average score of the pre test was still low, that was 5.4 and only six of students reached the passing grade score of English that was 6.3. So it was true that the problem of English learning was the low students’ vocabulary mastery. Students’ low score was caused by the four aspects of vocabulary contributed low value. From the four aspects of vocabulary the highest average was on meaning and the lowest one was on using, pronunciation and spelling which had the same average. The analysis of the score can be seen from the table 2.

Table 2. Analysis of the Score Seen from the Aspects of Vocabulary

No	Aspect	Analysis
1	Meaning	Contributed the highest average because most of the questions were provided with the picture, so they could predict the answer. But they only just predicted without comprehending it. For some questions they over generalized the vocabularies of some things that look alike but had different vocabulary. For example most students named the “toes” same with “finger” and named “lip” same with “mouth” which seemed same but actually had each vocabulary.
2	Use	Contributed the lowest score because the questions contained the explicit meaning, so the students could not just predict the answer. They needed to analyze the answer from their understanding. For example most students wrongly answered the question “We watching with our….” It proved that sometime students knew and could answer the question of one vocabulary but could not use it in context of using.
3	Spelling	Spelling did not contribute the high score, it was still low. In spelling, the questions that most answered correctly by students were the shortest spelling that was “ear” and for the longer spelling most students still misspelled for example Tenguo, ayelesh, forheead.
4	Pronunciation	In pronunciation the students still over generalized the spelling with the writing, for example the still said /are/ instead of /ə(r)/ or /kni:/ instead of /ni:/ and other mistakes. Some students spoke with much filler. Some of them spoke with less filler and almost fluent but they did mistakes in pronunciation and intonation.

The researcher had assumption that the low score of the students was caused by two factors; external and internal factor. The external factor was that they had already felt tired and unmotivated, moreover the learning and the test was done after sport. They also felt stress because they did the test without preparation and they were forbidden to open the book or cheated with their friend. The internal factor was students had low vocabulary mastery. Moreover the material had been given on previous time, and their memorization of vocabulary was still in short term memory so they had forgot the vocabulary easily.

To verify researcher’s assumption and to find the reasons why students still got low score and their feeling toward learning English, the researcher conducted interview with some students on the other day after pre test. The interview was done on March, 2^nd 2011, the researcher asked three pairs or 6 students. Two pairs represented the students who got lowest score and one pair represented students who got the best score.

The researcher’s prediction was true; all of them have almost same reason that they found the difficulties in doing the test. The analysis of the interview about students’ opinion toward the questions of pre-test can be seen from the table.

Table 3. The Result of the Interview after Pre Test

No	Aspect	Opinion	Reason
1	Meaning	Less Difficult	The questions of meaning provided the picture so they could just predict the answer.
2	Use	Most Difficult	They could not answer the questions that contained many vocabularies because they did not know the meaning
3	Spelling	Difficult	It was difficult for students to arrange a meaningful English word, some students misspelled the spelling. They just could arrange the short jumbled letter. For example the word “ear” because it was short and the way it was written almost same with the way it was pronounced
3	Spelling	Less Difficult	The students who got better score could get better score in filling the crossword because they were creative. They searched the true spelling from the options in multiple choice.
4	Pronunciation	Difficult	Students were difficult to read the dialog because they still used the way of Bahasa Indonesia to read English dialog. They read the word same with its spelling. So they assumed that the written dialog was difficult to read, different with common Bahasa Indonesia.

To overcome the problems, the researcher implemented simple drawing as activity and teaching aid. The principle of both simple drawing uses is how simple drawing can be used in the situation of activity based teaching and in communicative teaching to teach English especially vocabulary to the students that belongs to children.

2. Implementing the Action Research

a. Cycle 1

Planning

After finding the problems from the pre-observation, pre-test, and interview, the researcher made a lesson plan to teach vocabulary that implemented the four skills of language. She prepared material from the regent dictate book entitled Enjoy Your English 4 combined with other relevant books. She used national syllabi as guidance for the competency standard and compulsory standard. She prepared four meetings in cycle one, first meeting was reception stage that was listening, because she implemented the theory that children learn language firstly through listening. Second meeting was speaking; this meeting was the production stage after children have already listen the vocabulary, they practiced it in the form of spoken activity. Third meeting was reading, it was reception stage, in this meeting the children learned to understand the written form of short, simple passage. Fourth meeting was writing, researcher place this skill in last meeting of the cycle because according the theory, writing was the top skill because learners are expected to construct the idea and express it through written language. In this meeting the students learned to make a guided simple paragraph contains the vocabularies that have been learned through three other skills.

Action

The First Meeting

The researcher conducted the first meeting on Friday March, 4^th 2011. She entered the class and greeted the students by singing “Hello-hello 2x how are you” and students answered “thank you thank you I am fine and I hope that you are too”. The researcher started the lesson by giving guiding questions, she mentioned the name of fruits in Bahasa Indonesia and students said those were called “Buah-buahan” she said those names were called “fruits” some students repeated “Fruits”. She pasted the picture of fruits on the black board, then asked what fruit it was, after the students mentioned in Bahasa Indonesia the researcher said the name of fruit in English and did the class drilling, group drilling and class drilling.

The next step was the researcher wrote the spelling and spelled each word together with the students. Then researcher repeated the drilling for all fruits, in this time the spelling were included. Then, the researcher reviewed the ten vocabularies by conducting ask and answer activity. She gave instruction that when she pointed a picture of fruit she said “What fruit is it?” the students should said “that is….”.

Then the researcher asked the students to copy the drawing and spelling on their vocabulary note book. The next activity was individual activity, she explained the rule that when she said “show me a picture of banana” the students looked for the picture of banana in their vocabulary note book and raised it while say “This is banana”.

The next activity was group activity, she asked the students to say “one” and “two”. After divided the name of the fruits to each students, she asked each student to draw her/his fruits on the card that (s)he got. After each student had their own drawing, she gave pin to the students and asked them to put the drawing on their chest. She asked group one come forward and group two come to the back of the class. She explained the rule of the game and gave model, the game name was “Basket Break” the students sat form a big circle on the paper that was pasted on the floor and one student became a player. Actually the students sit on the chair but because the chair in Elementary is not individual chair but long bench that is used for pair, the students sat it on the floor and use paper as boundary site. The rule of the “Basket Break” game is, the player play role as buyer, (s)he will buy fruits and their friend who is sit down play a role as fruit based on their drawing. The player will buy by calling one fruit by saying “I buy apple” the “apple” must follow the player and put their both hand on their friend’s back, The player will buy fruit as many as (s) he wants, After (s)he felt satisfied, (s) he said “break” then every one race to sit on the paper, the one who does not get the site will become the next buyer.

After the researcher explained and gave the model the students did the game with the researcher’s guidance. Most students followed the game actively. The game ran until the English class time over. She came out the class after said “good bye see you next week” and students answer “good bye see you next week”.

The Second Meeting

On Saturday, March, 12^th 2011, the researcher came for the second meeting. She opened the lesson by greeting and pasting the picture on the black board. She reviewed the lesson by holding questions and answered drilling. The researcher started to do first activity, she command the students to draw one of the ten fruits that every students like most. She gave model that asking favorite food in English was “What fruit do you like? and the answer was “ I like bla…bla… bla…Than she did class drilling, group drilling and individual drilling. After all students could pronounce correctly, the researcher wrote the sentences and asked students to copy it on their book. Then, she examined every pair when they conducted asking and answering activity “What fruit Do you like?” “I like….” (Showing the picture each draw).

Then, the researcher did the second game that used the card they have drawn, 10 pictures and ten names. She explained the rule and gave model. Students played in pair, after choosing who played first. The player took one picture and one name, if the name was same with the picture the player said “I like…..” And he got one score and keep the cards. If the name was not same with the picture the player said “I like…..but I don’t like….he did not get score and he gave back the card randomly in the pile of cards. The researcher decided to closed the class after the bell rang by giving home work, then saying “good by see you next week”.

The Third Meeting

On Saturday, March 19^th 2011, the researcher came for the third meeting. She opened the lesson by greeting and pasting the picture on the black board. She reviewed the lesson by holding questions and answered drilling.

Then, the researcher spelled the spelling one by one in English, but only few students who followed to spell, the other were only able to spell in Bahasa Indonesia. Then the researcher did drilling the letter one by one.

The researcher started to do game, she distributed the small piece of paper one students got 10 paper. Then the researcher explained the game, if she asked “what fruit is it?” The student should write the name, after that they should raise the paper. After students understood, she erased all spellings on blackboard and started the game. Then she conducted the game for all names of fruits.

The researcher continued to the reading lesson. She drew a picture of woman who carries to basket. She asked question to build students’ context and made them know the idea of text that will be presented. The researcher presented the oral English first after the translation in Bahasa Indonesia and held drilling.

The researcher wrote the text on blackboard and did drilling by reading the written form. The researcher explained the WH question (What, Where and When) then did drilling it. Then the students answer the question. The time was offer, the researcher asked the students to applaud for their learning and she closed the meeting.

The Fourth Meeting

On Wednesday, March 23^rd 2011, the researcher came for the fourth meeting. She opened the lesson by greeting. She gave building knowledge for writing by telling a story that every one in her family like fruit. Each people like certain fruit and dislike certain fruit. Then she drawn the table and the drawing, and made students could understand the idea. Then she wrote the written text and explained the meaning of the text.

As writing activity, she gave the paper to every student and asked them to make the same table and text but based on their real life. Then the researcher became facilitator, who help and answer students’ difficulties. After they had finished, the researcher told the students that next week there will be a test and asked students to study. Then she closed the meeting.

Observation

The First Meeting

There was one student who did not attend the class because she was sick. The researcher greeted the students by singing to make them motivated and happy first. Most students were happy and enthusiastic because that was on the first class, when students were still fresh. When the researcher showed the picture, the students began to be interested. In drilling, there were few students just opening their mouth and pronounced improper pronunciation, the researcher commanded and trained them to pronounce correctly. Some students did some mistakes in pronouncing, for example /mɑŋgo/ instead of /’mǣŋgəμ/, the researcher corrected students’ mistake. After doing correction on students’ mistake,

In question and answered drilling, there were some students who still repeated the researcher, so they were not answering but saying same questions. The researcher corrected students’ mistake, that they should not repeat but they should answer.

The students were happy and motivated to draw on their vocabulary note book. They asked the researcher, whether they should color the drawing or not. The researcher said that they did not need to color it. Some students got an idea; they rubbed researcher’s drawing that is colored by oil coloring pastel and rubbed it again on their drawing, so some of their drawings became colorful. It proved that in general children were interested in drawing and coloring activity.

Students were interested in “show me” game and they did this game joyfully. The researcher gave appreciation to the students who could show the picture fast and gave support to the students who still look for the picture when the others had mentioned the picture. The researcher found a student who was not fair; he was always left by other friends because he was slow. He did not look for the drawing but he drew a new picture when the researcher mentioned the name of a fruit. The researcher warned him and asked him not to do it again. She would wait until all students could show the picture and pronounce correctly.

In “Basket Break” game there were some students who reserved their card and forbade the player to call them. The researcher encouraged them to be involved in the game and said not to be afraid to become the next player. The class activities ran until the English class time was over. When the

researcher informed that the time had to be finished, the students were disappointed and asked the researcher to do the same activity on the next meeting.

The Second Meeting

In this meeting, when the researcher pasted the picture on the blackboard, some students fought for helping her. That was children’s characteristic that they liked to be involved and demanded for attention. It proved that they were interested in the lesson. When the researcher reviewed the lesson by asking “What picture is it?” and students should answer “that is……?” some students did not answer fully just the name of the fruit. After doing correction on students’ mistake, most of students were able to pronounce correctly.

In the middle of class the researcher found two students who played game, she told them to keep their game and play the game another time in breaking time. When the pair dialog was conducted, the researcher found some students who did mistakes in pronunciation for example /wʌt/, /dɔ/, /ɔreŋ/ etc. She correctted and trained the students until they could pronounce correctly.

The card game was not well done. The students did not pay attention and they were out of control. The researcher pulled student’s attention by using Hi Hello trick that when the researcher said “Hello” the students should answer “Hi” and vice versa after answering the students should keep silent. The trick did work well because the students were confused and only did the game when the researcher accompanied them. The researcher was not able to control all pairs. Most pairs did not run the game autonomously after the researcher left them. They did not focus because another class started to go home. It only ran one turn when the researcher left the pair only some pair who still kept playing, other pairs stopped the game. The researcher realized that the game was not suitable for the students. The game needed the student’s autonomy and advance mastery. On the other hand the students had not reached that condition yet. Moreover other classes had been over; the researcher realized that the nature of children was doing the same action as their friends do. Although the activity was joyful when they saw other friends had gone home their concentration had gone too.

Third meeting

At the beginning of the class, almost all students submitted their homework. It proved that they learned English at home. While the researcher pasted the simple drawing about pictures on black board, there were students who asked to do a game. The students were happy with the game. The researcher said that today the class would do another game.

The drilling of the letters in spelling was not done well. At the beginning the students followed but later on they were not eager to follow. It happened because the students were bored with excessive and monotonous drilling, moreover the spelling activity was just doing repetition without any media.

The drilling in reading did not work well. At the beginning the students followed, but latter on they were not eager to follow. Only some students who pronounced and some students only opened their mouth. The researcher could not control every student well because the drilling was class drilling and the sentences were long, so some students were not able to follow. But the students could answer the WH questions well because they had understood the idea of the text. The drawing helped to build student’s context.

The Fourth Meeting

In this meeting one boy was absent because he was sick. This meeting was about writing simple guided paragraph. The researcher used simple drawing to build students’ context and also attracted their attention. After giving model, all students wrote a text, although they asked the researcher many times whether their works were true or not. It was normal because students needed guidance to use the vocabulary to construct a simple meaningful and communicative text.

Reflection

After analyzing the observation result in cycle one, the researcher was able to collect the data in form of qualitative and quantitative data. She also did reflection in order to evaluate the teaching learning process in cycle 1. She found the students’ improvement and also the problems that were still unsolved in cycle 1. The improvement of students’ achievement and learning process at the end of cycle1 can be seen in table 4. And the review on problem unsolved in cycle 1 and its revised plan can be seen in table 5.

Table 4. The Improvement of Student’s Achievement and Learning Process at the End of Cycle 1

Kinds of Data	Scopes Before Action			After Action
A. Qualitative Data (Observation & Interview)	1. Class Situation (Affective)		The students were difficult to be controlled when teacher taught them.	The students did almost all of researcher’s commands, because they started to be closer with the researcher and interested in the learning.
			The students liked running, drawing or clapping the table better than sitting, listening and writing.	Students did not do too much bad affection like clapping the table or running. They did it normally, just when they wanted to attract researcher’s attention or when they had felt tired.
			Students liked to do active activity like drawing or singing.	Students demanded to do again the game that they were interested in.
			Students felt bored when the teacher just talked all the time.	Students did not feel totally bored because most learning involved them.
			Students demanded to go home or to break when they felt bored.	Students demanded to go home or to break only when the bell rang
	2. Vocabulary Mastery	1. Meaning	Students only had little vocabulary memorization. They only could guess the meaning without really comprehended it. They forgot the vocabulary that they had learned easily.	Their vocabulary memorization improved gradually. They did not forget easily, like before the action. It was because they got impression when doing learning activity.
		2. Use	It was difficult for students to implement the new words in communicative activity. They assumed that they were not able to speak or write in English.	With the guidance of the researcher during the learning activity, students could implement the new words in a simple communication activity.
		3. Spelling	The students wrote the spelling in English same with its pronunciation. They arranged the jumbled letters without thinking. They only could arrange the spelling of short words that is similar to the pronunciation like word “ear”.	Students still wrote the spelling in English same with the pronunciation, but it was not as worse as in pre-test.
		4. Pronunciation	Students did overgeneralization when reading English words. They read them according to the spelling, like in Bahasa Indonesia. They assumed that English text was difficult to be read.	They started to be aware that the English way in pronouncing was not reading the words spelling, like in Bahasa Indonesia. But they still did some mistakes.
B. Quantitative Data (Pre Test & Post Test Cycle 1)	Vocabulary Mastery	1. Meaning	The mean score on the aspect of meaning in the pre- test was 3.15.	The mean score on the aspect of meaning in the post test of cycle 1 was 8.85. It increased 5.7 from the pre-test.
		2. Use	The mean score on the aspect of use in the pre- test was 2.45.	The mean score on the aspect of use in post test of cycle 1 was 7.5. It increased 3.05 from the pre-test.
		3. Spelling	The mean score on the aspect of spelling in the pre- test was 2.6.	The mean score on the aspect of spelling in post test of cycle 1 was 5.5. It increased 2.9 from the pre-test.
		4. Pronunciation	The mean score on the aspect of pronunciation in the pre- test was 2.6.	The mean score on the aspect of pronunciation in the post test of cycle 1 was 6.6. It increased 4.0 from the pre-test.
		Final Score	The mean score of the pre test was 5.4 and only 6 students reached the passing grade that was 6.3.	The mean score of the post test cycle 1 was 7.1 and only 5 students did not reach the passing grade. It increased 1.7 from the pre-test. The number of students who reached the passing grade also increased from 5 students to 15 students.

Table 5. Review on Problems Unsolved in Cycle 1 and Its Revised Plans

Scope	Aspect	Problem	Revised Plan	Implementations
Vocabulary Mastery	Meaning	Vocabulary Mastery (Cognitive) The score was the best among three other aspects. Students could memorize the English of the name of the fruits well. So they could answer the questions that are related to knowledge of meaning. But the learning scope was still narrow; it was only about the name of the fruits.	The researcher added the scope of learning material. The dimension of vocabulary was not only about the name but also the dimension of possession, color and adjective.	In all meetings in cycle 2, the learning discussed four dimensions: name, possession, color and adjective.
	Meaning	Classroom Situation (Affective) When the students were asked to draw they asked whether they should color it or not. The researcher said that they did not need to color the drawing. Some students got idea to color their drawing. They rubbed the rearcher’s drawing that contain oil coloring pastel then rubbed it on their paper. The researcher got the fact that most people especially children still enjoyed doing something with color.	In cycle 1 the researcher drew manually on cards and pasted the cards on the black board. In the cycle 2 the researcher used printed simple drawing because its color is clearer. Moreover the learning was emphasized on dimension of color. Printed simple drawing describes things better and it is last longer.	In all meetings in cycle 2, the researcher used printed simple drawing.
	Use	Vocabulary Mastery (Cognitive) The score improved but there were still some shortages. Some students still had difficulties in using the vocabulary of the name of fruits in context. For example some students were still not perfect in writing simple guided paragraph; some students did not follow the instructions.	The learning in cycle 2, the researcher used simple drawing more than in cycle 1. It gave the students context to write or to speak.	All meetings in cycle 2
	Use	Class Situation (Affective) The game that contained autonomous activity like vocabulary card game was not successfully done. Only some students could still continue the game without researcher’s guide. Most elementary students still need to be always guided, they have been not able to conduct communicative learning activity autonomously yet.	The researcher chose the simpler game so the researcher could guide all students.	Group Activity in second meeting was simpler and easy to be guided because all students were divided only into two groups
	Spelling	Vocabulary Mastery (Cognitive) This aspect was the worst mastery; the students still wrote the spelling based on its pronunciation. The researcher assumed that it was because the learning about spelling was not effective. The students learned the spelling only by drilling. Classroom Situation (Affective) Monotonous drilling made students bored, they were not impressed well so they forgot the spelling easily. They remembered well the meaning and pronunciation but not the spelling, so they wrote the spelling based on its pronunciation.	To improve the aspect of spelling, the researcher used the technique Easy Reading™ that is made by Herlina the expert of children English Teacher. The learning needs the aids, that are the small sticks made from palm-leaf ribs and paper with written letters a to z and also a long paper box. The researcher had asked the students to make it by themselves, so every student had their own aid. When students got new word they took the letters of the spelling and sticked it in the box then pronounce the word. The technique “Easy Reading” attracted student because it impressed them more about spelling, so they will not forget the spelling easily.
	Pronunciation	Vocabulary Mastery (Cognitive) Students could pronounce the name of the fruits well but they still made error when they said other vocabularies. The improvement was they had done the system of English that pronouncing is not like reading the entire spelling. For example in word “like” that the pronunciation is /laIk/, they pronounce it /lik/. It proved that they had used the English system, but they still made error. Before cycle 1 they used the Bahasa Indonesia system in English; they pronounced “like” as /like/. It proved that students had been aware that English is different from Bahasa Indonesia system. Classroom Situation (Affective) Repetition drilling that was done too often made students bored. It is seen in the activity when the researcher asked the students to spell the spelling of the name of the fruit in English. Only at the beginning of drilling, every student spelled it but then only few students followed the drilling.	The researcher made drilling activity more effective. The researcher conducted question and answer drill but the way was by syllable clapping.	On first Meeting
	Pronunciation	Drilling that contains long sentences could not be successfully done by whole class. Because there were students who did not really speak but just opened their mouth, like what happened in the third meeting about reading, the drilling was not well controlled.	The researcher divided the sentences, one group drilled one sentence and it was chained to the next group who drilled the next sentence. After that the researcher combined all sentences into a text. So all students were well guided and controlled to pronounce well.	Third Meeting

b. Cycle 2

Revised plan

To solve the unsolved problems in cycle 1, the researcher made a revised plan in cycle 2 based on the observation and reflection from teaching learning process in cycle 1. The plan covers the weaknesses on both scopes that are vocabulary mastery or cognitive and what happens in a class or students’ affective. The explanation of the revised plan has been stated in table 5. The researcher made the revised plan by relying on the theories stated by the experts. These are the underlying theories for the actions in cycle 2:

Meaning:

In chapter 2 has been explained that teaching vocabulary should be in context and integrated with dimensions of subjects. The researcher realized that in cycle1 the learning had narrow context and dimensions; it was just about the name and expressions of like and dislike. In cycle 2 the dimensions of vocabulary was added with possession, color, size and name.

In cycle 1, the students actually wanted to color their drawing, but the researcher did not suggest them to do so because the learning was not about color. In cycle 2 the researcher asked students to color their drawing because Wright (1982: 2) argues that

……It is too tempting to use lots of bright colors in order to please the students. It is much better to choose colors for other purposes, like

To make an object more recognizable if the shape is rather ordinary, for example an orange.

To direct attention to something; particularly if it is small within a picture, for example, one person giving another a present. The people could be drawn in black line and the present in a color.
To express feeling and to make the picture look nice.

Use:

The aspect of using deals with the activities that can make students use English in communicative activity. In cycle 2 activities like game, reading and writing activity maximized the use of picture that is simply drawn by students. Wright (1997:2) states that pictures can motivate the student and make him or her want to pay attention and want to take a part.

The researcher realized card game in cycle 1 was not successfully done because she expected too much, that the students could speak English fluently like they speak in mother tongue or in Bahasa Indonesia. Linse (2006: 49) states that in teaching EFL teacher should avoid unrealistic expectations because the expectation for children learning ESL of EFL should not be greater or more demanding than the expectations for children learning to speak in English as their native language. In cycle 2, the researcher held game in smaller scope so the students could well guided. The researcher’s expectation is althoygh the students can speak just few sentences, they can pronounce well and really understand what they say.

Spelling:

The learning of spelling in cycle 1 was monotonous. It made the students’ achievement in spelling was bad. They also were not interested while drilling the letters. In cycle 2 the learning impressed students more because it used the aid like in Easy Reading™ that used the phonic method. Herlina (2009:27) states that teaching with phonic method should be creative that used the hand made aid. The researcher adapted the use of aid like scramble but using sticks and box in teaching spelling in cycle 2. It will be effective because it impressed students more.

Pronunciation

The drilling in cycle 1 has been quite communicative because the students did not repeated but they answered the questions. In cycle 2 the researcher used the same drilling but the way was by syllable clapping. Linse (2006:38) states that syllable clapping is one of ways that help children become more aware of auditory pattern that occur in language. It gives children awareness foundation, prepares them to engage in beginning formal reading instruction.

Action

In second cycle, the researcher applied the revised plan. This cycle was conducted in three meetings. The material was about vegetable. The learning in every meeting used integrated skills but emphasized on one skill. The skill in first meeting was writing, because it used to revise the worst achievement that was spelling. The second meeting was speaking, the students tried to use the material they got in previous meeting by speaking. The third meeting was reading, the students learned to understand simple English text with the use of simple drawing.

The First Meeting

The first meeting was on Tuesday 29^th March 2011. The researcher came to the class at 7.05 am. Actually the first class was Math but its teacher became the supervisor for the sixth grade exam. After the agreement with the students, Math was changed into English. Some students argued that they did not bring English book. The researcher replayed that it was no problem because it was new material and they have had the vocabulary note book. Because that was the first class, the researcher asked

one of students to lead the pray by saying “let’s pray begin” and finished it with “Amen”. After that she greeted students by singing “Hello-hello how are you” and students answered “thank you thank you I am fine and I hope that you are too”

The researcher pasted the pictures on the black board. Then she gave background knowledge that the material would be about vegetables. She held questions and answer about the name, the color and the size in Bahasa Indonesia first. Then she gave modeling by saying “It is carrot, it is big (small) its color is orange” etc. The researcher held repetition drilling, by asking one of students, group of students and whole class. Before the researcher held the question and answer drilling, she explained in Bahasa Indonesia first then translated it into English, and gave modeling. For example she pointed the picture of big carrot. She asked and answered by her self “what vegetable is it?” “Is it carrot”, “What color is it”? “ it is orange”, What is it look like?” “it is big”. To vary the drilling and avoid students’ boring, she introduced syllable clapping. She explained and gave model that the students should answer syllable by syllable and should clap their hand in every interval. Then she held drilling alternately, for whole class, group and individual student.

The researcher started to do game. She distributed the aid that students have made before to every pair. The aid was adapted from Easy Reading ™ technique. The researcher explained the rule of the game, that when she asked question, for example “What vegetable is it?” students should arrange the letters of spelling and stuck it in the box. After finished they should rise the box and pronounce the word. The researcher started the game.

After the time was over, the researcher asked the students to tidy up their aid and submit the aid. She closed the meeting by saying “Good bye see you on Saturday”.

The Second Meeting

On Saturday 2^nd April 2011, the researcher conducted the sixth meeting. As usual, the researcher came to the class and greeted the student by singing, but the students should sing first. They sang “Hello-hello how are you” and the researcher replied “thank you,, thank you, I am fine and I hope that you are too”. For review, she held drilling about the material last week, after she pasted the pictures on the black board. The drilling was question and answer drilling done by syllable clapping. She chose the one who answered alternately, whole class, group and individual student.

The researcher started to do individual game. She divided the duty, one table one vegetable. After each table has known its vegetable, she distributed two papers to each table, one was big and one was small. She explained that student who got big paper should drawn big size of vegetable and vice versa. The researcher explained and gave model; students should write the description according to each student’s drawing. For example “This is my big orange carrot” etc. After finished she gave each student pin and asked them to pin their drawing on their chest. The researcher started the group game, she made group by asking the students to say “one” “two”. Then she asked them to gather according their group. Group A came forward first, the teacher explained and gave model. The rule was the student who got ball should described his/ her friend’s vegetable then his/her own vegetable for example “ that is Anisa’s big carrot and this is my big white cabbage” and then threw the ball to another friend and the friend chained the message, so forth until all students got turn and continued for group B. The bell rang, the researcher asked the students to submit their drawing. She closed the meeting by saying “Good bye see you next week”, the student replied.

The Third Meeting

On Saturday 9^th April 2011, the researcher held the Third Meeting. As usual, the researcher came to the class and greeted the student by singing. As giving background knowledge, she drew a woman and cooking utensils and material that were vegetables. She held question and answer about drawing to build context for the reading text. After the students knew the text will about, she held message chain every group drilled one sentence and would be continued the next group. The drilling is in Bahasa Indonesia first and then in English. After the students’ pronunciation was correct, the researcher wrote the text besides the drawing. After that the whole class read the text.

From the text the researcher explained the WH questions by using Bahasa Indonesia first. She mentioned the answer and asked students what was the questions word. After the students mentioned the words in Bahasa Indonesia the researcher mention the English. Then she held drilling for WH questions. For review, she wrote the WH questions on cards, one side in Bahasa Indonesia and one side in English. The cards were used to hold drilling, when the researcher showing the English, students mentioning the translation in Bahasa Indonesia and vice versa. The researcher wrote the full questions and asked students to answer those questions. The bell rang; she announced that next meeting there would be a test about vegetable. She closed the meeting by saying “Good bye see you next week”.

Observation

The First Meeting

The researcher did not spend much effort to control the student and attract their attention, because the class was in the first class when students still fresh and powerful. The researcher applied the use of English to lead the pray, to make students familiar with English. She was happy because most of students gave attention. When she pasted the pictures on the black board, some students guessed that she would teach the name of fruits again. After they saw that the pictures were different, they were interested, they said “o…sayur-sayuran”. It proved that the students have already boring with the material about the name of the fruits because it already taught for several meetings. Then the students asked the teacher why there were two same pictures for one vegetable. They were curious; it indicated that they were interested.

When the researcher gave model, she did not command the students to repeat but some students repeated. Moreover they repeated all teacher’s saying whether it was in Javanese. It the characteristic of children that they like to made something to be laugh. In drilling moment, there were students who were not serious they just open their mouth and behave that English was difficult to be said. The researcher trained students until they imitated correctly, then she gave appreciation by saying “good”.

When the researcher started the learning spelling using aid, the students argue each other fought for choosing the aid. She tried to calm them down. Some students followed the game happily but some of them did not. Some students were not patient and strenuous enough and they were not cooperative with their tablemates. The researcher realized that those students might not be interested with the game because of their personality. That kind of students might not belong to kinesthetic children, so they did not like to learn with doing detailed activity. While doing the game there were some technical problem, for example some students found that the letters paper was discharged from its stick. And the letters of some students were not complete so they could not arrange the word completely. The researcher had anticipated that problem by providing extra letters and glue. The students who had finished came forward and show their box to the teacher. They were very happy after the researcher said “yes”. But, some students still did mistake in pronunciation for example /cɑ:rrɔ;t/ , /smɑ;l/, /kɑbɑgə/ etc. When the class was over, she gave appreciation by asking the students to applaud.

The Second Meeting

In the process of doing individual game, all students did the duty well. They drawn and describe their drawing well. But when the researcher started the group game by dividing the groups, students became noise because some of that forgot their number and they argued each other. The researcher asked the students to repeated counting. To make sure, she asked group A to raise their hand and group B to raise their hand. She realized that the students would difficult to be controlled and the game would be unqualified if both group played in same time. So she decided Group A played first and then group B.

When doing the game, some students still forgot the vocabulary of certain words, not only the researcher who helped but other friends also helped to revise. Students laugh when their friend added the apostrophe (‘s/ es) after name. It was the improvement because some students already could revise other friends’ mistake. When group B played the game, some students made mistake in pronunciation for example /witə/, cɑ:rrɔ;t/, /smɑ;l/, /kɑbɑgə/ etc. And also some students forgot the vocabulary. The researcher revised students’ mistake. The weakness came from the characteristic of the students, when certain group played the game, the other friend disturbed by making noise.

The Third Meeting

In message chain drilling, most students followed it well. By cutting the text into message chain per sentence, the students could follow the drilling well. Because the text was not too long and the researcher could control student better. The drawing also helped to give students context so they could predict the text it also interested them. The drilling that proceeded before the written text prevented students to pronounce words according its spelling.

The students could mention the WH questions in Bahasa Indonesia, when the researcher mentioned the answer in Bahasa Indonesia. It was good beginning when some students could answer what were WH questions words although in Bahasa Indonesia. Flash card helped the students to memorize the WH questions well. Finally, with the guidance of the researcher, the students could answer the questions in English.

Reflection and Evaluation

In cycle 2, the researcher found some improvements compared with actions in cycle 1. The improvements were seen from the scope of students’ vocabulary mastery and class situation. The improvements could be seen in table 6.

Table 6. The Improvement of the Students’ Achievement and Learning Process at the End of Cycle 2

Kinds of Data	Before Action 1 After Action in Cycle 1			After Action in Cycle 2
Qualitative Data Observation of Class Situation /Affective)	It was difficult for students to be controlled when teacher taught them.		Students were not satisfied in drawing because they did not color their drawing.	Almost all students were interested in drawing and coloring their drawing.
	The students like running, drawing or clapping the table better than to sit, listen and write.		The students were motivated with game but they were not able to do the game autonomously like in the card game in second meeting.	With the guidance from the researcher’s, students were able to do all the games in cycle 2. They were already able to correct other friends’ mistakes.
	Students like doing active activity like drawing or singing.		Some students were bored with the activity of drilling spelling.	The technique in Easy Drawing ™ was proved to make students interested in learning spelling.
	Students felt bored when the teacher just talked all the time. Students demanded to go home or break when they felt bored.		Some students were bored with excessive drilling especially with repetition drilling and drilling long sentences	Syllable clapping and message chain drilling were proved to avoid students’ boredom.
Observation of Students’ Vocabulary Mastery/ Cognitive B. Quantitative Data (Pre Test & Post Test Cycle 1)	1. Meaning	Students only had little vocabulary memorization. They only could guess the meaning without really comprehend it. They forgot the vocabulary that they had learned easily.	Their vocabulary memorization improved gradually. They did not forget easily, like before the action. It because they got impression when doing learning activity.	Students’ vocabulary memorization increased in some dimensions not only names of things.
	2. Use	It was difficult for students to implement the new words in communication activity. They assumed that they were not able to speak or write in English.	With the guidance from the researcher in doing learning activity, students could implement the new words in a simple communication activity.	Students had more courage to practice English. They were not afraid or shy to try to practice English. Some of students were already able to revise other’s mistake.
	3. Spelling	The students wrote the spelling in English same with its pronunciation. They only could arrange the words having short spelling that the spelling is similar to its pronunciation like the word “ear”.	The students still wrote the spelling in English same with its pronunciation, but it was not as worse as in the pre-test.	The students’ mistakes reduced gradually
	4. Pronunciation	The students did overgeneralization when reading English words. They read it according to the spelling, like in Bahasa Indonesia. They assumed that English text was difficult to be read.	They started to be aware that English way in pronouncing was not reading exactly the spelling, like in Bahasa Indonesia. But they still did some mistakes.	The students’ mistakes reduced gradually
	1. Meaning	The mean score on the aspect of meaning in the pre- test was 3.15.	The mean score on the aspect of meaning in the post test of cycle 1 was 8.85. It increased 5.7 from the pre-test.	The mean score on the aspect of meaning in the post test of cycle 2 was 7.1. It was lesser than the post test 1 because the scope of learning was broader.
	2. Use	The mean score on the aspect of use in the pre- test was 2.45.	The mean score on the aspect of use in the post test of cycle 1 was 7.5. It increased 3.0 from the pre-test.	The mean score on the aspect of use in the post test of cycle 2 was 8.7. It increased 1.2 from the post-test 1.
	3. Spelling	The mean score on the aspect of spelling in the pre- test was 2.6.	The mean score on the aspect of spelling in post test of cycle 1 was 5.5. It increased 2.9 from the pre-test.	The mean score on the aspect of spelling in the post test of cycle 2 was 7.0. It increased 1.5 from the post-test 1.
	4. Pronunciation	The mean score on the aspect of pronunciation in the pre- test was 2.6.	The mean score on the aspect of pronunciation in the post test of cycle 1 was 6.6. It increased 4.0 from the pre-test.	The mean score on the aspect of pronunciation in the post test of cycle 2 was 7.6. It increased 1.0 from the post-test 1.
	Final Score	The mean score of the pre test was 5.4 and only 6 students reached the passing grade that was 6.3.	The mean score of the post test of cycle 1 was 7.1 and only 5 students did not reach the passing grade. It increased 1.7 from the pre-test. The number of students who reached the passing grade also increased from only 5 students to 15 students.	The mean score of post test in cycle 2 was 7.6. It increased 0.5 from the post test of cycle 1. All students reached the passing grade.
The problem in Cycle 2	From the note that was made by students, the researcher found that: There was one student who admitted that he felt bored with learning English but he preferred with drawing people, fruits and vegetables. There were four students who did not like the learning about reading and writing English text.

From the result above the researcher states that by doing action until cycle 2, it has been enough to improve students’ vocabulary mastery, so she does not need to conduct cycle 3. The findings could answer the problem statements as follows:

Simple drawing can improve students’ vocabulary mastery in extension when the uses of simple drawing are in two terms: teaching activities and teaching aid. The principle of both simple drawing uses is how simple drawing can be used in the situation of activity based teaching and in communicative teaching to teach English especially vocabulary to the children. So simple drawing is one of means to deliver the main subject that is English. The teacher should modify the use of simple drawing to please students so that they can be motivated and can learn English unconsciously.
When the researcher used simple drawing to improve students’ vocabulary mastery, the students were motivated. They felt enjoy when learning English. Their childish bad habits were minimized. The students were easier to be controlled.

Discussion

The discussion of research findings could be summarized as follows:

The improvement of vocabulary mastery: the uses of simple drawing could help students to learn aspects of vocabularies. Simple drawing could become a means for presenting the meaning. It gave the impressions for students to memorize the vocabularies, so that they could easily memorize in long term memory. Simple drawing also gave them context to understand, to speak and to write. So it could be used in learning four skills of language. Their achievement could be seen from their performance in learning and the score that improved gradually in every test.

Simple drawing is able to improve the learning in the aspect of vocabulary mastery. Wright (1997: 2) assumes that many teachers recognize the usefulness of simple drawing in their teaching. Drawing has many advantages; they are quick to do, their content can be determined exactly by the teacher; they are easy to reproduce. Teachers and their students can draw their own picture with computer software drawing, packages, as well as more traditionally on the board, on handout and in display.

The simple drawing also has some roles, they are:

Pictures contribute to the context in which the language is being used. They bring the world into the classroom (a street scene or a particular object, for example , a train)
The pictures can be described in an objective way (This is a train) or interpreted (“Its probably a local train”) or responded to subjectively (“I like traveling by train”).
Picture can cue responses to question or cue substitutions through controlled practice.
Pictures can stimulate and provide information to be referred to in conversation, discussion, discussion and story telling.

The improvement of class situations: Before using simple drawing in the context of activity based teaching and communicative language learning, the teacher found difficulties in motivating and encouraging the students to learn English. After implementing the uses of simple drawing, the researcher could reduce the difficulties, the teaching learning process were more effective because the students are more motivated. Simple drawing is able to improve the learning in the aspect of class situations. Hanks (1992: ii) says that almost without exception, children love to draw; it is joyous experience of communication and expression for them. If the students fell enjoy first, they will be motivated in learning, so the class situation will be more effective.

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

Conclusion

Based on the discussion in the previous chapter, the findings of the results show the positive improvements in the students’ vocabulary mastery and class situation. The findings are as follows:

The improvement in students’ vocabulary mastery or in the scope of cognitive, such as; the students have been aware that English is foreign language that they learn beside mother tongue and Bahasa Indonesia so they did not do overgeneralization, the way they wrote and read English text were not same with the way in Indonesia. Their vocabulary memorization increased and with the guidance of researcher they were able to implement the new vocabulary in communicative activity both oral and written. Students’ mistake decreased gradually and their achievement increased gradually. It can be seen from their score that improved in every test.
The positive improvements of situation of the class or in the scope of affective during the teaching learning process indicated by students’ motivation in learning was increased; students listened to the researcher enthusiastically; students involved in learning actively. Meanwhile, the researcher should guide and facilitated the students intensively.

Other conclusions are the strength and weakness of the uses of simple drawing in teaching vocabulary. The point of the strength is students love drawing and picture. So if the teacher modifies the learning using simple drawing, the students will like the learning. When the students like the learning, they will learn the subject well, that is English. The weakness is the teacher should be creative to modify the learning with the uses of simple drawing. Since some materials are not flexible enough to be modified with simple drawing, for example the materials about reading and writing English text. There are some students who admit that they do not like those learning. It is reasonable because the researcher has assumption that it is quite difficult for Elementary students to learn about text in foreign language while they have been already able to read and write in their native language. Moreover the system of their native language is different with foreign language especially English. Meanwhile the ability to read and write in foreign language is in line with the intensity of using foreign language. So, the researcher believes that the students’ ability in reading and writing English text will improve gradually.

Generally, using simple drawing in English class can improve students’ vocabulary mastery and their attitude toward learning English. Somehow, this teaching vocabulary strategy is not the only way that can improve students’ vocabulary mastery. It should be supported and influenced by external and internal factor, such as the teacher’s - students’ condition and the situation of learning.

Implication

Based on the result’s observation which is aimed to improve the students’ vocabulary mastery, the researcher concludes that teaching vocabulary by using simple drawing can improve the students’ vocabulary mastery. Practically, the uses of simple drawing that implemented in the situation of activity based teaching and in communicative teaching, enable students to learn English well. The drawing can help teacher to present the meaning. The students can also store their memorization by making vocabulary note by drawing. Simple drawing impressed them, so that it is easy for them to memorize and difficult for them to forget the vocabulary easily. The simple drawing also gives them context for helping them in speaking or writing activity, because they can easily imagine the idea what will they read or speak.

Using simple drawing in teaching English also improves the students’ interest toward the lesson. They can learn in the activity that they like, so that they can be interested. With the suitable drawing, goal, material and activity the students can learn English well.

Suggestion

The writer would like to give some suggestions related to this research for teachers, students, institution of education, and other researchers. The suggestions are as follows:

To the Teacher

The teacher especially English elementary school teacher should be creative in teaching. Teachers should give students impression by using media or conduct learning activity. So children are not only stimulated by audio but also visually or can be from kinesthetic.

To the Students

The students should find their fun in learning. They should learn in process not only to find great number but also to gain experiences to be good personality and great experienced students.

To the Institutions

The Education Institutions should comprehend the conditions of school so that they can make appropriate policies to make teaching learning process run well.

To the Other Researcher

This research is expected can become additional references for further research conducted in the future. Since there are many other techniques and strategies in teaching especially English and classroom action research is most demanded research in recent time. The researcher expects that the teacher and teacher candidate are able to conduct classroom action research by their own, so that there will be many techniques and strategies applied in teaching.

Bibliography

Bewster , Jean., Ellis, Gail. and Girard, Dennis. 1992. The Primary English Teacher’s Guide. London: Penguin Book

Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.

Burns, Paula. and Betty, L Broman. 1975. The Language Age Art in Childhood Education: Chicago. Rand Nc Nally Colledge

Elliot, Stephen. 2000. Educational Psychology: Effective Learning. New York: McGraw-Hill Book Co.

Garis – Garis Besar Program Pengajaran (GBPP) Muatan Lokal Bahasa Inggris Kabupaten Sukoharjo

Hanks, Kurt. and Belliston, Larry. 1992. Draw a Visual Approach to Thinking Learning and Communicating. California: Crisp Publications

Harmer, Jeremy. 1991. The Practice of English Language Teaching. London: Longman Group.

Hatch, Evelyn. and Brown, Cheryl. 1995. Vocabulary, Semantic and Language Education. New York: Cambridge University Press.

Haycraft, John. 1997. An introduction of English Language Teaching. London. Longman.

Jordan, RR. 1997. English for Academic Purposes. Cambridge: Cambridge University Press.

Linse, Caroline. 2006. Practical English Language Teaching Young Learner. Singapore: The Mc. Graw Hill

Manser, Martin H. 1995. Oxford Learners Pocket Dictionary. Oxford: Oxford University Press.

Miles, M. and Huberman. 1984. Qualitative Data Analysis: A Sourcebook of New Method.First Edition. Bevery Hills, CA: Sage

Mustikasari, Herlina. 2009. Easy Reader Metode Cepat dan Mudah Belajar Membaca Bahasa Inggris. Jakarta: Jakarta Kawan Pustaka

Scott, Wendy A.,Ytreberg. and Lisbeth H. 2000. Teaching English to Children. New York: Longman.

Shemesh, Ruth and Waller, Sheila. 2000. Teaching English Spelling. Cambridge: Cambridge University Press.

Suyanto, Kasihani. 2007. English for Young Learners. Jakarta: Bumi Aksara

Thomas, Susan. 1996. Miniflash Card for Language Game. London: Penguin Book.

Ur, Penny.1998. A Course in Language Teaching. New york: Cambridge University Press.

Wright, Andrew. 1984. 1000+ Pictures for Teacher to Copy. Cambridge: Cambridge University Press.

Wright, Andrew. 1997. Pictures for Language Learning. Cambridge: Cambridge University Press.

Appendix I. Problem Indicators

Problem : The low students’ vocabulary mastery

1. Problem Indicators of Students’ Vocabulary Mastery (Cognitive)

A. Indicator of language skill problems	Problem
	Students did overgeneralization when read English words, they read it according to the letters, like Indonesian.
	Students only had little vocabulary memorization
	It was difficult for students to implement the new words in comunicative activity.
	The students wrote the spelling in English same with its pronunciation.
	Sometimes students only knew the words but were not able to make a sentence by using the new words.

2. Contexts of the research (External factors)

B. Indicators from eksternal factor of the student	English is a new thing for children; they do not aware what is the importance of English.
	The nature of children that they love to do something than just sit and listen to the teacher.
	It will be difficult for students to memorize new vocabulary by just memorizing by repeating.
	The school lies in remote area that does not have modern facilities like LCD.
	The students come from middle below economic class, so they are difficult to buy/provide expensive media.

3. Problems Indicator of Clasroom Condition (Affective)

C. Indicator of classroom situations	It was difficult for the students to be controlled when teacher taught them.
	The students like running, drawing or clapping the table better than sit, listen and write.
	Students like to do active activity like drawing or singing.
	Students felt bored when teacher just talk all the time.
	Students demanded to go home or break when they feel bored.

Appendix II. Field Note of the Pre-test

No	Moment	Affective		Cognitive		Researcher’s Actions
No	Moment	GA	BA	GC	BC	Researcher’s Actions
1	It was 9 am, and students have been finished the sport lesson. They already felt tired and still moving around as if they were still doing sport, more over they still wore their sport uniform.		√			The researcher had to spend much effort to control the student and attract their attention.
2	Researcher gave instruction that half of them should come out of the class to do another task and some of them should stay in class to do the test. Some of them were reluctant, because they thought that the researcher chased them out of the class.		√			The researcher informed, she was not angry and that was the procedure of the test. The researchers calmed them down and controlled both of group.
3	The researcher gave the questions and gave instruction. The students should write the name and number first and informed how they did the questions. Some students asked because they still did not understand the instruction because they did not pay attention to her.		√			The researcher answered the students’ questions, and informed that they should pay attention to her.
4	While doing the test the students often complained, they found many difficulties and asked the researcher to help them.				√	Because this test was used to measure their own ability the researcher didn’t help them and asked them to do the test as they can.
5	The first turn was over and the second turn came in the class. The students begin uncontrolled, they fight for the seat.		√			The researcher had to spend much effort to control the student and attract their attention. She commanded the students to follow her instructions
6	While second turn students doing the test, they also often complained, they found many difficulties and asked the researcher to help them.				√	Because this test was used to measure their own ability the researcher didn’t help them and asked them to do the test as they can.
7	Some second turn students asked the answer to the first turn students that were doing the task out side the class.		√			The researcher forbade it.
8	The written test was over. The researcher conducted the oral test. She asked only one pair to practice the dialog and another was doing another task outside the class. Some students were reluctant to do the oral test, they said that it was difficult and they were not able to do it.				√	The researcher encouraged them, so all of the students were willing to do the oral test
9	Some students disturbed the pair who did the practice by laughing or shouting near them.		√			The researcher forbade it.
10	The English leaning was over. The students felt happy and cheerful when the researcher came out the class.		√			It was the sign that students are not interested and felt stressful with the learning.

Appendix III. Lesson Plan

Cycle 1

RPP Bahasa Inggris

Kelas 4 Semester 2 SDN GUPIT 02

Theme : Fruits

First Meeting

A. Ketrampilan : Mendengarkan

B. Standar Kompetensi: 5. Memahami instruksi sangat sederhana dengan tindakan dalam konteks kelas

C. Kompetensi Dasar : 5.1 Merespon dengan melakukan tindakan sesuai dengan instruksi secara berterima dalam konsteks kelas dan dalam berbagai permainan yang berhubungan dengan nama buah

D. Indikator :

Menyebutkan nama buah dengan ucapan yang benar
Memahami makna kata (nama buah) yang ditunjukkan dengan aktifitas pembelajaran:

Menunjuk buah ketika nama buah disebutkan dengan benar
Membedakan gambar buah dengan benar

Menulis kata (nama buah) dengan benar

E. Alokasi Waktu : 2 X 35 menit ( 1 kali pertemuan)

F. Langkah - Langkah Pembelajaran:

Kegiatan Awal:

Guru menyapa murid dengan menggunakan lagu “helo-helo how are you”
Guru mengecek kehadiran siswa

Kegiatan Inti:

Presenting meaning of vocabulary: Guru menggambar setiap buah, sambil menerangkan ciri-cirinya, siswa menebak gambar dalam bahasa Indonesia.
Drilling: Setelah tebakan murid sama dengan gambar guru, guru melakukan drilling dengan cara guru memberi model dengan mengucap kata kemudian seluruh murid menirukan, kemudian kelompok murid dan salah satu murid. Guru membenarkan ucapan murid yang salah.
Copying: Guru menuliskan ejaan nama buah dalam bahasa Inggris, sambil mengeja setiap hurufnya. Setelah selesai guru dan murid membaca tulisan sesuai dengan pronunciationnya. Setelah kesepuluh nama buah sudah dipresentasikan, guru menyuruh murid untuk menyalin gambar beserta nama buah di buku catatan vocabulary siswa.

Activity/ Game (Using and Practicing Vocabulary)

Individual Game

Guru menjelaskan aturan permainan yaitu ketika guru mengucap “show me a picture of apple” artinya tunjukkan aku gambar apel. Murid segera membuka gambar apel yang ada di buku catatan vocabulary mereka dan mengangkat ke atas sambil mengucap “this is apple” dan seterusnya. Guru memberi apresiasi pada siswa yang dapat dengan cepat menunjukkan gambar dan memberi semangat kepada siswa yang masih lamban dalam menunjukkan gambar.

Group Game

Guru membagi kelas menjadi 2 kelompok dengan cara menyuruh siswa mengucap one – two
Guru menyuruh kelompok one dan two untuk berkumpul dan duduk melingkar diatas kertas yang dipersiapkan untuk setiap anak di atas lantai. Guru memberi nama setiap murid dengan nama sebuah buah dalam bahasa Inggris.
Guru memeberikan satu kertas kartu untuk setiap murid. Murid menggambar buah sesuai dengan nama yang diberikan guru. Setelah selesai murid menempel gambar di dada mereka dengan menggunakan pin.
Guru menjelaskan cara kerja permainan sambil memberikan model

Cara permainan:

Permainan ini disebut “ Basket Break” untuk melatih vocabulary. Siswa duduk melingkar, semua tempat duduk penuh, satu anak jadi pemain, Ia akan membeli buah, anak lain menjadi salah satu sayuran. Pemain seolah-olah membeli dengan cara memanggil salah satu nama buah “ I buy apple” maka si apple akan berdiri dan ikut di belakang pemain. Pemain membeli buah lain, buah tersebut akan ikut. Setelah ia merasa cukup, Ia berteriak “BREAK” Mereka semua buah dan pembeli cepat-cepat mencari tempat duduk. Yang tidak dapat tempat duduk akan menjadi pemain dan melanjutkan permainan.

Kegiatan akhir

Guru memberikan PR dengan menyuruh setiap murid untuk membuat 5 kartu gambar buah dan 5 kartu nama buah dalam bahasa Inggris. Kartu-kartu tersebut akan digunakan dalam pembelajaran minggu depan.
Setelah murid mengerti, guru mengucapkan “good bye”

Second Meeting

A. Ketrampilan : Berbicara

B. Standar Kompetensi : 6. Mengungkapkan instruksi dan informasi sangat sederhana dalam konsteks kelas

C. Kompetensi dasar : 6.1 Menirukan ujaran dalam dalam ungkapan sangat sederhana secara berterima

Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: bertanya dan menjawab tentang buah yang disukai dan tidak disukai.

D. Indikator :

Menggunakan vocabulary nama-nama buah dalam komunikasi yang singkat dan sederhana dengan ucapan yang benar.
Menggunakan kosa kata (aktivitas belajar berupa tanya jawab)

tentang buah yang disukai dan tidak disukai dengan ucapan yang benar.

E. Alokasi Waktu : 2 x 35 Menit (1 x pertemuan)

F. Langkah – langkah pembelajaran:

Kegiatan awal

Guru menyapa murid dengan menggunakan lagu “helo-helo how are you”
Guru mengecek kehadiran siswa
Guru menyakan apakah siswa mengerjakan PR yang telah diberikan minggu lalu, mencatat siapa yang tidak mengerjakan PR

Kegiatan inti:

Review: Guru mereview pelajaran minggu lalu, dengan melakukan drilling.

Individual Activity

Modeling : Guru memberikan Buiding Knowledge of Field dengan bercerita bahwa setiap orang mempunyai buah kesukaan masing- masing. Guru bertanya pada murid bagaimana kita mengetahui buah kesukaan seseorang. Murid menjawab dengan bahasa Indonesia “Buah apa yang kamu suka jawabannya aku suka…”Kemudian guru mengucap bahasa Inggrisnya yaitu “What fruit do you like” dan jawabannya “ I like apple”
Drilling : Guru melakukan class drilling, group drilling dan individual drilling dan memberikan revisi pada ucapan murid yang kurang tepat.
Using vocabulary: Guru menyuruh murid untuk menggambar satu buah yang mereka suka di kartu. Guru menyuruh siswa berpasangan untuk melakukan dialog “What fruit do you like?” dan pasangannya menjawab “ I like ….” dan bergantian.

Practicing Vocabulary in Game

Guru meyuruh siswa untuk berpasangan. Guru menggunakan kartu yang telah dibuat murid sebagai PR untuk dijadikan alat game. Sebelum siswa melakukan permainan, guru menerangkan peraturannya dan memberikan model.

Cara memainkan game:

Masing-masing pasangan haru kartus mempunyai 10 kartu bergambar buah dan 10 kartu tulisan nama kesepuluh buah tersebut. Kartu dikocok dan ditata terbalik, setiap pasangan melakukan pingsut untuk menentukan giliran bermain. Setiap giliran siwa diminta untuk membalik 1 pasang kartu gambar dan satu kartu tulisan. Siswa mendapat satu point jika gambar sesuai dengan tulisan dan dapat mengucap I like orange, lalu kedua kartu dipisahkan dari tumpukan. Jika gambar dan tulisan tidak cocok siswa mengucap I like orange but I don’t like manggo, Ia tidak mendapat poin dan harus mengembalikan kartu dan mengocok kembali. Permainan berlangsung sampai semua kartu habis. Siswa yang menang adalah yang paling banyak mengumpulkan kartu gambar dan nama.

Kegiatan akhir

Guru memberikan PR murid untuk mengerjakan activity four page 95 di buku Enjoy Your English. Berikut ini soalnya:

Match the questions with the suitable answer

What fruits do you like?
What vegetable do you like?
Do you like fruits?
Do you like vegetables?
What fruit does Farida like?
What vegetables does Rico like?
Does Agung likes fruits?
Does Diana like vegetables?

Yes, he likes fruits
Yes, I like fruits
She likes melon and apple
Yes, she like vegetables
I like manggo and orange
Yes, I like vegetables
I like tomato and cucumber
He like bean and corn

Guru menerangkan cara mengerjakan, setelah murid mengerti, guru mengucapkan “good bye, see you next week” murid menjawab.

Third Meeting

A. Ketrampilan : Membaca

B. Standar Kompetensi : 7. Memahami tulisan bahasa Inggris sangat sederhana dalam konsteks kelas

C. Kompetensi dasar : 7.1 Membaca nyaring dengan ucapan yang tepat dan berterima yang melibatkan: kata, frasa, dan kalimat sangat sederhana

7.2 Memahami kalimat dan pesan tertulis sangat sederhana yang berhubngan dengan nama buah

D. Indikator :

Membaca nyaring dengan ucapan yang tepat dan berterima yang melibatkan: kata, frasa, dan kalimat sangat sederhana
Menulis kata dengan spelling yang benar
Memahami bacaan sederhana yang berhubungan dengan nama buah (yang ditunjukkan dalam aktivitas menjawab soal )

E. Alokasi Waktu : 2 x 35 Menit (1 x pertemuan)

F. Langkah- langkah pembelajaran:

Kegiatan Awal:

Guru masuk kelas, untuk memeberikan motivasi guru dan siswa menyanyikan lagu “Hello-hello how are you”
Guru mengadakan absensi
Guru mereview tentang spelling nama buah dengan melakukan permainan

Guru memberi setiap murid 10 kertas kecil. Ketika guru bertanya “What fruit is this” sambil menunjuk gambar buah, murid harus menulis nama buah pada selembar kertas, setelah selesai kertas diangkat, lalu guru menuliskan spelling yang benar, siswa yang salah merevisi spellingnya. dan seterusnya sampai sepuluh nama buah. Setelah selesai guru mengapresiasi dengan menyuruh murid bertepuk tangan.

Kegiatan inti:

Untuk memberikan konteks, guru menggambar gambar wanita yang membawa dua keranjang. Guru melakukan tanya jawab kepada siswa mengenai gambar tersebut. Atas arahan guru siswa dapat mengerti bahwa gambar yang dimaksud adalah gambar seorang ibu yang pergi ke pasar untuk memebeli sayur dan buah.
Guru membaca bacaan yang ada di buku Enjoy Your English di hal 93 per kalimat dan siswa menirukan. Guru membenarkan kesalahan siswa.

My mother is Mrs. Riani. She is a teacher. She goes to the market on Sunday. She buys fruits and vegetables. She also buys daily needs. We like fruits and vegetables. We eat fruits and vegetables for our health. Do you like fruits and vegetables? What fruits do you like? What vegetables do you like?

Guru menuliskan di papan tulis bacaan tersebut.
Guru menterjemahkan kata-kata yang sulit dengan memberikan pertanyaan pada siswa.
Dari bacaan tersebut guru menerangkan kata tanya dengan memberikan konteks dalam bahasa Indonesia terlebih dahulu. Guru menyebutkan jawaban dan bertanya pada murid apa pertanyaan yang sesuai untuk jawaban tersebut. Setelah murid menemukan kata tanyanya, guru menyebutkan bahasa Inggrisnya. Dan kemudian melakukan drilling, ketika ucapan murid sudah tepat guru baru menuliskan spellingnya dan siswa mencatat kata tanya tersebut.
Siswa mengaplikasikan materi yang telah di berikan dengan menjawab soal yang berhubungan dengan bacaan yang telah dibaca.

What is the writer’s mother name?
What is Mrs.Riani?
Where does Mrs. Riani buy vegetables and fruits?
When does Mrs. Riani go to market?
What does Mrs. Riani buy?

Kegiatan Akhir

Guru memberi PR untuk mengerjakan Activity Three page 94 Enjoy Your English, lalu mengucap salam perpisahan “Good by see you next week” siswa menjawab

Fouth Meeting

A. Ketrampilan : Menulis

B. Standar Kompetensi : 8. Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks kelas

C. Kompetensi dasar : 8.2 Menyalin tulisan bahasa Inggris sangat sederhana secara tepat dan berterima, yang berhubungan dengan buah yang disukai dan tidak disukai

D. Indikator : 1. Menulis karangan singkat dan sederhana sesuai dengan bimbingan guru yang berhubungan dengan buah yang disukai dan tidak disukai dengan menggunakan kosa kata dan spelling yang benar.

E. Alokasi Waktu : 2 x 35 menit (1 x pertemuan)

F. Langkah- langkah pembelajaran:

Kegiatan Awal:

Guru masuk kelas, untuk memberikan motivasi guru dan siswa menyanyikan lagu “Hello-hello how are you”
Guru mengadakan absensi dan mencatat siswa yang tidak mengerjakan PR

Kegiatan inti:

Guru membahas PR minggu lalu
Guru memberikan Buiding Knowledge of Field dengan bercerita bahwa setiap orang mempunyai buah kesukaan masing- masing. Anggota keluarganya memiliki buah kesukaan dan buah yang tidak disukai. Lalu guru menggambar tabel dibawah ini

No	Family Member	Like/ likes	Do not like/ Does not like
1	My family likes to eat fruits
2
3
4

Guru bertanya pada murid apa arti tabel tersebut, setelah murid mengerti. Guru menuliskan teks bahasa Inggris

(1)My family likes to eat fruits. (2) I like papaya but I do not like orange. (3) My sister, Ana likes apple but she does not like pineapple. (4)My brother, Beny likes banana but he does not like papaya.

4. Guru mengulang untuk membahas terjemahannya

Individual Activity

Guru menyuruh murid untuk membuat tabel seperti diatas, subyek dan buahnya sesuai dengan keinginan masing-masing siswa, setelah selesai murid menyalin teks tetapi kata-katanya sesuai dengan tabel siswa
Guru merevisi pekerjaan siswa

Kegiatan Akhir:

Guru mengumumkan bahwa minggu depan akan ada ulangan dan menyuruh murid untuk belajar.
Guru mengucap salam perpisahan “Good by see you next week”

Sumber Materi/ Referensi guru:

Buku Diktat bahasa Inggris kabupaten Sukoharjo Enjoy Your English
Grow with English book 3 Penerbit Erlangga

Cycle 2

RPP Bahasa Inggris

Kelas 4 Semester 2 SDN GUPIT 02

Theme Vegetables

First Meeting

Ketrampilan : Menulis
Standar Kompetensi : 8. Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks kelas
Kompetensi dasar : 8.2 Menyalin tulisan bahasa Inggris sangat sederhana secara tepat dan berterima, yang berhubungan dengan sayur berserta deskripsi sederhananya
Indikator :1. Menulis nama sayuran dengan menggunakan kosa kata dan spelling yang benar.

2.Menulis deskripsi singkat dan sederhana sesuai dengan bimbingan guru yang berhubungan dengan sayuran dengan menggunakan kosa kata dan spelling yang benar.

E. Alokasi Waktu : 2 x 35 Menit (1 x pertemuan)

F. Langkah – langkah pembelajaran:

Kegiatan awal

Guru menyapa murid dengan menggunakan lagu “helo-helo how are you”
Guru mengecek kehadiran siswa
Guru memberikan apersepsi bahwa hari ini materi adalah tentang sayur – sayuran
Guru menyuruh murid utuk mempersiapkan media yang mereka butuhkan berupa kotak dan kartu huruf yang mereka telah buat.

Kegiatan Inti:

Presenting meaning of vocabulary: Guru menggambar satu nama sayuran terlebih dahulu. Guru menerangkan ciri-cirinya agar siswa dapat menebak gambar dalam bahasa Indonesia. Lalu guru menggambar sayuran yang sama tetapi berbeda ciri- cirinya. Contoh: Guru menggambar dua wortel, satu wortel besar dan satunya kecil.

Orange Carrot
big	small

Drilling: Setelah tebakan murid sama dengan gambar, guru memberi model dengan mengucap kata satu per satu contoh: carrot, orange, big, small. Kemudian guru melakukan drilling dengan cara seluruh murid menirukan, kemudian kelompok murid dan salah satu murid yang ditunjuk secara bergantian. Guru membenarkan ucapan murid yang salah.
Copying: Guru menuliskan ejaan nama buah dalam bahasa Inggris, sambil mengeja setiap hurufnya. Setelah selesai guru dan murid membaca tulisan sesuai dengan pronunciationnya. Setelah kelima nama sayur sudah dipresentasikan, guru menyuruh murid untuk menyalin gambar beserta nama sayur di buku catatan vocabulary siswa.

Activity/ Game (Using and Practicing Vocabulary in Individual Game)

Untuk membuat siswa mengerti, terlebih dahulu guru menjelaskan dalam bahasa indonesia. Guru menunjukan gambar wortel besar lalu melakukan tanya jawab:

Sayuran apa ini?

Terlihat seperti apa wortel ini?,

Apa warna wortel ini?

Lalu guru mengambil gambar wortel yang kecil, lalu bertanya

Terlihat seperti apa wortel ini?

Lalu guru menerangkan bahwa Ia akan bertanya dalam bahasa Inggris

Bahasa Inggrisnya “sayuran apa ini” adalah “ What vegetable is this?” lalu siswa menirukan lalu guru menjawab “that is carrot” siswa menirukan
Bahasa Inggrisnya “Terlihat seperti apa wortel ini?” adalah What is it look like?” siswa menirukan lalu guru menjawab “that is big” siswa menirukan. Lalu guru mengambil gambar wortel yang kecil lalu guru berkata “that is small” siswa menirukan
Bahasa Inggrisnya “Apa warna wortel ini?” adalah “What color is it?” siswa menirukan lalu guru menjawab “that is orange” siswa menirukan

Guru menjelaskan aturan permainan yaitu ketika guru mengucap pertanyaannya siswa harus mengurutkan kartu huruf untuk merangkai jawabannya lalu menancapkannya di box, setelah selesai barulah siswa mengangkat box dan mengucap jawabannya. Guru melanjutkan kegiatan ini untuk setiap sayuran.
Guru memberi apresiasi pada siswa yang dapat dengan cepat menunjukkan gambar dan memberi semangat kepada siswa yang masih lamban dalam menunjukkan gambar.

Kegiatan Akhir:

Guru memberikan PR untuk membuat kalimat utuk sesuai gambar, contoh

Orange Carrot
1. big	2. small

1. I have big orange carrot.

2. Alifa has small orange carrot.

Guru menutup pertemuan dengan memberikan apresiasi dengan menyuruh murid untuk bertepuk tangan dengan berkata “Applause for us”
Guru mengucap salam perpisahan “Good by see you next week”

Second Meeting

Ketrampilan : Berbicara
Standar Kompetensi : 6. Mengungkapkan instruksi dan informasi sangat sederhana dalam konsteks kelas
Kompetensi dasar : 6.1 Menirukan ujaran dalam ungkapan sangat sederhana secara berterima

Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: bertanya dan menjawab tentang deskripsi sayuran.

D. Indicator:

Menggunakan vocabulary nama-nama sayuran dalam komunikasi yang singkat dan sederhana dengan ucapan yang benar.
Mendeskripsikan sayuran dengan keterangan kepemilikan, ukuran warna dan nama sayuran dengan ucapan yang benar.

E. Alokasi Waktu : 2 x 35 Menit (1 x pertemuan)

F. Langkah – langkah pembelajaran:

Kegiatan awal

Guru menyapa murid dengan menggunakan lagu “helo-helo how are you”
Guru mengecek kehadiran siswa

Kegiatan inti:

Review: Guru mereview pelajaran minggu lalu, dengan melakukan drilling.

Individual Activity

Guru memberikan nama setiap meja satu sayuran. Contoh satu meja menggambar wortel, satu murid menggambar wortel yang kecil dan yang lain menggambar wortel yang besar.
Setelah siswa menggambar, guru menyuruh untuk menuliskan deskripsi contoh: this is my big orange carrot
Setelah selesai guru menyuruh murid untuk menempelkan gambar tersebut di dada mereka dengan pin.

Group Activity (Game)

Guru membagi kelas menjadi 2 kelompok dengan menyuruh murid mengucap secara bergantian “one” “two” dan menyuruh murid untuk maju kedepan membentuk lingkaran sesuai dengan kata yang diucapkan. Lalu guru menerangkan cara kerja permainan. Permainain diberi nama pesan berantai atau message chain. Siswa harus mendeskripsikan sayur orang lain lalu mendeskripsikan sayur sendiri. Contoh Alifa mendapat bola pertama harus mengucap “This is my small orange carrot” sambil memegang gambarnya lalu melempar ke Ferdi. Ferdi akan menunjuk gambar Alifa dan berkata “that is Alifa’s small orange carrot and this is my big white cabbage” sambil memegang gambarnya. Permainan berlanjut sampai semua anggota kelompok mendapat giliran. Guru mengawasi kedua group agar setiap murid dapat mengucap dengan benar. Guru memberi motifasi dan mengefisiankan waktu dengan berkata bahwa kelompok yang menang adalah kelompok yang cepat selesai, dengan begitu siswa tidak akan lama dalam memilih teman mana yang akan mereka tunjuk.

Kegiatan Akhir:

Guru menutup pertemuan dengan memberikan apresiasi dengan menyuruh murid untuk bertepuk tangan dengan berkata “Applause for us”
Guru mengucap salam perpisahan “Good by see you next week”

Third Meeting

Ketrampilan : Membaca
Standar Kompetensi : 7. Memahami tulisan bahasa Inggris sangat sederhana dalam konsteks kelas
Kompetensi dasar : 7.1 Membaca nyaring dengan ucapan yang tepat dan berterima yang melibatkan: kata, frasa, dan kalimat sangat sederhana

7.2 Memahami kalimat dan pesan tertulis sangat sederhana yang berhubngan dengan sayuran

Indikator :

Membaca nyaring dengan ucapan yang tepat dan berterima yang melibatkan: kata, frasa, dan kalimat sangat sederhana
Menjawab soal yang berhubungan dengan bacaan sederhana yang berhubungan dengan nama sayuran

E. Alokasi Waktu : 2 x 35 Menit (1 x pertemuan)

F.Langkah- langkah pembelajaran:

Kegiatan Awal:

Guru masuk kelas, untuk memeberikan motivasi guru dan siswa menyanyikan lagu “Hello-hello how are you”
Guru mengecek kehadiran siswa.

Kegiatan inti:

Untuk memberikan konteks, guru menggambar gambar wanita dan alat masak beserta sayur – sayuran. Guru melakukan tanya jawab kepada siswa mengenai gambar tersebut. Atas arahan guru dan tanya jawab siswa dapat mengerti bahwa gambar yang dimaksud adalah gambar seorang ibu yang akan memasak sayur di dapur.
Guru menerangkan teks dalam bahasa Indonesia terlebih dahulu. Lalu menterjemahkannya per kalimat.
Guru melakukan drilling per kelompok dan per kalimat. Jadi setiap kelompok mengucap satu kalimat dan kalimat tersebut saling tersambung dengan kelompok lain.
Setelah semua kalimat sudah di drilling kan, Guru menuliskan teks di papan tulis.

Vegetable Soup

	Mother will cook in kitchen on 4 am
	She will make a bowl of soup
	She needs vegetables
	A small bounch of spinach
	A small round of white cabbage
	Two big carrots
	Two red tomatoes

Dari bacaan tersebut guru menerangkan kata tanya dengan memberikan konteks dalam bahasa Indonesia terlebih dahulu. Guru menyebutkan jawaban dan bertanya pada murid apa pertanyaan yang sesuai untuk jawaban tersebut. Setelah murid menemukan kata tanyanya, guru menyebutkan bahasa Inggrisnya, siswa menirukan lalu guru menuliskan bahasa Inggris di papan tulis.
Untuk mereview, guru menuliskan kalimat tanya dalam kartu, satu sisi bahasa Indonesia dan sisi lain bahasa Inggris. Kartu tersebut digunakan untuk drilling, ketika guru menunjukkan bahasa Indonesia siswa menyebutkan bahasa Inggrisnya dan sebaliknya.
Siswa mengaplikasikan materi yang telah diberikan dengan menjawab soal yang berhubungan dengan bacaan yang telah dibaca, dengan bimbingan guru.

Where is mother?
What is Mother doing?
When does mother cook?
What will mother make?
What does Mother need?

Kegiatan Akhir:

Guru menutup pertemuan dengan memberikan apresiasi dengan menyuruh murid untuk bertepuk tangan dengan berkata “Applause for us”
Guru mengumumkan bahwa minggu depan akan diadakan ulangan tentang sayur-sayuran dan menyuruh murid untuk belajar.
Guru mengucap salam perpisahan “Good by see you next week”

Appendix IV. Field Note of Cycles

Field Note of the First Meeting Cycle 1 (Friday 3^rd 2011)

No	Moment	Affective		Cognitive		Researcher’s Actions/ Researcher’s Note
No	Moment	GA	BA	GC	BC	Researcher’s Actions/ Researcher’s Note
1	On first class, the students did gymnastic, so she entered class four at 7.30 am. As soon as the researcher entered the class, she greeted the students by singing “Hello-hello how are you” and students answered “thank you thank you I am fine and I hope that you are too” after that she asked who was absent, there was one student who didn’t attend the class because she was sick.	√				The researcher was happy because most of students gave attention
2	Researcher started the lesson by giving guiding questions, she mentioned the name of fruits in Bahasa Indonesia and students answered that those were called “Buah-buahan” Then researcher said those names were called “fruits” some students repeated “Fruits”.	√				Some students were begun to be involved.
3	Researcher brought out the pictures of fruits, the students asked curiously what the pictures used for. She pasted the picture of fruits on the black board and students were happy.	√				Students had curiosity and they are interested with the picture.
4	Researcher asked what fruit it was, after the students mentioned the Bahasa Indonesia the researcher said the name of fruit in English and did the class drilling, group drilling and class drilling. Most students repeated but few students just open they mouth and pronounce improper pronunciation.		√			Researcher command the students who did not join the drilling properly
5	Some students did some mistakes in pronouncing, for example /mɑŋgo/ instead of /’mǣŋgəμ/				√	Researcher revised students’ mistake.
6	After doing revision on students’ mistake, most of students were able to pronounce correctly.			√		Researcher gave appreciation by saying “good”
7	The researcher wrote the spelling and spelled each word together with the students. Then researcher repeated the drilling for all fruits, in this time the spelling were included. Some students pronounced based on its spelling				√	Researcher revised students’ mistake.
8	The researcher reviewed the ten vocabularies by conducting ask and answer activity. She gave instruction that when she pointed a picture of fruit she said “What fruit is it?” and Students said “that is….”. There were some students who still repeat the researcher, so they are not answering but saying same questions.				√	Researcher revised students’ mistake, that they should not repeating but they should answering.
9	Researcher asked the students to copy the drawing and spelling on their vocabulary note book, one page for one drawing. But there were students who still asked question.				√	Researcher repeated to explain, she consider that children are love to ask.
10	The students were happy and motivated to draw on their vocabulary note book. They asked the researcher, whether they should color the drawing or not. The researcher said that they didn’t need to color it. Some students got idea, they rub researcher’s drawing that it colored by pastel and rub it again on their drawing, so some of their drawings become colorful.	√				Children are interested with drawing and coloring activity.
11	The next activity was individual activity, the researcher explained the rule that when she say “show me a picture of banana” the students looked for the picture of banana in their vocabulary note book and raised it while say “This is banana”. Students did competition to be the first, when they could raise the hand they said “he!!!!”	√				Students were interested and they did this game joyfully. The researcher gave appreciation to the students who can show the picture fast and gave support to the students who still looking for the picture when the others have mentioned the picture.
12	The researcher found a student who was not fair; he was always left by other friends because he was slow. He did not looking for the drawing but he draw new picture when researcher mention the name of the fruit		√			Researcher warned him and asked him not to do it again. She would wait until all students could show the picture and pronounce correctly
13	The next activity was group activity, to enclose the whole class the researcher made the group randomly not by the site pattern, she asked the students to say “one” and “two”. After divided the picture to each students, she asked each student to draw their fruits on the card that (s)he got. All students did the researcher’s command.	√				While the students draw, the teacher pasted paper on the floor formed a big circle
14	Some students asked for what purpose the teacher did it, and she asked the students to make like what the researcher did but on the back of the class.	√				Students had curiosity and gave attention to the researcher.
15	After each student had their own drawing, she gave pin to the students and asked them to put the drawing on their chest. She asked group one come forward and group two come to the back of the class. She explained the rule of the game and gave model, the game name was “Basket Break” the students sat form a big circle on the paper that was pasted on the floor and one student became a player. Actually the students sit on the chair but because the chair in Elementary is not individual chair but long bench that is used for pair, the students sat it on the floor and use paper as boundary site. The rule of the “Basket Break” game is, the player play role as buyer, (s)he will buy fruits and their friend who is sit down play a role as fruit based on their drawing. The player will buy by calling one fruit by saying “I buy apple” the “apple” must follow the player and put their both hand on their friend’s back, The player will buy fruit as many as (s) he wants, After (s)he felt satisfied, (s) he said “break” then every one race to sit on the paper, the one who don’t get the site will become the next buyer. After the researcher explained and gave the model the students did the game with the researcher’s guidance. Most students followed the game actively.	√				Researcher guided the game
16	There were some students who reserved their card and forbid the player to call them.		√			Researcher encouraged them to be involved in the game and said it was OK if he became next player
17	The class activities run until the English class time over. When the researcher informed that the time had to be finished, the students were disappointed and asked the researcher to do the same activity on the next meeting. They said that the learning is “delicious”. The researcher came out the class after said “good bye see you next week” and students answer “good bye see you next week”.	√				It was the sign that students were interested with the learning and they were disappointed when the learning was over.

Field Note of the Second Meeting Cycle 1 (Saturday 12^th March 2011)

No	Moment	Affective		Cognitive		Researcher’s Actions/ Researcher’s Note
No	Moment	GA	BA	GC	BC	Researcher’s Actions/ Researcher’s Note
1	English Class was the second subject after sport and it was done after break. The bell rang at 9.20 am. The researcher came to the class but 4 of the 6 girls did the singing rehearsal for choir group in ceremony. And there was an important meeting so all of the teachers should attend the meeting and all of the students were free for several minutes.					The researcher thought that she could not still do the research. The research was not canceled but only delayed. The researcher made appointment that the students were free but if the go home bell rang the students should not go home but still follow the extra time, and students were agree
2	Researcher came to the class at 10.14 am, 6 of the students demanded to do the game that was done last week, and they said that they like the game.	√				The students were happy with the game. The researcher said that today the class would do another game.
3	To open the class the researcher asked to the students what the news that they seen from the TV, the students said that there was a Tsunami in Japan, they started to talk each other how horrible the Tsunami was. The researcher asked one of boy to come forward. The boy was immediately came forward and asked what he should do. The researcher told that the class should pray for Japan. She held drilling how to lead the pray in English after all students understood the boy lead the pray by saying “Friend let’s pray for Japan. Pray begin When most of students pray, some students were still talking and another student warned them. When all students were pray for a while the leader say “Amin” the researcher said thank you and he came back to his seat. One student said “is that true if we pray for people in different country and religion” The researcher said that we are same as people, we should gave solidarity	√				This activity was done to train students’ affection and to make them aware with the important issue. The researcher related with English by using English in leading the pray.
4	Researcher started the lesson by singing “Hello-hello how are you” and students answered “thank you thank you I am fine and I hope that you are too” the researcher revised some students who just opened their mouth finally all students could answer teacher’s greeting.	√				This activity was used to start and warm up students’ interest.
5	Students fight for helped teacher to paste the picture on the black board.	√				Students’ characteristic that they like to be involved and demand for attention. They were interested with the lesson
6	The researcher reviewed the lesson by asking “What picture is it?” and students should answer “that is……?”But some students did not answer fully just the name of the fruit. After doing revision on students’ mistake, most of students were able to pronounce correctly.			√		Researcher gave appreciation by saying “good”
7	The researcher started to do first activity, she command the students to draw one of the ten fruits that every students like most. Most students replayed with silly command but finally all students did the command.	√				Children love to express their silly and humorist expression. It indicated that the students were comfort with the students and lesson. There were no students who did the command with the felling of unwillingness and being forced.
8	The researcher gave model that asking favorite food in English was “What fruit do you like? and the answer was “ I like bla…bla… bla…Than she did class drilling, group drilling and individual drilling.	√				All students were involve they shouted when they say Bla…bla…bla, the researcher was OK with that, to give the students happiness
9	After all students could pronounce correctly, the researcher wrote the sentences and asked students to copy it on their book, then did the dialog. She found two students who played another game.		√			The researcher told the students to keep their game and play the game another time.
10	The researcher examined every pair when they conducted asking and answering activity What fruit Do you like? I like….(showing the picture each draw) some students could speak almost perfectly			√		Researcher gave appreciation by saying “Good”
11	Some students still did mistake in pronunciation for example /wƱt/, /dƱ/, /Ʊrəŋ/ etc				√	Researcher revised students’ mistake and asked them to repeat until they pronounce truly.
12	The researcher did the second game that used the card they have drawn, 10 pictures and ten names. The researcher explained the rule and gave model. Students played in pair, after choosing who played first. The player took one picture and one name if the name was same with the picture the player said “I like…..” And he got one score and keep the cards. If the name was not same with the picture the player said “I like…..but I don’t like….he did not get score and he gave back the card randomly in the pile of card. The students didn’t pay attention they were out of control. The researcher pulled student’s attention by using Hi Hello way that when researcher said “Hello” the students should answer Hi and vice versa after answering the students should keep silent. Those trick did work well because the students were curious because another class were started to go home		√			The researcher did action by examine every pair. The game only run one turn when researcher leaved the pair only some pair who still keep playing other pair were stop the game.
13	One student informed the researcher that class 6 has went home.		√			The researcher realized that the nature of children was doing the same action as their friends do. However the activity was joyful if they saw other friends have gone home their concentration gone.
12	The last pairs were doing unfair because they wanted to go home as soon as possible, they did not shuffle the card so the card always same with the picture. Other pair even gave back the card and had carried their bag and stand up.		√			The researcher could not keep the class on because she saw that all other classes were empty. So she decided to stop the class. The class over after the students say “bye see you next week”.

Field Note of the Third Meeting Cycle 1 (Saturday 19^th March 2011)

Action		Observation
No	Moment	Affective		Cognitive		Researcher’s Actions/ Researcher’s Note
No	Moment	GA	BA	GC	BC	Researcher’s Actions/ Researcher’s Note
1	English Class was the second subject after sport and it was done after break. The bell rang at 9.20 am then the researcher came to the class. Researcher started the lesson by singing “Hello-hello how are you” and students answered “thank you thank you I am fine and I hope that you are too” the researcher revised some students who just opened their mouth. Finally all students could answer teacher’s greeting.	√				This activity was used to start and warm up students’ interest. Students answered researcher’s singing greeting more enthusiastically than by common greeting.
2	Almost students submitted their homework, and the other said that they did not bring the homework	√				Almost all students did the homework, it proved that they learn English at home
3	While the researcher pasted the simple drawing about pictures on black board, there were students asked to do game.	√				The students were happy with the game. The researcher said that today the class would do another game.
4	Researcher reviewed the learning by asking “what fruit is this” and student answered “that is …” Most students could answer well.			√		The students were able to memorize the vocabulary and pronounce it well.
5	The researcher spelled the spelling one by one in English, but only few students who followed to spell, the other were only able to spell in Bahasa Indonesia. Then the researcher did drilling the letter one by one, at the beginning the students followed but later on they were not eager to follow.			√		The students were confused because the way in English is not same with Bahasa Indonesia. Which the spelling was not same with the pronunciation.
6	The researcher started to do game, she distribute the small piece of paper one students got 10 paper, if they got more they should gave the excess to friends who got lack than 10. There were some students who tried to corrupt the paper but later they intentionally gave the paper back to the researcher.	√				Students’ learned to be honest
7	Then the researcher explained the game, if she asked “what fruit is it?” The student should write the name, after that they should raise the paper. After students understood, she erased all spellings on blackboard and started the game. All students compete to be the first, and if they have finished they yelled.	√				Children love to compete
8	After all students finished, the researcher checked the answer. Only few students were right. Moreover there were students who preceded the command; they wrote all spelling at the same time before the command.			√		Most students were difficult to write the spelling, because English spelling is different with its pronunciation. To give appreciation the researcher asked the students to yelled “I am true” if they were right, and “I am wrong” if they were wrong.
9	Most students were disappointed because they still confused to write the spelling and their spelling was wrong.				√
10	The researcher continued to the reading lesson. She drew a picture of woman who carries to basket. She asked question to build students’ context and made them know the idea of text that will be presented	√				Simple drawing becomes strategies to give students context.
11	The researcher presented the oral English first after the translation in Bahasa Indonesia and held drilling. The drilling did not work well. At the beginning the students followed but latter on they were not eager to follow. Only some students who pronounce and some student only open their mouth. The researcher could not control every student well because the drilling was class drilling.				√	Children will bore and uninterested if the drilling was done repeatedly. The researcher could not control every student well, because the drilling was class drilling. There will be students who did not really pronounce but only hide in choir.
12	The researcher wrote the text on blackboard and did drilling by reading the written form.					Learning oral first then the written form is good, because children learn to speak first before reading.
13	The researcher explained the WH question (What, Where and When) then did drilling. Students could answer the question well.			√		The students could answer well because they have understood the idea of the text.
14	The time was offer, the researcher asked the students to applaud for their learning. And said “good bye”. They students were happy and answered good bye all at once.					The students were happy with the learning.

Field Note of the Fourth Meeting Cycle 1 (23 rd March 2011)

Action		Observation
No	Moment	Affective		Cognitive		Researcher’s Actions/ Researcher’s Note
No	Moment	GA	BA	GC	BC	Researcher’s Actions/ Researcher’s Note
1	That was Wednesday 23^rd March 2011 at 7.5 am, the Mathematic teacher was absent. The researcher replaced him and the students agreed if Math was replaced with English. Researcher started the lesson by singing “Hello-hello how are you” and students answered “thank you thank you I am fine and I hope that you are too”. All students could answer teacher’s greeting. She checks students’ attendance, one boy was absent.	√				Students answered researcher’s greeting enthusiastically and powerfully. The time of learning affect the interest of students. Because it was in the first class, the students were easier to be handled and more enthusiastically.
2	The researcher told a story that every one in her family like fruit. Each people like certain fruit and dislike certain fruit. Then she drawn the table and the drawing, and made students could understand the idea.	√				Simple drawing was used to give student’s context
3	Then she wrote the written text and explained the text again.
4	Then she gave the paper and asked the students to make the same text but based on their real life. Then the researcher became facilitator, who help and answer student’s difficulties. All students made text although they asked the researcher many times, asking whether their works was true or not	√		√		Children need guidance to use the vocabulary to construct simple meaningful and communicative text.
5	The time was offer, all students submit their work. The researcher asked the students to applaud for their learning. After they had finished, the researcher told the students that next week there will be a test and ask students to study. Then she closed the meeting by saying “good bye”. They students were happy and answered “good bye” all at once.					The students were happy with the learning.

Field Note of the First Meeting Cycle 2 (Tuesday 29^th March 2011)

Action		Observation
No	Moment	Affective		Cognitive		Researcher’s Actions/ Researcher’s Note
No	Moment	GA	BA	GC	BC	Researcher’s Actions/ Researcher’s Note
1	The researcher came to the class at 7.05 am. Actually the first class was Math but its teacher became the supervisor for the sixth grade test. After the agreement with the students, Math was changed with English. Some students argued that they did not bring English book. The researcher replayed that it was no problem because it was new material and they have had the vocabulary note book.					The researcher did not spend much effort to control the student and attract their attention, because the class was in the first class when students still fresh and powerful.
2	Because that was the first class, the researcher asked one of students to lead the pray by saying “let’s pray begin” and finished it with “Amen”. After that she greeted students by singing “Hello-hello how are you” and students answered “thank you thank you I am fine and I hope that you are too” after that she asked who was absent, and no one was absent on that day.	√				The researcher applied the use of English to lead the pray, to make students familiar with English. She was happy because most of students gave attention.
3	When the researcher pasted the pictures on the black board, some students guessed that she would teach the name of fruits again. After they saw that the pictures were different, they were interested, they said “o…sayur-sayuran”	√				It proved that the students have already bored with the material about the name of the fruits because it already taught for several meeting.
4	The students asked the teacher why there were two same pictures for one vegetable.	√				The students were curious; it indicated that they were interested.
5	The researcher gave background knowledge, that the material would be vegetables. She held questions and answer about the name, the color and the size in Bahasa Indonesia first. Then she gave modeling by saying “It is carrot, it is big (small) its color is orange” etc. She did not command the students to repeat but some students repeated. More over they repeated all teacher’s saying whether it was in Javanese		√			It the characteristic of children that they like to made something to be laugh.
6	The researcher held repetition drilling, by asking one of students, group of students and whole class. There were students who were not serious they just open their mouth and behave that English was difficult to be said.		√			The researcher trained students until they imitated correctly.
7	Before the researcher held the question and answer drilling, she explained in Bahasa Indonesia first then translated it into English, and gave modeling. For example she pointed the picture of big carrot. She asked and answered by her self “what vegetable is it?” “Is it carrot”, “What color is it”? “ it is orange”, What is it look like?” “it is big”					The students should pay attention
8	To vary the drilling and avoid students’ boring, she introduced syllable clapping. She explained and gave model that the students should answer syllable by syllable and should clap their hand in every interval. Some students laughed while tried it.	√				The students were interested
9	Then she held drilling alternately, for whole class, group and individual student.	√				The students followed the drilling well. The researcher gave appreciation by saying “good”
10	The researcher started to do game. She distributed the aid that students have made before to every pair. The aid was adapted from Easy Reading ™ technique. The students started to argue each other fought for choosing the aid.		√			The researcher tried to calm them down.
11	The researcher explained the rule of the game, that when she asked question, for example “What vegetable is it?” students should arrange the letters of spelling and stuck it in the box. After finished they should rise the box and pronounce the word.					The students should pay attention
12	The researcher started the game. Some students followed the game happily but some of them did not. Some students were not patient and strenuous enough and they were not cooperative with their tablemates. The researcher tried to guide them.		√			The researcher realized that those students might not be interested with the game because of their personality. That kind of students might not belong to kinesthetic children, so they did not like to learn with doing detailed activity.
13	While doing the game there were some technical problem, for example some students found that the letters paper was discharged from its stick. And the letters of some students were not complete so they could not arrange the word completely.					The researcher had anticipated that problem by providing extra letters and glue.
14	The students who had finished came forward and show their box to the teacher. They were very happy after the researcher said “yes”	√				The researcher became facilitator, who accompanied students while doing the game.
15	Some students still did mistake in pronunciation for example /cɑ:rrɔ;t/ , /smɑ;l/, /kɑbɑgə/ etc.				√	Researcher revised students’ mistake and asked them to repeat until they pronounced correctly.
16	The bell rang, so the researcher asked the students to tidy up their aid and submit it. She gave appreciation by asking the students to applaud. She closed the meeting by saying “Good bye see you on Saturday”. The students replied and they were laugh each other argued that they were the first.	√				The students were happy

Field Note of the Second Meeting Cycle 2 (Saturday 2^nd April 2011)

Action		Observation
No	Moment	Affective		Cognitive		Researcher’s Actions/ Researcher’s Note
No	Moment	GA	BA	GC	BC	Researcher’s Actions/ Researcher’s Note
1	As usual, the researcher came to the class and greeted the student by singing, but the students should sing first. They sang “Hello-hello how are you” and the researcher replied “thank you,, thank you, I am fine and I hope that you are too” after that she asked who was absent, and no one was absent on that day.	√				Most of students gave attention.
2	As review she held drilling about the material last week, after she pasted the pictures on the black board. The drilling was question and answer drilling done by syllable clapping. She chose the one who answered alternately, whole class, group and individual student.	√				Some students answered well but some did not. The teacher revised the students’ mistake. She gave appreciation by saying “good”
3	The researcher started to do individual game. She divided the duty, one table one vegetable. After each table has known its vegetable, she distributed two papers to each table, one was big and one was small. She explained that student who got big paper should drawn big size of vegetable and vice versa. All students did the duty.	√				Researcher became facilitator
4	The researcher explained and gave model; students should write the description according to each student’s drawing. For example “This is my big orange carrot” etc. After finished she gave each student pin and asked them to pin their drawing on their chest. All students did the duty.	√				Researcher became facilitator
5	The researcher started the group game, she made group by asking the students to say “one” “two”. Then she asked them to gather according their group. Students became noise because some of that forgot their number and they argued each other. The researcher asked the students to repeated counting. To make sure, she asked group A to raise their hand and group B to raise their hand.		√			The researcher realized that the students would difficult to be controlled and the game would be unqualified if both group played in same time. So she decided Group A played first and group B played latter.
6	Group A came forward first, the teacher explained and gave model. The rule was the student who got ball should described his/ her friend’s vegetable than his/her own vegetable for example “ that is Anisa’s big carrot and this is my big white cabbage” and then threw the ball to another friend and the friend chained the message, so forth until all students got turn.					Students should paid attention
7	When group A played the game, with the guidance of the researcher all students could do their turn. When some students still forgot the vocabulary of certain words, not only the researcher who helped but other friends also helped to revise. Students laugh when their friend add the apostrophe (‘s/ es) after name.			√		Students already could revise others friends’ mistake.
8	When group B played the game, some students made mistake in pronunciation for example /witə/, cɑ:rrɔ;t/, /smɑ;l/, /kɑbɑgə/ etc. And also some students forgot the vocabulary.				√	The researcher revised students’ mistake
9	When certain group played the game, the other friend disturbed by making noise.		√			The researcher warned not to disturbed other friends
10	The bell rang, the researcher asked the students to submit their drawing. She closed the meeting by saying “Good bye see you next week”, the student replied	√				The students were happy

Field Note of the Third Meeting Cycle 2 (Saturday 9^th April 2011)

Action		Observation
No	Moment	Affective		Cognitive		Researcher’s Actions/ Researcher’s Note
No	Moment	GA	BA	GC	BC	Researcher’s Actions/ Researcher’s Note
1	As usual, the researcher came to the class and greeted the student by singing, but the students should sing first. They sang “Hello-hello how are you” and the researcher replied “thank you,, thank you, I am fine and I hope that you are too” after that she asked who was absent, and no one was absent on that day.	√				Most of students gave attention.
2	As giving background knowledge, the researcher drew a woman and cooking utensils and material that were vegetables. She held question and answer about drawing to build context for the reading text. After the students knew the text will about, she held message chain every group drilled one sentence and would be continued the next group. The drilling is in Indonesia first and then English. After students’ pronunciation was correct, the researcher wrote the text besides the drawing. After that the whole class read the text. Most students followed the drilling	√				By cutting the text into message chain per sentence, the students could follow the drilling well. Because the text was not to long and the researcher could control student better. The drawing also helped to drawn students context so they could predict the text beside it interested them. The drilling that proceeded before the written text prevented students to pronounce words according its spelling.
3	From the text the researcher explained the WH questions by using Bahasa Indonesia first. She mentioned the answer and asked students what was the questions word. After students mentioned the words in Bahasa Indonesia the researcher mention the English. Then held drilling for WH questions.			√		It was good beginning when some students could answer what were WH questions words although in Bahasa Indonesia.
4	For review, the researcher wrote the WH questions on cards, one side in Bahasa Indonesia and one side in English. The cards were used to hold drilling, when the researcher showing the English, students mentioning the translation in Bahasa Indonesia and vice versa.			√		Flash card helped the students to memorize the WH questions well.
5	The researcher wrote the full questions and asked students to answer those questions.			√		With the guidance of the researcher, the students could answer the questions.
6	The bell rang, the researcher announced that next meeting, there would be a test. The material was about vegetable. She closed the meeting by saying “Good bye see you next week”.					The students replied the researcher’s greeting.

Appendix V. The Class Seat Map

The Teacher’s

Ferdi’s Yoga’s	Nimas’s Nisa’s	Dyah’s Riska’s	Fitri’s Alifa’s
Aldi’s Bayu’s	M.Osa’s Febri’s	Andika’s Ego’s	Thomas’s Ersa’s
Martin’s		Adam’s	Amin’s Novianto’s

Appendix VI. Test Work Sheet & Questionnaire

Pre Test

A: Which is the shoulder?

B : The shoulder is number …..

1 b. 2 c. 3 d. 4

What is it? It is a ….

ear b. cheek

c. chin d. nose

Is it a neck? No, …

it is b. it is not

c. they are d. they are not

Are these cheeks? No, they are not. These are..

teeth b. ears c. eyes d. hairs

9. We watch TV with our……

a. eyes b. mouth

c. hand d. hair

Is it shoulder? No it is not It is a…..

neck b. chest

c. back d. stomach

6. not - is – my- it- stomach

The correct order is…..

it is my not stomach
it is stomach my not
it is not my stomach
not it is my stomach

What are these? These are…..

arm b. fingers

c. leg d. toes

Is it mouth? No, it is not. It is a….

eye b. nose

lip d. tongue

10. It is black, it is on head, and it usually long. What is it?

a. eyes b. mouth

c. hand d. hair

Susunlah huruf acak, setiap nomor merupakan nama anggota tubuh dalam bahasa Inggris. Kemudian isikan ke dalam puzzle.

1. T G U N E O

4 2. C E K E H

1 5 3. H E S L Y E A

4. O H R F E A D E

2 5. R E A

Majulah dengan pasanganmu, praktekkan dialog dibawah ini dengan lafal dan intonasi yang tepat.

A : Are these ankles?

B : No, they are not. They are not ankles

A : If They are not ankles ,What are these?

B : Those are knees

Kunci Jawaban

Aspect:

Meaning 5

Using 5

Spelling 5

Pronunciation 5

Pilihan Ganda

C (meaning)
D (meaning)
B (using)
A (using)
B (meaning)

C (using)
D (meaning)
D (meaning)
A (using)
D (using)

ISIAN (Spelling)

1. Tongue 2. Cheek 3. Eye lash 4. Fore head 5. Ear

Oral Test (Pronunciation)

Kriteria	Nilai
Lancar dan hampir semua pronunciation tepat	5
Lancar tetapi tidak semua pronunciation tepat	4
Hampir lancar, intonasi dan pronunciation sebagian tepat	3
Tidak lancar, intonasi dan pronunciation banyak yang tidak tepat	2
Mengucap sepatah-sepatah, pronunciation dan intonasinya salah	1
Tidak bersedia maju dan praktek sama sekali	0

Panduan Penilaian

Pilihan ganda jawaban salah 0 benar 1

Isian jawaban salah 0 benar 1

Praktek antara 0 sampai dengan 5

Penghitungan nilai = (Pilgan + isian + praktek) : 2

Skor maksimum = (10 + 5 + 5) : 2 = 20 : 2 = 10

2. Post Test Cycle 1

A. Listening Test (Aspect of Spelling) isiah titik-titik dengan nama buah yang diucapkan guru.

Ann does not like apple, but she likes …..

2. Sham likes ……..but he does not like pinapple.

3. John and Martin like…….but they don’t like banana.

4. I don’t like papaya, but I like……..

5. I have a ……. tree in my garden.

Reading Test (Aspect of Meaning)

Bacalah dalam hati paragraf ini untuk menjawab soal no 1-5

I am Ann, I like to eat banana. My mother, Jhones and my father Mike like papaya. My sister, Maya likes avocado but she doesn’t like papaya. My brother, Bill likes manggo. We like fruits because fruits are delicious and healthy.

What fruit does Ana like?

a.

b.

c.

d.
What fruit does Ann’s father and Ann’s mother like?

a.

b.

c.

d.
Maya does not like….

Maya likes….

a.

b.

c.

d.
Ann’s brother likes …..

Mike: Is it an avocado?

Jack : No, it isn’t. It is a……

banana c. mango
grapes d. strawberry

Qim: Do you like banana?

John: No, I don’t like it, But I like…..

banana b.apple c.grapes d. strawberry

What fruit are on the book?

Those are banana
Those are grapes
Those are oranges
Those are strawberries

9. What fruit is this?

a. These are jackfruit

b. Those are jackfruit

c. This is jackfruit

d. That is jackfruit

10. Mommy goes to market to buy….

a. oranges b. avocadoes

c. grapes d. banana

C. Writing and Speaking Test (aspect of pronunciation and using)

Dengarkan contoh yang disampaikan ibu guru, kemudian buatlah karangan dengan petunjuk di bawah ini. Setelah selesai maju dan bacakan tulisanmu.

I have …(nama buah)…. tree in my garden.
I like …(nama buah)….
But I don’t like (nama buah)
(anggota keluarga) likes …(nama buah).
But (anggota keluarga) does not like…(nama buah).

Kunci Jawaban

Listening Test (aspect of spelling)

Manggo
Grapes
Orange
Avocado
Pineaple

Reading Test (aspect of meaning)
a

b

d

c

b
c

a

d

c

b
Writing and Speaking Test (aspect of pronunciation and using)

spelling, vocabulary dan intonasi yang benar

Pedoman Penilaian

Listening Test (aspect spelling)

Kriteria per Soal	Nilai
Vocabulary salah	0
Vocabulary betul tetapi spelling salah	1
Vocabulary dan spelling betul	2

Skor maksimal = 5 x2 =10

Writing and Speaking Test (aspect using dan pronunciation)

Writing = Menulis Paragraf

Kriteria	Nilai
Keempat kalimat lengkap dengan spelling yang tepat	8 - 10
Keempat kalimat lengkap tetapi ada spelling yang tidak tepat	6 - 7
Membuat teks menggunakan bahasa Ingris, tetapi tidak lengkap empat kalimat	4 - 5
Membuat teks tetapi masih banyak menggunakan B.Indonesia	3 - 1
Tidak membuat teks sama sekali	0

Speaking = Membacakan Paragraf di Depan Kelas

Kondisi	Nilai
Lancar dan hampir semua pronunciation tepat	8 - 10
Lancar tetapi tidak semua pronunciation tepat	6 - 7
Hampir lancar, tetapi intonasi dan pronunciation sebagian tepat	4 - 5
Mengucap sepatah-sepatah, pronunciation dan intonasinya salah	3 - 1
Tidak bersedia maju dan membaca sama sekali	0

Reading Test (aspect of meaning)

Jawaban per soal = betul = 1 salah = 0 Skor maksimal 10 x 1 = 10

Penghitungan Nilai Keseluruhan

= (Skor Listening + Writing + Speaking + Reading) : 4

Skor Maksimum = ( 10+10+ 10+ 10) : 4 = 10

3. Post Test Cycle 2

Aspect of Spelling

Susunlah huruf berikut untuk membentuk kata yang benar sesuai dengan gambar

1		e – i – t – w – h – e – a – g – a – b – c – b
2		a – r – n – g – e – o o – t – r – a – r - c
3		d – e – r t – a – m – s – e – o – t
4		e – r – g – n – e n – a – i – c – h – s – p
5		p – e – l – u – r – p t – a – n – l – p – g – g - e

B. Aspect of meaning

Choose the true Answer number 1-5 based on paragraph (pilihlah jawaban no. 1-5 yang tepat sesuai paragraf)

Brian, Ann, Billy and I wants to make soup. Everyone has one vegetable. Brian has green tomatoes. Ann has green spinach. Billy has white cabbage and I have purple eggplant.

What fruit does Ana have?

2. What fruit does Brian have?

3. This is Billy’s vegetable………

4. This is my vegetable……..

5. These are our vegetable, except (kecuali)….

M
ike: Is it a green tomato?

Jack : No, it isn’t. it is a……..

Red tomatoes c. orange carrot
Red tomato d. purple tomato

Q
ueen : Do you like green spinach?

John : No, I don’t like green spinach, But I like …..

orange carrot c. purple eggplant
Red tomatoes d. white cabbage

What vegetable that is orange, and eaten by rabbit ?

Carrot c. eggplant
Spinach d. tomato

What vegetable that is green, and eaten by Popeye ?

Carrot c. eggplant
Spinach d. tomato

Sauce “ABC” is made from….

a. Carrot c. eggplant

b. Spinach d. tomato

C. Aspect of Using and Pronunciation Test

Guru akan memberi setiap murid satu gambar. Buatlah kelopok yang terdiri dari 4 orang anak. Buatlah deskripsi seperti contoh:

1. My carrot is big and orange

2. Alifa’s cabbage is big and white.

3. Ferdi’s spinach is big andgreen.

4. Thomas’es eggplan is big and purple

Kunci Jawaban

Aspect of Spelling

White cabbage
Orange carrot
Red tomatoes
Green spinach
Purple eggplant

B. Aspect of Meaning

1. a

2. c

3. b

4. d

5. a

6. a

7. d

8. a

9. d

10. d

C. Aspect Using dan Pronunciation

Grammar,spelling dan content yang tepat

Pedoman Penilaian

A. Aspect Spelling

Kriteria per Soal	Nilai
Tidak Mengerjakan	0
Spelling tidak sempurna	1
Spelling betul sempurna	2

Skor maksimal = 2 x 5 = 10

B. Aspect of Meaning

Jawaban betul = 1 Jawaban salah = 0 Skor maksimal = 1 x 10 = 10

C. Aspect Using dan Pronunciation

Writing = Menulis Paragraf

Kriteria	Nilai
Keempat kalimat lengkap dengan spelling yang tepat	8 - 10
Keempat kalimat lengkap tetapi ada spelling yang tidak tepat	6 - 7
Membuat teks menggunakan bahasa Ingris, tetapi tidak lengkap empat kalimat	4 - 5
Membuat teks tetapi masih banyak menggunakan B.Indonesia	3 - 1
Tidak membuat teks sama sekali	0

Speaking = Membacakan Paragraf di Depan Kelas

Kondisi	Nilai
Lancar dan hampir semua pronunciation tepat	8 - 10
Lancar tetapi tidak semua pronunciation tepat	6 - 7
Hampir lancar, tetapi intonasi dan pronunciation sebagian tepat	4 - 5
Mengucap sepatah-sepatah, pronunciation dan intonasinya salah	3 - 1
Tidak bersedia maju dan membaca sama sekali	0

Skor maksimal speaking + writing = 10 + 10 = 20

Penghitungan nilai keseluruhan = (hasil test 1 + 2 + 3) : 4

Skor maksimal keseluruhan = (10 + 10 + 20) : 4 = 10

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