DISCUSSION
3.1. Teaching Description
In this part the activity of the writer will describe about teaching description, before the teacher teach the students, the teacher should prepare a lesson plan so that the teaching and learning process in the class can become active, creative, effective and fun. The teacher taught the students in the class can be organized and can become active.
3.1.1. Preparation Before Teaching Activities
In pre teaching the teacher must be prepare herself before start the activity of teaching learning process happens. The writer have to give time for the students to learn them selves before begin to study the lesson so when the study begin, they feel more comfortable. Because they still like playing and have fun. The
teacher called of the student name one by one, the function of the
attendance list to check the students who attends the class everyday. After
that to make the students more comfortable like the teacher asking the
condition of the students like “ Hi students, how are you today ?, “ or
the teacher can asking about their holiday last week. In
the beginning the teacher can start with greeting then continue with
the check attendance list before begin the lesson. With a lesson plane,
we hopes learning process in the class can active, creative, effective
and fun. So the main important point can be achieved. The following are
contents about pre teaching that must the teachers make. They are:
1.Basic competence : It means capability in learning that must be owned the students.
3. Material lesson : It is point will be learned the students in every unit lesson.
4.
Lesson Activity : Method : It means what methods that the teachers use
to teaching in the class whether demonstration, asking question,
picture, etc.
The teacher
taught Question Tags the order may of the teaching preparation varied
from one unit to the next, but the specific stages of the preparation
phase are:
1. Making Lesson Plan
The teacher makes preparation of teaching depends on the lesson that theteacher
was going to teach. This plan includes a statement of lesson objective,
the procedures and facilities to be used during the lesson, the
specific goals to be attained, the means to be used for reviews and
evaluation. For further explanation about lesson plan form has enclosure
on appendices.
2. The Book/Handbook and Other Books
The teacher often uses module or handbook; there were kind of books such as module for students and for the teacher. Beside that, the teacher took some books to teach in the class, which can help the material. The teacher often uses module or handbook; there are kind of books such as: module for students and for the teacher.
3.1.3. Process of Teaching
The first meeting started. The teacher came to class at 15.00 pm, she will say greeting good afternoon because this is the first time so the teacher must introduce herself.
She said her name, address, education, favorite food and drink. Then
she gave a chance to students to ask, because the students’ did not ask
anything, the teacher continued the lesson. The students just listened to their teacher without asking anything. For greeting and introduction the teacher had 5 minutes. After introduction stage, the teacher
took the attendance list and mentioned each name of the students in the
classroom. After that, the teacher had 10 minutes to ask students and
the student have to answer the question.
1. Greeting Stage
Teacher : “Ok, let’s start to the next lesson”.
Student : “Ok, what is it?”
Teacher : “This lesson is about Question Tag”
Teacher : “Well, in Question Tag has an auxiliary verb, do you know about it?”
Students : “Yes, Auxiliary”
Teacher : “So, What they are?”
Students : “is, am, are, was, were, have, has, had, do, did, does, will, shall, would …”
Teacher : “That’s right. Now,we study about question tags. question tags is a
question added at the end of a sentence, and question tags have 2 types
of sentence. So can you give one example sentence question tags?”
Student : “are you a student, aren’t I?”
Teacher : “Excellent. So, question tags.........” (Lesson their to begin)
2. Presentation Stage
The
teacher explained the lesson clearly and the students have to listen
carefully. The teacher spent 10 minutes to explain the material of
question tags to the students And the students have to memorize. The
meaning of question tag is to make sure the information is correct or to
seek agreement. A tag question is a question add at the end of a
sentence. if the sentence is positive the tag must be negative statement
and if the sentence is negative the tag must be positive statement. The patterns of question tags are:
Auxiliary Verb of Question Tags
Look at these examples with positive statements:
positive statement [+]
|
negative tag [-]
| |
Subject
|
Auxiliary
|
personal
pronoun (same as subject) |
You
|
Are
|
Aren’t you?
|
She
|
Does
|
doesn’t she?
|
You
|
Did
|
Didn’t you?
|
They
|
Will
|
Won’t they?
|
I
|
Can
|
Can’t I?
|
We
|
Must
|
Mustn’t we?
|
He
|
Should
|
Shouldn’t he?
|
Table III.2 Auxiliary Verb of question tags.
Example:
1. You are going to school now, aren’t you?
2. She likes to eat banana every morning, doesn’t she?
3. You went to Artha Gading Mall yesterday, didn’t you?
4. I can ride a bicycle, cant I?
5. We must sing this song, mustn’t we?
6. He should watch this movie, shouldn’t he?
Look at these examples with negative statements:
negative statement [-]
|
positive tag [+]
| |
Subject
|
Auxiliary
|
Personal Pronoun (same as subject)
|
It
|
Isn’t
|
is it?
|
He
|
Hasn’t
|
has he ?
|
You
|
Don’t
|
do you?
|
I
|
Wasn’t
|
Was I?
|
They
|
Weren’t
|
were they?
|
Table III.3 Auxiliary Verb of question tag
Example:
1. He's read this book, hasn't he?
2. He read this book, didn't he?
3. He's reading this book, isn't he?
4. He reads a lot of books, doesn't he?
5. He'll read this book, won't he?
6. He should read this book, shouldn't he?
7. He can read this book, can't he?
3. Exercises Stage
After the teacher introduce the topic, the teacher divided the students became group and there are two groups. The
teacher usually play bingo, traffic light, shoot the target with tag
endings. In this meeting the teacher give students cards like with
different tag endings (for example ...,have they?, haven’t they?,
doesn’t she? does she?, don’t you?, did you?, didn’t you?, has he?,
hasn’t he?, was she?, wasn’t she?, weren’t we?, were we? Aren’t they?,
are they?, must we?, mustn’t we?). Then the teacher take a card and read
the sentence (She went to the supermarket yesterday) which group
answered the first and true they will get point for their group and so
long until the time of play the game has finished and which group get
many point they will be the winner. The game has taken 15 minutes If
they have a possible ending, they cross it out. The idea is to complete
the card first. Students enjoy the game a lot! They have to pay
attention to the tense and pronoun used.
1. Games
Game is one of things that make the students are more fun and not feel boring. The teacher has to create a game that related to the lesson. The games that the writer used in teaching question tags were :
1. Write as fast as you can.
Firstly
the teacher explained the rules of those games and after that she asked
the students to play the games based on the teacher’s rule. It was done
to make the students to be more active and to make them enjoy in doing
the task. The teacher divided the
students become two group and she said to the students to stand up in
the front of the class. After that the teacher said the students to make
a sentence by using their own word and they must write down the
sentence with the right answer on the whiteboard andwhose group can
answer the question corretcly and the fastest they group will be the
winner.
2. Bingo on the whiteboard
X
|
O
| |
X
|
O
| |
X
|
Tables III.1 Bingo on the whiteboard
Teacher
said to the student how to play this game. After that the teacher
divided the students became two group. Then the teacher draw the box on
the whiteboard. A picture of game bingo on the whiteboard. In played
this game, the teacher found that the student will be more interesting
and more understanding about the lesson question tags, understand the
basic concepts of positive and negative statements as well as identify
the subject and its pronoun form. So before the teacher began the lesson
on question tags, she has to introduce and review these concepts with
the students first This can be done in the form of a game where the
children learn points if they are successful in completing the question
tag. Oral practice also allows children to practice the rising
intonation that is required in questions tags.
In
playing this game, the teacher found that the student will be more
interesting and more understand about the lesson question tags,
understand the basic concepts of positive and negative statements as
well as identify the subject and its pronoun form. So before the teacher
begin the lesson on question tags, she has to introduce and review
these concepts with the students first This can be done in the form of a
game where the children learn points if they are successful in
completing the question tag. Oral practice also allows children to
practice the rising intonation that is required in questions tags."
The
game is over and there is have 30 minutes to did their exercise and
last the teacher give the students to did their exercise in their
workbook (the exercise in the appendices). While the students did their
exercise the teacher went to check up around the paper of the students
and the teacher sign and give score. The exercises were:
Exercise I
Fill in the blanks by using the correct question tags.
- Mr Guinness is from Ireland ?
- The car isn't in the garage, ?
- You are John, ?
- She went to the library yesterday, ?
- The trip is very expensive, ?
- He won't tell her, ?
- You're Australian, ?
- You aren't English, ?
- Marlene smokes, ?
- Sharks don't like chicken, ?
Exercise II
Fill in the blanks by using the correct question tags.
- She is pretty, ?
- He is handsome, ?
- He often goes there, ?
- They have a new car, ?
- They slept last night ?
- You should meet her, ?
- He was there, ?
- They were sleeping, ?
- Sit down, ?
- Get out, ?
- I am right, ?
- Do not touch me, ?
- Open the door, ?
- You are from Australia, ?
- Lets go to the cinema, ?
They should make it into one choice form which had an answered. Before the teacher giving exercise, the teacher
would review the lesson that had been learn. The teacher would ask the
student, how to use question tag, kinds and meaning. The teacher
would give one example on how to do the exercise. Then, the students
started doing the exercises. They were doing diligently and quickly.
They are very confused but they never give up to
try doing their exercises. However, they could study English and do the
exercises very quickly. It means that, the students were interested in
English and accepted the lesson better. The teacher used fifteen minutes for answering the questions. After that, the questions would be discussed together. Then the teacher
choose one the student for answer the question number one, the student
gave right answer, but the second student gave wrong answer and the
another student try to help their friend for answer of the question. It
means that they have felt to help other students then they have fully
spirit and never give up. These activities continued till all the
questions done answered.
4. Closing
When
the students finished their exercises, these exercises were corrected
together. All questions would be answered together or written on the blackboard. From these exercises the writer gave a score. This score showed the ability of the students that they could understand the material or whether they were interested in the English lesson or not. Then, after 30 minutes, the teacher sign and give score. And the time is up, the students have to comeback home and the teacher said see you later.
3.2. Teaching Analysis
In this part the teacher must analyze about Teaching English question tags English question tags using games. When the teacher
taught the question tags using games, the students more interested to
learn question tags because they can look the true pattern and the
students more excited to answer question tags.
The first meeting the
teacher have to give greeting First for the children to make friendly
before starting the lesson. After that the teacher explains the lesson
clearly so the student can be more interesting and understanding about
the lesson. Also the teacher practiced with
the games because it can made the students easier to answer some of the
questions from the teacher. Not only the teacher who practiced it but
also the teacher asked the students to come forward and the teacher
asked the students to practice about question tags to
their friend, and the other students answer the question. When the
students tried to practice in front of the class, they were very excited
and happy. It has improve the children because first they don’t
understand about the lesson but after the teacher explain they can
understand and they got nice score.
So the teacher thought many influences to the students if the teacher teaches question tags using games. The students do not bore
and the students always happy because the students can practice in
front of the class, and they feel proud because they can be the best.
And also the students can be more active if they can practice directly,
it can made the students more confident if they practice.
The
Problem in teaching the children at such a young age that they are not
behaviorally developed. The teacher found may be the first time some
children have a significant body of rules to follow. In fact, learning
how to follow rules and peacefully interact with peers are some of the
primary reasons children attend to study. The solution is before
deciding to teach question tags, determine if you have the ability to
not only to enforce behavioral rules but also to handle the stress and
disorder that accompanies students' behavioral problems.
The solution are the teacher should be give games in every meeting so that they were not boring and paid attention to the teacher.
Games will help the students for thinking that English is very fun and
they would like with English lesson, the teacher should arrange the seat
formation in semicircle in order to make easy with the students,
sometimes they always made some problems. The solutions mentioned above
probably not only help to handle the difficulties and problems that
influence teaching process in the classroom, but also they are expected
to minimize the problems. These solutions are useful for teachers to be
applied in the classroom when they face the problem in teaching and
learning process.
3.3. Teaching Evaluation
In teaching evaluation The teacher found The difficulties in teaching were on how the teacher
gave it slowly, using English some student could accept the lesson. The
conditions of the class were very quiet. The students did listen while
the teacher explained the lesson. They have many kinds of students
character in the classroom.
Some students were not afraid of the teacher, they sometimes did not pay attention. Some students pay attentions while the teacher
was explaining the lesson, they could understand fully. In this
situation, the students would be given a chance to ask but some body
still asked the teacher. The students who never gave attention, they
were confused. While the writer they
were cheating task their friends and the other students making noisy
with each other their friends though suddenly they were laughing
together.
1. Purpose and Problem and Solution
Based on the analysis, the teacher concludes teaching question tags using games can get many advantages, the students more active because the teacher
always asks the students to practice and the can not feel bored when
the students learn question tags. And also the students will more
interest because they can look the pattern of question tags, It can make
they excited to learn question tags. And also, the teacher thinks teaching question tags using games is very suitable to teach sixth grade because it can make the teacher easy to teach question tags and it can simpler to teach question tags.
The first advantage of applying some games in teaching learning process
was the students could be more interested in learning the material.
When the students were interested in learning the material, they would
give more attention to the lesson given. That condition gave a good
chance for both the teacher and the students. On the occasion the
teacher could deliver the material very well and the students could
understand what they had learned on that day.
The
second advantage of applying some games in teaching learning process
was the teacher didn’t need to explain too many materials. The teacher
just explained the materials needed by the students because they can
understand the material on that day by doing the
games. The games could give the students more change to understand the
material given because through playing they can learned something
without realized that.
The disadvantages:
The
first disadvantage of applying games in teaching learning process was
by attracting student’s interest to games, all of them were active and
made noisy. Sometimes they too much moved and spoke. That condition made
the teacher difficult to control them.
The
second advantage of applying some games in teaching learning process
was by doing games the teacher only had a little time to explain the
material and gave some sentences of question tags.
From all the explanation above, it shows that using
games to teach is good technique especially by applying the creative
activity one but there were also some disadvantages in using games in
teaching question tags to the young learners especially for the sixth
grade students in Butterfly English Course.
2. Problem and solution of Greeting
The
Problem in teaching the children at such a young age that they are not
behaviorally developed. The teacher found may be the first time some
children have a significant body of rules to follow. In fact, learning
how to follow rules and peacefully interact with peers are some of the
primary reasons children attend to study.
The
solution is before deciding to teach question tags, determine if you
have the ability to not only to enforce behavioral rules but also to
handle the stress and disorder that accompanies students' behavioral
problems.
3. Problem and solution of study stage and active stage
In teaching learning process, the teacher
found some problems. The first problem is on how to make the students
understand about the material. In this class, only 70 percent of
students could accept the lesson because the students are less attention
for their teacher. The students were very busy with their activities,
examples while the teacher was explaining the lesson. One of the students who did not give attention suddenly, the teacher could give question related the lesson. In delivering the lesson the teacher found some students who did not pay attention to the lesson.
Second
the teacher prepared the things of game such as card, ball, and
equipment of game. Before the teacher teach in the classroom, first the
teacher has to study how to play that game. The teacher has to choose
the suitable games to teach question tags. The students who never gave
attention, they were confused. While the writer they
were cheating task their friends and the other students making noisy
with each other their friends though suddenly they were laughing
together.
The students pay attentions while the teacher explained the lesson. But some of them did not still understand yet, the teacher would explain again slowly and explain one by one. Situation of the class can change at anytime depend on the teacher handle the students; the teacher
should be creative and flexible. Sometimes students can stop their
activities more doing exercises, while their friend feel fed up, they
were quite. These conditions only attended 15 minutes. Games would help
students to add their vocabulary and games should related with the material before. They were given exercises after explaining the material.
Then, the students started doing the exercises. They were doing diligently and quickly. They are very confused but they never give up to
try doing their exercises. However, they could study English and do the
exercises very quickly. It means that, the students were interested in
English and accepted the lesson better. The teacher used fifteen minutes for answering the questions. After that, the questions would be discussed together. Then the teacher
choose one the student for answer the question number one, the student
gave right answer, but the second student gave wrong answer and the
another student try to help their friend for answer of the question. It
means that they have felt to help other students then they have fully
spirit and never give up. These activities continued till all the
questions done answered.
When
the students finished their exercises, these exercises were corrected
together. All questions would be answered together or written on the white board. From these exercises the writer gave a score. This score showed the ability of the students that they could understand the material or whether they were interested in the English lesson or not. Then, after 30 minutes, the student collect the exercise and this is exercise.
From all the explanation above, it shows that using
games to teach is good technique especially by applying the creative
activity one but there were also some disadvantages in using games in
teaching question tags to the young learners especially for the sixth
grade students in Butterfly English Course. The solution are the teacher should be give games in every meeting so that they were not boring and paid attention to the teacher.
Games will help the students for thinking that English is very fun and
they would like with English lesson, the teacher should arrange the seat
formation in semicircle in order to make easy with the students,
sometimes they always made some problems. The solutions mentioned above
probably not only help to handle the difficulties and problems that
influence teaching process in the classroom, but also they are expected
to minimize the problems. These solutions are useful for teachers to be
applied in the classroom when they face the problem in teaching and
learning process.
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