THE TEACHING OF ENGLISH AT SDN MOJOLANGU 1 MALANG

ABSTRACT Saribur, Lius. 2013. The Teaching of English at SDN Mojolangu I Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: Nur Hayati, S.Pd., M.Ed., and Evynurul Laily Zen, S.S., M.A. Keywords: instructional material and media, teaching and learning activities, students’ responses. This research aimed at investigating the English languange teaching and learning process at SDN Mojolangu I Malang as one of elementary schools in Malang. It specifically identified instructional material and media, teaching and learning activities, and students’ responses toward the teaching and learning processes. According to Richard & Rodgers (2001), learning material is an important component in language learning which generally functions as the basis of linguistic input learned by students in classroom,while learning media are another key component that work to support the given materials. At this point, Suyanto (2006: 21) has classified learning media into (1) visual media, (2) audio media, and (3) audio visual media. In relation to learning activities, Richard & Rodgers (2001) argued that there are some common teaching and learning techniques implemented by theachers, such as (1) brainstorming, (2) question and answer, (3) modeling dan demonstration, (4) listen and repeat, (5) listen and do, and (6) group work. This research design was qualitative descriptive with the English teacher of SDN Mojolangu I Malang and and grade 5 students as its subject. The data were collected through note taking, observation, and interview. The findings show that the English teacher of SDN Mojolangu I Malang used the textbook English for Kids that specifically discussed the topic of My Happy Weekend. She believed that the textbook was easy to find and appropriate for her students. Instructional media that she used were whiteboard, real objects, and worksheets in order that they can help her and her students to have interactive communication. The teaching and learning activities carried out were brainstorming, question and answer, modeling and demonstration, listen and repeat, listen and do, and group work. In general, students responded very well to the class activities. They were also appeared to be motivated during the teaching and learning process because the teacher and the activities implemented. Based on the findings, the researcher suggested the teacher to use more varied instructional materials, instructional media, and teaching-learning activities to achieve better results of the teaching and learning process.