THE EFFECTIVENES OF TOTAL PHYSICAL RESPONSE IN

TEACHING PREPOSITION OF PLACE

(A Classroom Action Research in the First Year of

MTs. Soebono Mantofani, Jombang, Ciputat)

By

Monarika Novi A.

207014000386

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

ABSTRACT

MonarikaNoviAstuti, 2014.Teaching Preposition of Place Through Total Physical Response

(A Classroom Action Research in the Seventh Grade of MTs. Soebono Mantofani Jombang,

Ciputat) Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training.

Syarif Hidayatullah State Islamic University Jakarta.

Advisor : Dr. Fahriany, M.Pd

Key words : Preposition of Place, Total Physical Response

This research has a purpose to improve the students’ ability in using

Imperative sentence through Total Physical Response (TPR) in the seventh Grade of MTs.

Soebono Mantofani Jombang, Ciputat 2012/2013 academic year. The subject of this study

consisted of 20 students of VII.1.

This method used in this research was Classroom Action Research (CAR).

The Classroom Action Research design applied in this research was a collaborative classroom

action research. In this case the teacher of MTs. Soebono Mantofani as an observer and

collaborator. The research carried out of two cycles, every cycle consisted of two meetings.

The research was conducted following Kurt Lewin’s Design with the following procedures of

the action research: planning, acting, observing, and reflecting. The data used in this research

such as: interview, observation, questionnaire and test.

The result of this study, show that there was any significant of students’ ability

in using preposition of place. Most of the students achieved good score at the end of every

cycle. The score of minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of

English lesson was 65 (sixty five). The findings of the research are: First, related to the test,

students’ mean score of posttest in cycle 1 is 61,5 or 35% students who achieved the

minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and the post cycle 2 is 71

or 80% students who achieved the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal

(KKM). Second, related to observation result showed that student more active and enjoy in

learning preposition of place, the last related to the interview result, the students enthusiastic

in getting material, and had motivation to learn preposition of place/ Total Physical Response

method effective for learning preposition of place, this method can improve students’ ability

in using preposition of place.

ABSTRAK

Monarika Novi Astuti, 2014. Teaching Preposision of Place Through Total Physical Response

(A Classroom Action Research in the Seventh Grade of MTs. Soebono Mantofani Jombang,

Ciputat) Skripsi, Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Pelatihan Guru. Universitas

Islam Negeri Syarif Hidayatullah Jakarta.

Advisor: Dr. Fahriany, M.Pd

Kata kunci: Preposition of Place, Total Physical Response

Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menggunakan

kalimat Imperatif melalui Total Physical Response (TPR) di kelas tujuh MTs. Soebono

Mantofani Jombang, Ciputat 2012/2013 tahun akademik. Subjek penelitian ini terdiri dari 20

siswa dari kelas VII.1.

Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK).

Penelitian dilakukan dari dua siklus, setiap siklus terdiri dari dua pertemuan. Penelitian ini

dilakukan menyusul Desain Kurt Lewin dengan prosedur berikut dari penelitian tindakan:

perencanaan, bertindak, observasi, dan refleksi. Data yang digunakan dalam penelitian ini

seperti: wawancara, observasi, dan tes.

Hasil penelitian ini, menunjukkan bahwa ada hasil signifikan kemampuan siswa dalam

menggunakan preposition of place. Sebagian besar siswa mencapai skor yang baik pada akhir

setiap siklus. Rata dari Penguasaan minimum Kriteria Ketuntasan Minimal Kriteria-(KKM) dari

pelajaran bahasa Inggris adalah 65 (enam puluh lima). Temuan dari penelitian ini adalah:

Pertama, berkaitan dengan tes, nilai rata-rata siswa dari posttest di siklus 1 adalah 61,5 atau 35%

siswa yang mencapai Penguasaan minimum Kriteria Ketuntasan Minimal Kriteria-(KKM) dan

siklus pasca 2 adalah 71 atau 80% siswa yang mencapai Minimum Penguasaan Kriteria

Ketuntasan Minimal Kriteria-(KKM). Kedua, terkait dengan hasil observasi menunjukkan bahwa

siswa lebih aktif dan menikmati belajar preposition of place, yang terakhir terkait dengan hasil

wawancara, para siswa antusias dalam mendapatkan bahan, dan memiliki motivasi belajar

preposition of place/ Total Physical Response efektif untuk belajar preposisi tempat, metode ini

dapat meningkatkan kemampuan siswa dalam menggunakan preposition of place.

ACKNOWLEDGEMENT

Alhamdulillah, Praise and gratitude be to Allah, Lord of the worlds Who

has given the Mercy and Blessing to the writer, so that this “Skripsi” can be

finished completely. Sholawat and Salambe upon our prophet Muhammad

“Shollahu ‘alaihiwasallam”, his families, companions, and his followers.

The writer would like to express his greatest appreciation, honor, gratitude

and love to her beloved mother who has been a great motivator and inspiration in

every condition, also to her father who has given her many inspirations and

supports and her big family. She thanks to them for their pray, guidance, patience,

and encouragement to motivate the writer to finish her study.

Also, on this occasion, the writer would like to express his gratitude to Mr.

Dr. Fahriany, M.Pd as the writer’s advisor who had kindly spent his time to give

his valuable advice, guidance, corrections, and suggestions in composing this

“Skripsi.”

Furthermore, her greatest gratitude also goes to:

1. All lecturers of English Education Department, for teaching the precious

knowledge, sharing the values of life and giving the unforgettable study

experiences.

2. Mr. Drs. Syauki, M. Pd., as the chairman of English Education

Department.

3. Mr. Zaharil Anasy, M. Hum., as the Secretary of English Education

Department. Also, her thanks is given to the staffs of English Education

Department

4. Mrs. Nurlena Rifa’i, M.A., Ph.D., the Dean of Faculty of Tarbiyah and

Teachers Training.

5. My parents, who always give me spirit to finish my study

6. Mr. Suhendro Tri Anggono as a Staff of Personnel Division UIN Syariff

Hidayatullah Jakarta and also as her uncle who always take care of her and

about my study

7. Her friends in Department of English Education especially PBI Non

Regular 2007

Finally, the writer realizes that this “Skripsi” is still far from being perfect.

Constructive criticism and suggestion would be welcomed to make it better. I

hope that this Skripsi could be useful to other people, especially to people in

education area.

Jakarta, August 27th

, 2014

Monarika Novi Astuti

iv

TABLE OF CONTENTS

ABSTRACT .............................................................................................................................. i

ABSTRAK ................................................................................................................................ ii

ACKNOWLEDGMENT ......................................................................................................... iii

TABLE OF CONTENTS ........................................................................................................ iv

LIST OF FIGURES ................................................................................................................. vii

LIST OF TABLES ................................................................................................................... viii

LIST OF APPENDICES ......................................................................................................... ix

CHAPTER I : INTRODUCTION

A. Background of the Study ....................................................................... 1

B. Identification Area and Research Focus ................................................ 2

C. Scope and Limitation of the Study......................................................... 2

D. Formulation of the Problem ................................................................... 2

E. Purpose of the Result ............................................................................. 2

CHAPTER II : THEORITICAL FRAMEWORK

A. Preposition of Place ............................................................................... 4

1. Concept of Preposition ..................................................................... 4

2. Types of Preposition ........................................................................ 4

3. Use of Preposition ............................................................................ 7

4. Function of Preposition .................................................................... 8

B. Total Physical Response

1. Background of Total Physical Response ......................................... 8

2. Characteristic of Total Physical Response ....................................... 9

3. Design of Total Physical Response.................................................. 10

4. Advantages and Disadvantages of Total Physical Response ........... 12

5. Teaching Preposition of Place through Total Physical Response .... 13

v

CHAPTER III : RESEARCH METHODOLOGY

A. Place and Time of the Research ............................................................. 16

B. Research Method and Design ................................................................ 16

C. Population and Sample of the Research................................................. 20

D. Technique of Collecting Data ................................................................ 20

E. Technique of Data Analysis ................................................................... 22

F. Validity .................................................................................................. 24

CHAPTER IV : FINDINGS AND DISCUSSION

A. Data Description ................................................................................. 25

Before Implementing the Action ........................................................ 25

a. Result of Pre Interview ................................................................. 25

b. Result of Pre Observation ............................................................. 26

c. Result of Pre Questionnaire .......................................................... 27

d. Result of Pretest ............................................................................ 29

e. Result of Posttest 1........................................................................ 30

f. Result of Posttest 2........................................................................ 33

B. Interpretation of the Data .................................................................... 35

a. Data of Interview .......................................................................... 35

b. Data of Questionnaire ................................................................... 36

c. Data of Test ................................................................................... 36

C. Findings after Implementing the Data ................................................ 36

a. Result of Pre Interview ................................................................. 36

b. Result of Post Questionnaire ......................................................... 37

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................................... 38

B. Suggestion ........................................................................................... 39

vi

Bibliography…………………………………………………………………………………42

Appendices…………………………………………………………………………………. 44

vii

LIST OF FIGURES

Figures 3.1 : Curt Lewins’ CAR Design ...................................................................... 16

Figures 3.2 : Writer Design of Classroom Action Research Procedure Adopted

from Kurt Lewins’ Design ......................................................................... 19

0

viii

LIST OF TABLES

Table 3.1 : The Interpretation of Students Questionnaire ......................................... 21

Table 4.1 : The Result of Pre Questionnaire ............................................................. 27

Table 4.2 : The Data of the Students’ Pretest ............................................................ 29

Table 4.3 : The Data of the Students’ Posttest 1 ....................................................... 31

Table 4.4 : The Data of the Student’s Posttest 2 ....................................................... 33

ix

LIST OF APPENDICES

Appendix 1 : Interview for the English Teacher before Implementing the Action ...... 41

Appendix 2 : The Result of Interview before implemented Action Research .............. 42

Appendix 3 : Interview for the English Teacher after Classroom Action Research ..... 44

Appendix 4 : The Result of Interview for the English Teacher after Classroom action

Research .................................................................................................. 45

Appendix 5 : Soal Pretest .............................................................................................. 47

Appendix 6 : Soal Posttest 1 ......................................................................................... 48

Appendix 7 : Soal Posttest 2 ......................................................................................... 49

Appendix 8 : Table 3.1 The Interpretation of Students’ Questionnaire ........................ 50

Appendix 9 : Table 4.1 The Result of Pre Questionnaires ............................................ 51

Appendix 10 : Table 4.2 The Data of Students Pretest ................................................... 52

Appendix 11 : Table 4.3 The Result of Students in Posttest 1 ........................................ 54

Appendix 12 : Table 4.4 The Result of Students in Posttest 2 ........................................ 56

1

CHAPTER I

INTRODUCTION

This Chapter presents and discusses background of the study,

identification area and research focus, the scope and limitation of the study,

formulation of the problem and purpose of the result research.

A. Background of the Study

In Indonesia, English is taught from junior high school to university level.

It based on the ministry of

National Education decree no: 372/2003 dates December 12, 2003 stated that

“English becomes the first foreign languages that need to be taught in

Indonesia starting from primary school as local content, in secondary school

as a compulsory subject and in university as a complementary subject.”1

All of these are intended to prepare Indonesian human resources in facing

global challenge.

Based on the writer’s experience in teaching preposition of place, the writers

used Total Physical Response method and it works in teaching Preposition of

Place. Because in Total Physical response method, it can be said that emphasizes

relation between speech and what the learners act. Teacher gives order, and then

the learners do the action.

There are four language skills that have to be mastered by the students to

learn English subject. The four language skills are listening speaking, reading and

writing. Other elements of language such as structure, vocabulary, spelling and

pronunciation are presented merely as additional items to support the language

skills mentioned above.

1Ministry of National Education decree no: 327/2003, December 12, (Jakarta:2003)

2

According to the writer’s experience in MTs. Soebono Mantofani

Jombang, Ciputat as the assistance of the English teacher, most of the teachers

used traditional method called Grammar Translation Method in teaching structure.

Through Grammar Translation Method, the teachers only translate the text, give

the rule of the structure and then ask the students to do some exercise using

instruction. These steps only give a little comprehension.

Based on the background above, the writer wants to propose a method that

can improve the student’s ability to learn the target language. The propose method

is using Total Physical response (TPR) in teaching preposition. Because according

to the researchers, the students will be easier to remember the material when the

learning process is accompanied by physical responses

According to the Author the goal of teaching preposition of place through

TPR for the beginning level is to facilitate students to remember the material

presented by action in accordance to the teacher commands.

B. Identification Area and Research Focus

This research focused on the first grade of MTs. Soebono Mantofani

Jombang, Ciputat and 1st semester of the 2011/2012 academic year.

C. Scope and Limitation of The Study

To avoid misunderstanding and to clarify the problem, the writer limits the

problem in teaching Preposition of Place by using Total Physical Response

Method compared to Grammar Translation Method in the first grade students of

“MTs. Soebono Mantofani Jombang, Ciputat”.

D. Formulation of the Problem

Based on the background of study the writer formulates the research

problem on this paper: “How Total Physical Response improves students’ ability

in preposition of place in the seventh grade students of MTs. Soebono Mantofani,

Ciputat”?

3

E. Purpose of the Research

The findings (result) of the study are expected to provide useful

information about the affect of Total Physical Response method in students’

preposition of place mastery at MTs. Soebono Mantofani Jombang, Ciputat. It is

expected that these findings can contribute to four groups of people; they are the

school principle, the teacher, the students and the further more researcher.

The findings of this research is expected to be useful input for the school

principal related to the English teaching learning process in the classroom. For

the teacher the findings of this research are expected to be able to enrich the

teachers’ knowledge in terms of teaching English. As the teacher of teaching

learning activity, students can encourage themselves in mastery preposition of

place, so that they can use it in their communication.

4

CHAPTER II

THEORITICAL FRAMEWORK

This chapter presents and discusses definition of preposition, types of

preposition, the function of preposition, the general picture of preposition, the

concept of total physical response, the principal of total physical response, the

characteristic of total physical response, design of total physical response,

advantages and disadvantages of total physical response, teaching preposition of

place through total physical response.

A. Preposition of Place

1. Concept of Preposition

Hurford stated “Preposition is a (typically small) word that occurs

before a noun phrase, making another phrase (a prepositional phrase) with it.

The term itself reflects the grammatical place of prepositions, „positioned

before‟ noun phrase”.1

Harmer said in his book “How to teach English” that Preposition is a

word (or group of word) which is used to show the way which other words are

connected.2

According to Sidney and Randolph in their book “Student’s Grammar

of the English language”, Prepositions are a closed class of items connecting

two units in a sentence and specifying a relationship between them.3

The researcher said that prepositions are words that show the

relationship between a noun or a pronoun and some other word or element in

the rest of the sentence.

1 James R. Hurford, Grammar A student’s guide, (Cambridge University press,1994), p.190. 2Jeremy Harmer, How to Teach English, (Person Educational Limited, 2007), p. 37.

3Sidney Greenbaum and Randolph Qiurk, Student’s Grammar of English Language, (Pearson

Education Limited, 1990), p. 188.

5

2. Types of Preposition

There are many kinds of prepositions. Some of them are the

simplest form. Many of them are monosyllabic such as in at, up, to, by, of,

out, with, from, down, over, into, after, before, since, behind, above, etc.

According to Mahmud in his book English for Muslim University Students

there are types of preposition as follows:

1) Preposition of Location

The common preposition used to indicate location or places are:

In being surrounded by something

E.g. In the house

At presence, around

E.g. at the house

On in contact with the surface of another object

E.g. On the table

Across Opposite from

E.g. across the street

Around near or all sides of

E.g. around the house

Between in the space separating two things

E.g. Mona is shitting between Mom and Dad

Among with or surrounded by

E.g. Mona was standing among the boys

Throughout in all parts, all over

E.g. Mona looked for her book throughout the room

Over/above higher than/ up in perpendicular direction from

E.g. The sky is over (above) our head

Under/ lower than, down in perpendicular direction from

Beneath E.g. Under the table

Below at the point lower than

6

E.g. below the sea level4

2) Preposition showing place or Position

There are three kinds of prepositions that show the place or position,

there are:

a. The point it self

In or inside Hang your coat in the closet (In gives the area of

something enclosed-a container, a drawer, a

building)

There was no one inside in the house. (Inside

emphasizes the containment)

On put the dishes on the table (on indicates the surface

of something- a floor, a wall, a ceiling)

He‟s standing on top of the desk. (On top of

emphasizes the uppermost horizontal surface. It is

used with an object that has some height)

At I‟m at school. (At refers to general vicinity. Were

presence at the place is indicated).

At is also used for addresses with streets numbers –

He lives at 200 Park Avenue (but he lives on Park

Avenue)

b. Higher or lower than a point

1) Higher

Over The plane flew over the mountains. (Over is felt to

be generally higher than a point).

Above He lives on the floor above us (above is felt to be

directly higher than a point).

This distinction between over and above is not

always carefully observed.

2) Lower

4Drs. Nasrun Mahmud, English for Muslim University Students, (Jakarta: Pusat Bahasa dan Budaya

Universitas Islam Negeri, 2003), p. 89

7

Under A Subway runs under this street. (Under is felt to be

generally lower than a point)

Underneath He swept the dirt under (Neath) the rug.

(Underneath expresses the idea of closed under,

especially so as to be hidden).

Beneath Beneath a tree lay a dog fast asleep. (Beneath

express the idea of directly under, with some space

between).

Below He lives on the floor below us. (Below is felt to be

directly lower than a point). The distinction

between under and below is not always carefully

maintained.

3) Neighboring the point

Near He lives near the University. (Near has the most

general meaning of neighboring a point).

Next to the theater is right next to the post office (with

nothing else between them).

Alongside the tug pulled up alongside the tanker. (Adjoining

persons or things considered as lined up or side by

side).

Beside he sat beside his wife during the party. (On each

sides of person or thing that has two sides).

Between He sat between his two sons. (On each sides of a

person or thing that has two sides) if more than two

persons or things are positioned around a point.

Opposites the museum is just opposite the post office.

(Directly facing someone or something)

8

3) The use of Preposition

A preposition is used with a particular meaning in a number of

expressions. Some prepositions are used in the idiom or phrase that does

not separated each other, there are two parts:

a. Common Patterns

Such as: In the morning, In the afternoon, In the evening, at the night

etc.

b. Fixed Expressions

Such as: by mistakes, by myself (without help), by hand (not machine),

etc.5

4) The Function of prepositions

The preposition has the function of connecting a noun or pronoun

to another word, usually a noun, verb or adjective.

The functions of prepositions are as follows:

a. Correlating a noun with noun

Ex: She has talked to the boy in the room

b. Correlating a verb with verb

Ex: My aunty likes to sleep on the floor

c. Correlating a noun with adjective

Ex: The Man is very successful in his business

d. Correlating a noun with participle

Ex: They are frustrated for the problem

e. Correlating a noun with verb participle

Ex: they stand up near the car.

5A.M. Zaenuri, English Vocabulary, (Jakarta 2007), p. 8.

9

B. Total physical Response

1. Background of Total Physical Response

Total Physical Response (TPR) is a language teaching method built around

the coordination of speech and action; it attempts to teach language through

physical motor) activity.6

Total Physical response is language teaching method developed by James

Asher, the method is an example of the comprehension approach to language

teaching. The listening and responding (with actions) serves two purposes: It

is a means of quickly recognizing meaning in the language being learned, and

a means of passively learning the structure of the language itself.7 It is clear

that by this process we can observe how infants internalized their first

language. For many months the child absorbs the language without being able

to speak.

James J. Asher say “A reasonable hypothesis is that the brain and the

nervous system are biologically programmed to acquire language, either the

first or the second in a particular sequence and in a particular mode. The

sequence is listening before speaking and the mode is to synchronize language

with the individual‟s body.8 So the students are only expected to listen not to

speak, the teacher has the sole responsibility for deciding what input students

hear.

On the basis of his research, “Asher reasoned that the fastest, least

stressful way to achieve understanding of any target language is to follow

direction uttered by the instructor (without native language translation)”.9

According to the definition above, it is understandable that Total Physical

Response is a language teaching method built around speech and action,

which TPR activities provide both auditory input and physical activity.

6Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching,

(London: Cambridge University Press. 2001),p. 87 7http://en.wikipedia.org/wiki/Total_PhysicalResponse, March, 7th 2014. 8Ibid. 9 Diane Larsen Freeman, Techniques and Principle in Language Teaching, (Oxford University

Press. 2002), p. 108.

10

2. The Characteristic of Total physical response

Diane Larsen Freeman stated in his book “Technique and Principles in

Language Teaching”, “It should be clear from the class we observed that the

use of commands is the major teaching technique of TPR. The commands are

given to get students to perform an action”. Besides he stated “The filter is

kept low as well by the fact the students are not on the spot to speak, they

speak when they are ready to do, so “in addition, I will give you a command to

do something in English and you will do the actions along with me”.

In other opinion he stated “formal evaluation can be conducted simply by

commanding individual students to perform the series of action, teacher

should be tolerant of them and only correct major error”.

The characteristic of Total Physical Response methods are:

a. Teacher is to be a model. The instructor issues commands to a few

students, then perform the action with them

b. Develop students‟ flexibility in understanding unfamiliar utterances

c. Enjoy. Which students perform are often humorous

d. The students also learn to read and write the commands

e. Students can to be the instructor. When students are ready to speak,

they become the ones who issue the commands.

f. No basic text; materials and media have an important role later. After

students begin speaking, activities expand to include skits and games.10

3. Design of Total Physical response

In teaching of using Total Physical Response there are many rules that

must be followed. Include: the method which used in the class and the language

that presented by the teacher, Objectives of teaching, Roles of teacher and

learner. Here the rules of Total Physical Response are:

a. Method

10

Diane Larsen-Freeman, op. cit. p.113

11

Total Physical Response is very enjoying method for the students. This

method asks the response from the students about the teacher command,

because the material given with the imperative form. Because the students

are not allowed to speak before they are ready to speak in target language

in learning process in the classroom.

b. Objectives

According Richard and Rodgers “The objectives Total Physical response

are to teach oral proficiency at beginning level”. The students should be

capable to communicate with a native language.11

c. Roles of teacher and learner

1) Learner roles

Learners in Total Physical Response have the primary roles of listener

and performer. They listen attentively and respond physically to

commands and given by the teacher. Learners are required to respond both

individually and collectively. Learners have a little influence over the

content of learning, since content is determined by the teacher, who must

follow the-imperative-based format for lesson. Learners are also expected

to recognize and response to novel combinations of their own; learners

monitor and evaluate their own progress. They are encouraged to speak

when they feel ready to speak – that is, when a sufficient basis in the

language has been internalized.

2) Teacher Roles

In the Total Physical Response Method, the teacher plays a central and

active role in the sense that most of the activities are planned and

coordinated by her. She serves as a model of the sentence structures,

which are translated into imperatives forms; in this way, she is the initiator

of the process learning.

The teacher decides the content and the way she is to present material

to the students. Language learning is thus thought to be partly resulting of

the learner‟s responses to the teacher‟s commands and requests.

11Jack C. Richards and Theodore S. Rodgers, op. cit. p. 91

12

In addition to the previous roles, the teacher has the responsibility to

direct the classroom activities, such as the various kinds of drills,

exercises, modifications of previously learned patters, and so forth. In

sum, she is expected to furnish all feasible opportunities for the students to

achieve successful learning.12

d. Technique in TPR

Freeman, provides expanded descriptions of some common/typical

techniques that used in Total Physical Response activities, they are as

follows:

1. Using Commands to direct behavior

2. Role Reversal

3. Action Sequence13

4. Advantages and Disadvantages of Total physical response

No method is the best in teaching in the classroom because every method

has the disadvantages and advantages, and so does Total Physical Response.

There are some advantages and disadvantages in process of teaching by using

Total Physical Response Method.

a. Advantages

It is fun and easy. Students will enjoy getting up out of their chairs and

moving around.

It does not require a great deal of preparation on the part of the teacher.

However, some other more complex applications might.

It is tool for learning vocabulary.

Class size doesn‟t need to be a problem.

It is memorable. Action help strengthen the connection in the brain

TPR seems to work effectively for children and adults. There is no age

barrier.

It is relaxing for students and students learn at their own pace.

12

Jack C. Richards and Theodore S. Rodgers, op. cit. p.93 13 Diane Larsen – Freeman, op. cit. p. 116-117

13

Based on the citation above, the writer sees that the advantages of

TPR are it can elicit fun and make students and can to be active in the

class. And it can be relaxing for students while students learn at their own

pace.

b. Disadvantages

Learners may not enough vocabulary to understand the program.

It was only for very beginning level.

TPR may be depressing for students if the teacher is not familiar with the

program.

It can be a challenge for shy students.

5. Teaching Preposition of place through Total Physical Response

On teaching Preposition of Place through Total Physical Response, the

teacher here just explains the simple preposition to the students, such as an in

front of, on, in, beside, behind and between

All of Equipment has been prepared before teaching such and the

students should know the English vocabulary about them.

a. The teacher teaching three preposition (beside, behind, between)

To begin the lesson the teacher stands beside the chair and the teacher

says, “I stand beside the chairs” then she moves behind the chair and says

“I stand behind the chairs” and she moves between the chairs and says “I

stand between the chairs”. The teacher does these three activities

explaining the three prepositions for several times. The teacher gives other

examples with her other equipments. The teacher puts the pen between

two books and says “I put the pen between the books” then the teacher

moves the pen beside the book and says “I put the pen beside the books”

then the teacher moves the pen behind the book and says “I put the pen

behind the book”. The teacher explains for several times.

To make the communicative teaching the teacher calls three

students to come to the front of the class as volunteers, they stand up in

front of the class facing the other students. The teacher tells the other

14

students to listen and look at the volunteers (the students who come

forward in front of the class). They wants to demonstrate the example

before with the students come to the front of the class.

If the teacher says “put the pen between the books” she and the

three students put the pen between two books, if she says “put the pen

beside the book she and the three volunteers put the pen beside the book, if

the teacher says “put the pen behind the book” they put the pen behind the

book.

In the End, the teacher gives the command again, and the

instructions are faster. The teacher says “put the pen between the books”,

“stand up between the chair and the table”, “stand up behind the chair”,

“and stand up beside the chair”. The teacher is very satisfied because the

students are able to use the three prepositions of place

b. The teacher teaching three preposition (in, on, in front of)

To begin the lesson the teacher takes a bag, and three cubes. The

teacher says “I put the cubes in my bag” The teacher puts the cubes in her

bag, the teacher says “I put the red cube on the yellow cube” she put the

red cube on the yellow cube. The teacher says “I put the red cube in front

of the green cube” she put the red in front of the green cube. She does the

several activities for several times.

For making it communicative, the teacher calls two others students

to become volunteers as before. She orders the two volunteers to do the

activity like before. The teacher gives each student three cubes, during the

teacher says “put the cubes in the bag” the volunteers put the cubes in the

bag. The students follow what the teacher instructs them. The teacher says

“take out the cubes from your bag and put them on the chair”, the two

students put the cubes on the chair, the teacher says “put the red cube in

front of the green and the yellow” the two students put the red cube in

front of the green and the yellow cubes. The two students do these

activities for several times.

15

To make the students more active, the teacher tries to practice these

activities with all students in the class, the teacher instructs them to take

their books, pens and bags.

The teacher say “put your book in your bag” the students follow

her command. The teacher says “take out your book and put in front of

your bag” the students response the teacher instruction. And the teacher

says “put your pen in your book” They do what the teacher said. The

students able to do what the teacher commands without any hesitations.

In the end to know their understanding in prepositions of place, the

teacher gives the commands and the instructions, the teacher says faster.

The teacher says “put the pen in your book, stand up on the floor, and put

the chair in front of the table”. The students understood the three

prepositions of place and the teacher is very satisfied that the students

mastered the prepositions of place.

In the last activity, the teacher gives the post-test such as what they

has done before by using total Physical Response method to know the

understanding in Preposition of Place through Total Physical Response

method.

16

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the time and place of the study, the method of the

study, the subject of the study, the writer’s role in the study, the research design,

the classroom action research (CAR) procedures, the technique of collecting data,

the technique of data analysis and the criteria of the action success and hypothesis.

A. Place and Time Research

The writer did classroom Action Research (CAR) on September 2011. This

research takes place at MTS. SoebonoMantofaniJombang, Ciputat which is

located at Jl. Sumatra no 75 Jombang, Ciputat, Tangerang Selatan.

B. Research Method and Design

The writer uses classroom Action research (CAR) in this study, so she follows

principles of CAR to collect the data. The CAR procedures use in this research is

Kurt Lewin’s design. It consists of two cycles in which each cycles contains four

phases: Planning, Acting, Observing and Reflecting.

CYCLE 1

CYCLE 2

Figure 3.1

Kurt Lewins’ CAR Design

Planning Acting

Reflecting Observing

Planning Acting

Reflecting Observing

17

1. Cycle I

In the cycle I, the writer did planning, acting, observing and reflecting.

a. Planning

This phase, the writer planed some activities which had broken down

into: curriculum study, programming and planning of learning which

involves the application of the meetings, preparing material tools,

preparing lesson plan, preparing evaluation tools.

b. Acting

In acting phase, the writer doing learning preposition of place

material through Total Physical Response, giving post-test cycle I to

the students, observing, which includes the following activities,

c. Observing

Observing the students activities during learning activities,

rewriting the events that appear on the students during learning

activities and observation data collected during the execution of

learning activities.

d. Reflecting

Here the writer did analyzing data from the implementing of

action, evaluating the implementation of measures that have been done

on the cycle I and planning the actions for the second cycle

2. Cycle II

a. Planning

In this phase, the writer did planning the learning implementation

consisting of one meeting, making the material preposition of place

instrument, preparing the research instrument and preparing the

evaluation tools

b. Acting

Here, the writer implementing learning activity of preposition of

place material through TPR, giving the post-questionnaire and giving

post-test cycle II to the students.

18

c. Observing

Here the writer observing the students activities during learning

activities, rewriting the events that appear on the students during

learning activities, observation data collected during the execution of

learning activities.

d. Reflecting

This phase, the writer did analyzing data from the implementation

of action and evaluating the implementation of measures that have

been done on the cycle II.

Classroom Action Research (CAR) is an action research conducted with

the aim of improving the quality of practice learning in the classroom. This

method focused on the students of the academic process that occurs in the

classroom.

Based on the Lewin’s Action Research design above, the writer would

like to make an Action Research model Adapted from Kurt Lewin’s Design

19

Figure 3.2

Writer’s design of classroom Action Research Procedure

Adopted from Kurt Lewin’s Design

Cycle II

Cycle I Planning

After interviewing the teacher and the students, and observing the classroom. Then, the writer and teacher discuss to create lesson plan, and the instruments.

Acting The writer conducts the lesson plan that has been made; lesson plan based on preposition of place through total physical response.

Reflecting

The writer and the teacher discuss about the result from the post test in first cycle, in this case, the writer want to know students’ score after doing the post test It was improved or not.

Observing The writer observes the students’ activities in the classroom and students’ response in learning preposition of place through TPR. From the post test result in second cycle it could be seen students’ improvement in learning preposition of place.

Reflecting The writer and the teacher discuss the result of the implementation of modified action. If the students’ result was good was not necessary continue to next cycle

Observing The writer observes students in teaching and learning process, students’ condition and the students’ response in learning preposition of place. After that the writer gives students test to know their ability in preposition of place.

Acting The writer implemented the lesson plan which has been revised. In imperative material, the students have to act and listen to the writer command.

Planning The writer modified the lesson plan based on the result of reflecting phase. Then, the writer prepare the post-test.

20

C. Population and Sample of the Research

The population of this study is seventh grading students of MTs. Soebono

Mantofani at Jl. Sumatra no 75 Jombang, Ciputat. The whole students are 129

students who consist of four classes, namely class 7.1, 7.2, 7.3and 7.4every class

has 20 to 30 students. The writer took out one class from the population as sample

of this research which consists of 20 students, which are divided into 1classes,

namely class 7.1. For the experiment class appointed 7.1 as the sample that get

treatment.

D. The Technique of Collecting data

Principles of data collecting in action research are similar to other studies.

In action research, both qualitative and quantitative the data used to describe the

changes: changes in teacher performance, students’ achievement results, changes

in students’ performance and classroom atmosphere changes.1 The complete

explanation is as follows:

1. Observation

First, In this case the writer uses the unstructured or opened observation to

know what happens within teaching learning process. It may be about

teachers’ performance, class situation and students’ response concerning the

application of TPR during CAR. In other words all of the need aspects should

be noticed to make sure whether the teaching learning process is in line with

the lesson plan or not. The observation is carried out by using both the form of

observation as a guideline during the research and field notes as an additional

data.

2. Interview

Interview guide is given to the students of MTs. Soebono Mantofani and

the English teacher. The writer asks them before implementing Classroom

Action Research (CAR). It is to know students’ ability in using grammar,

students’ participation in learning grammar and preposition of place and the

method or any strategies usually adopted by the teacher in teaching grammar.

1Suharsimi Arikunto. Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara,2007), p. 127

21

The interview also is carried out after Classroom Action Research (CAR) to

know the English teacher response toward the idea of Total Physical

Response.

3. Questionnaire

The writer gives questionnaires after an action research to know the

students’ opinion about method is used in the Classroom Action Research

(CAR). In this questionnaires the writer will give the score 1 (one) if the

indicator in learning phase appear. Then to know the data of questionnaire, it

uses the formula:

Score = The total number of students who selected “YES” answer X 100%

Number of Students

The result of the data adds to the percentage, it uses the classification into the

category as follows:

Table 3.1

The Interpretation of Students’ Questionnaire

No. The Score The Criterion

4. 81—100% Excellent

5. 61-80% Good

3. 41-60% Enough

4. 21-40% Fairly

5. 0-20% Very Fairly

4. Test

The test used in this study is pre-test and post-test. It is used to get the data

concerning with the students’ progress in understanding prepositions of place

through TPR. The pre-test is given to the students before TPR is applied.

Meanwhile, the post-test is given after the implementation of TPR in the end

of each cycle. Both of pre-test and post-test are presented in the form of

multiple choices.

22

E. The Technique of Data Analysis

The technique of data analysis consist of data from interview, data from

observation, data from distributing questionnaire, and data from the test (pre-test

and post-test). The analysis qualitative data is used to measure data from

observation and interview, while the analysis quantitative data is used to measure

data from questionnaire and test. In analyzing the average score of students’

grammar test in each cycle, the writer uses the formula.2

: mean

∑X : individual score

N : number of students

Next the writer tries to get the class percentage which pass the

minimal mastery level criterion (KKM) considering English subject gain score

75(seventy five). The formula is:3

P: the class percentage

F: total percentage score

N: Number of students

Then, after getting mean of students’ score per actions, the writer

identifies whether or not there is an improvement of students’ score from pre-test

2Nana Sudjana, Penilaian Hasil Belajar Mengajar, (Bandung: PT. Remaja Rosdakarya,

1991), p.109 3Nana Sudjana, PenilaianHasilBelajarMengajar……, p. 131

=

F

P = ── X 100%

N

23

up to post-test in cycle 1 and 2. The writer uses the formula below the analyzing

the data.4

Formula of Post-test 1

P: percentage of students’ improvement

y: pre-test result

y1: post test 1

Formula of Post-test 2

P: percentage of students’ improvement

y: pre-test

y2: post-test 2

The formula used to analyze data from the percentage of questionnaire result:

n: number of students who answered the option

N: number of students in the class

4David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning

Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Lowa: Department of Physics

and Astronomy, 2008), p.3.

y1 - y

P = ───X 100%

y

y2 - y

P = ───X 100%

y

%=n x10

N

24

F. The Validity of Data

To analyze the examined test items, the writer implements the

trustworthiness of test. There are some phases including:

1. Discriminating Power

The analysis of discriminating power of test items is to know the

performance of the test through distinguishing students who have high

achievement and low achievement. Discriminating power provides a more

detailed analysis of the test item than do’s item difficulty, because it show

how the top scores and lower scores performed on each item. The computing

of discriminating power uses the formulas following:

D: The Index of discriminating power

U: The number of pupils in the upper group who answered the item

correctly

L: The number of pupils in the lower group who answered the item

correctly

N: Number of pupils in each of the group

Next, the discriminating scale uses:

DP REMARK

≤ 0.40 Used

0.20-0.39 Revised

≤ 0.10 Discarded

U - L

D = _________

N

25

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the research findings based on the analysis of data

collected from the implementation of TPR to teaching Preposition of Place. The

research findings are described in three parts: data description, data analyzing and

data interpretation.

A. Data Description

1. Before Implementing the Action

a. The Result of Pre Interview

Pre Interview was conducted in this study was the unstructured

interview. It was held on Thursday, 18th

September 2012. The writer ask the

teacher some questions, including: The general condition in English class

primarily on students performance and students achievement, the difficulty

faced by students in understanding preposition of place and the teacher

strategy to solve the students difficulties in understanding preposition of

place.

First category discussed about the general condition in English class

primarily on students’ grammar achievement of the test and students’

activities. The teacher said that most of students who did not like English

class; they gained low competence in English. Besides, they still faced

obstacle in following the English lesson. They thought English as a

complicated then considered that grammar as the most difficult one in

learning English primarily on VII class which derived the lowest score of

grammar test among the other second grade classes. Moreover, the teacher

stated that most of them were hardly to pass the Criterion of Minimum

Completeness (KKM) concerning the school policy.

26

The second category discussed about the students’ difficulties in

understanding preposition of place. It was related to the students’ difficulties

in understanding the formula of the sentence and remembering the pattern.

The teacher said students usually forgot about the usage of preposition of

place.

The third category was related to the strategy used by the teacher to

solve students’ difficulties in understanding preposition of place. The teacher

said he usually gave a brief explanation and focused on students’ who really

have difficulties in understanding preposition of place. He also gave some

exercises from the students’ hand book (LKS) or English text book, and some

time he took the material from internet. Unfortunately, it did not really solve

the problem. Then, the writer suggested using TPR method to solve the

problem. Besides, through TPR method, hopefully students are able to

understand Preposition of Place easily. Finally, the teacher and the writer

agreed to use TPR Method in teaching Preposition of Place.

b. The Result of Pre Observation

The result pre observation was conducted to know the process of

teaching and learning preposition of place before implementing TPR. It was

conducted at first year students of MTs. Soebono Mantofani Jombang,

Ciputat. The class consists of twenty (20) students.

In the class, the teacher used teacher-centered during the activity

because the teacher actually dominated the classroom activity then it made the

student passive in the class and less motivation to learn preposition of place.

Generally, the teacher wrote the material preposition of place then the

students wrote after his. Afterwards, if they did not know about the material,

the student could ask to the teacher. This activity made the students bored in

English class because the teacher center method of teaching activity.

27

c. The Result of Pre Questionnaire

The researcher delivered the questionnaire to the students in two

sessions; before implementation of the action and after the implementation the

action. The questionnaire consists of fifth teen (15) statements the

questionnaire covers three categories; the students’ response in learning

grammar (question number 1- 6), the second category was the students’

understanding on preposition of place (question number 7- 12), and students’

activity in teaching learning process (question number 13- 15).

To find out students’ response and experience about the ideas of

learning preposition of place before implementing the action, the writer used

the following formula.

P = the percentage

f = frequency of the percentage is being calculated

N = number of students

The detail percentage of the students’ response before the

implementing of TPR is presented into a table as following:

Table4.1

The Result of Pre Questionnaire

No Students’ Answer The Result of Student’s Answer

Yes % No %

1 Students feel satisfied with their

English score. 5 25% 15 75%

2 Students like to learn English

grammar. 16 80% 4 20%

3 English is an important lesson 17 85% 3 15%

28

4 Sometime students feel bored when

learning English 18 90% 2 10%

5 Students were motivated in learning

preposition of place 10 50% 10 50%

6 Students always actively participated

in English teaching in material

preposition of place

8 40% 12 60%

7 Students understand preposition of

place easily. 7 35% 13 65%

8 Students could remember the

formulapreposition of place 3 15% 17 85%

9 Students know the use on preposition

of place in their daily life. 5 25% 15 75%

10 Students understandpreposition of

place, but they could not use it in

their daily conversation

13 65% 7 35%

11 Students are able to make sentences

on preposition of place correctly 8 40% 12 60%

12 Students have the difficulty in using

preposition of place. 7 35% 13 65%

13 Students can do the exercise about

preposition of place. 9 45% 11 55%

14 The students do the English exercise

individually 9 45% 9 45%

15 The students do the English exercise

in group 15 75% 5 25%

29

d. The result of Pre-test

To know the result of the pretests the writer made the table of

students’ pretest score. Here the result of students’ scores in class through

Total Physical response.

Table 4.2

The Data of Students in the Pretest

Students (N) Pre-test

1 48

2 63

3 47

4 54

5 74

6 50

7 68

8 20

9 50

10 68

11 48

12 40

13 56

14 30

15 60

16 50

17 70

18 68

19 60

20 40

30

Total 1064

Average 53,2

To analyze the data of pre test, the first step is to get the mean score of

the class. The following is the calculation:

Total score of students pretest = 1064

=

=

= 53.2

From the calculation above, it was known that the mean score of the

class in pretest is 53.2. In the other words, the students’ achievement score of

preposition of place before implementing Classroom Action Research (CAR)

is 53.2.

The next step is to know the percentage of students’ score who passed

the KKM (68) the writer computes as follows:

P = 25%

From the computation the students score percentage in the pretest

25%. It means that the students who passed the KKM are 5 students and the

other 15 students were below the KKM.

e. The result of post-test I

To know the result of the posttests the writer made the table of

students’ posttest score. Here the result of students’ scores in the posttest

through Total Physical response.

31

Table 4.3

The Data of Posttest 1

Students (N) Pre-test Post-test 1

1 48 56

2 63 76

3 47 68

4 54 68

5 74 78

6 50 60

7 68 70

8 20 48

9 50 56

10 68 70

11 48 50

12 40 40

13 56 60

14 30 60

15 60 62

16 50 50

17 70 72

18 68 76

19 60 60

20 40 50

Total 1064 1230

Average 53,2 61,5

Furthermore, in the cycle I after getting students’ score in the posttest

I, the writer analyzed the data in order to compare the result between pretest

32

and posttest I. There are two steps to know the comparing result of pretest and

posttest I. Those are calculating the students’ improvement into percentage

and calculating the class percentage.

The first step was calculating the mean score of posttest I. It was

calculated as follows:

Total score of students post-test 1 = 1230

The calculation above shows that students’ mean score of posttest I is

61.5. It shows that there wasan improvement from pretest mean score. It could

be seen from the pretest mean score (53.2) to the mean score of posttest I

(61.5).

Based on the result above, the percentage of the students’ scores from

the pretest to the posttest I is 15.60%. It means that the score in cycle I is

improved about 15.60% from the pretest score.

Afterwards, the writer would like to know the percentage of students

who passed the KKM. It used the calculation as following:

33

According to the calculation, the class percentage which passed the

KKM in posttest I is 35%. In other words, there were 7 students achieved the

KKM and the other 13 students were out of target. The class percentage of

posttest I is (35%). It could be seen from the class percentage pretest (15%). It

could be concluded the KKM is 20% (35%-15%).

f. The result of Post-test II

In cycle II, the writer used the same steps to get the mean score of the

class, to get the percentage of the students’ improvement score, and to know

the class percentage which derived the KKM.

Table 4.4

The Data of Students’ Posttest 2

Students

(N) Pre-test

Post-test

1

Post-test

2

1 48 56 68

2 63 76 80

3 47 68 76

4 54 68 78

5 74 78 80

6 50 60 78

7 68 70 68

8 20 48 68

9 50 56 73

10 68 70 73

34

11 48 50 80

12 40 40 50

13 56 60 75

14 30 60 50

15 60 62 68

16 50 50 73

17 70 72 78

18 68 76 86

19 60 60 60

20 40 50 58

Total 1064 1230 1420

Average 53,2 61,5 71

Firstly, to get the mean score of the class, the writer used calculation

as follows:

Total score of students post-test 2 = 1420

From that calculation, the mean score of posttest II is 71. It means that

there are some students’ improvement score from the mean score of posttest I

(61.5).

Next, to get the percentage of students’ score improvement the

following calculationis used:

35

According to that calculation, it could be said that posttest 2 improves

43.66% from the pretest and improves 17.85% from the posttest1 (33.45%-

15.6%= 17.85%).

From that calculation, the class percentage is 80%. It means that in the

cycle 2 there were 16 students passed the KKM and 4 students were below the

KKM.

B. The Interpretation of the Data

1. The Data of Interview

The data gained from pre-interview with English teacher indicated that

the students still difficult to understanding and to respond the action command

from the teacher because they didn’t understand what was the teacher said and

lack of vocabulary. After the pre interview finished the writer thought that

teaching and learning process of preposition of place in the seventh grade

students of MTs. Soebono Mantofani Jombang, Ciputat should be changed,

therefore the writer decided to teach preposition of place through Total

Physical Response. In addition, after the students had been taught using TPR,

they have higher motivation in learning, so they were active during teaching

learning process. It is because of TPR makes learning preposition of place

easy and enjoyable.

36

2. The Data of Questionnaire

The data from the questionnaire gained that after using Total Physical

response in teaching Preposition of Place, the students gave positive

responses. According to the students total Physical Response made them

active in learning preposition of place, effective for preposition of place

material and easy to learn preposition of place. Total Physical Response could

make classroom more interesting in teaching and learning process of

preposition of place.

3. The Data of Test

The data showed that the students’ mean score of posttest I in cycle I

was 61.5. It proves that there are some improvements from the pretest mean

score. It could be seen from the pretest mean score (53.2) to the mean score of

posttest I (61.5). It improves 8.4 (61.5-53.2)

Next, the class percentage cycle II was 80%. It means that in cycle II

there were 16 students who passed the KKM and there were 4 students were

below the KKM. The class percentage of posttest II obviously shows some

improvements from the previous test.

C. Findings after Implementing the Classroom Action research

a. Result of Post Interview

After implementing total physical response method, the writer carried

out the interview with the teacher. The writer want to know the teacher

opinion about total physical response method in teaching learning preposition

of place. In this case, the writer divided three categories question in the

interview. There were the students’ condition in teaching preposition of place

in the classroom and teachers’ opinion about total physical response.

First category, was students’ condition in teaching preposition of place

in classroom, the teacher said that the students’ condition was good,

37

enthusiastic in getting material and had motivation for speaking English.

Next, the students’ participant was good enough in learning preposition of

place. Finally, the students more happy and active in learning preposition of

place, they were not bored.

Second category was the method was use in the classroom. The

difficulties that faced by the students when the writer used total physical

response in learning preposition of place was the class management

uncontrolled and solve this problem, see the students and repeat the

instruction which has deliver by the writer in teaching and learning process.

Next, the total physical response method can improve the students’

ability in learning preposition of place. The last, the teacher ever

implemented the total physical response method and she has motivation to

use it in the classroom activities.

The last category is the teachers’ opinion about total physical

response. Teacher said total physical response was effective in learning

preposition of place. The method can improve the students’ ability in using

preposition of place. The teachers’ suggestion as a teacher we have to use

total physical response in teaching and learning preposition of place.

b. The Result of Post Questionnaire

The post questionnaire was conducted to know about the students’

response after learning preposition of place through total physical response.

The questionnaire used in the research was open questionnaire. The

questionnaires were given to the seventh grade students of MTs. Soebono

Mantofani Jombang, Ciputat on October 2012. The questionnaire has ten

questions.

38

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the analysis in the previous chapter, the writer concludes

that:

1. The students’ progress during the teaching and learning activity by using

Total Physical response (TPR) is better. The main factors affecting this

success are the students’ interest in teaching and learning activities given

using TPR, and the students’ achievement in learning preposition of place by

Total Physical response (TPR) has a significant improvement. It can be seen

in the result of students’ score in pre-test and post-test I in the first cycle and

post-test II in the second cycle.

2. Furthermore, the improvements of students’ understanding of prepositions of

place can be seen clearly in the improvement of their achievement in pretest

and posttest. The result of pretest and posttest showed the significant

improvement.

3. The data gained from the pretest, the post test in cycle 1 and posttest in cycle

2. Mean score of pretest before cycle 1 is 53,2; mean score of posttest in cycle

1 is 61,5 and mean score in posttest in cycle 2 is 71. It means that in cycle 2

Classroom Action Research (CAR), there are 16 students of 20 who passed

the Minimum Mastery Criterion- KriteriaKetuntasan Minimal (KKM) and

only 4 students are still bellow the KKM. The writer conclude that Total

Physical Response Method can improve students ability in using preposition

of place.

39

B. Suggestion

Based on the conclusion above, the writer would like to offer the suggestion. The

suggestion is;

Using Total Physical response (TPR) in teaching preposition of place is

recommended for English teacher, because by using Total Physical response

not only makes students enjoy, fun and relax in learning English but also take

longer in their mind in memorizing the vocabularies, because they response

the command by their physical.

40

BIBLIOGRAPHY

Arikunto, Suharsimi. PenelitianTindakanKelas, Jakarta: BumiAksara, 2007.

Greenbau. Sidney and Qiurk, Randolph, Student’s Grammar of English language, England:

Pearson Education Limited, 1990

Harmer, Jeremy. How to Teach English, England: Person Educational Limited, 2007.

Hurdford, James R.Grammar a Student’s Guide, Cambridge: Cambridge University press, 1995.

Larsen Freeman, Diane. Technique and Principles in Language Teaching, Oxford: Oxford

University, 2002.

Mahmud, Nasrun. English for Muslim University Students, Jakarta:

PusatBahasadanBudayaUniversitas Islam Negeri Jakarta, 2004.

Meltzer, david E. The Relationship between Mathematics Preparation and Conceptual Learning

Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Lowa:

Department of Physics and Astronomy, Lowa State University, 2002.

Richard, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching,

London: Cambridge University, 2001.

Sudjana, Nana. PenilaianHasil Proses BelajarMengajar, Bandung: PT. Rosdakarya, 1991.

“Wikipedia Category: Total Physical Response”,www.Wikipedia.com, 7 Maret 2014.

Zaenuri, A.M. English Vocabulary, Jakarta: Universitas Islam Negeri Jakarta, 2007.

41

Appendix 1: Interview for the English Teacher before Implementing the Action

PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT

MASALAH PENGAJARAN BAHASA INGGRIS DI KELAS

1. Sepertiapakah proses belajarmengajarmatapelajaranBahasaInggris di kelas?

2. Aktivitasapasaja yang dilakukan guru danmuridselama proses belajarmengajar di kelas?

3. Metodeapa yang andagunakansaatmengajar subject Grammar?

4. Aspek Grammar apasaja yang sulitdipahamiolehsiswa?

5. Bagaimanadengan subject preposition of

place?Apakahsiswamasihmengalamikesulitandalammemahamipreposition of place

6. Bagaimanarespondanpartisipasisiswasaatmateripreposition of place di ajarkan?

7. Ketikamempelajaripreposition of place, kesulitanapa yang seringdialamiolehsiswa?

Mengapa? Apapenyebabnya?

8. ApakahandapernahmengajarbahasaInggrisdenganmenggunakanmetodetotal physical

response?

9. Menurutanda, apakahmetodetotal physical response efektifditerapkanketikapengajaran

preposition of place?

10. Menurutandaapakahmetodetotal physical

responsedapatmeningkatkankemampuansiswadalammenggunakanpreposition of place?

42

Appendix 2: The Result of Interview before implemented Action Research

HASIL WAWANCARA

KEPADA GURU BAHASA INGGRIS MTs.SoebonoMantofani

Pewawancara : Monarika Novi A.

Pihak yang diwawancara : DaniSetiawan, S.Pd.

Jabatan : GuruBahasaInggrisMTs.Soebono

MantofaniJombang, Ciputat.

1. Q :Sepertiapakah proses belajarmengajarmatapelajaranBahasaInggris di kelas?

A : Proses belajarmengajardimulaidenganpendahuluan, menjelaskanmateriinti, kemudian

di akhiridenganpenutup (biasanyatanyajawab).

2. Q : Aktivitasapasaja yang dilakukan guru danmuridselama proses belajarmengajar di

kelas?

A :Biasanyasiswaberkelompokuntukmenganalisis, mengerjakansoaldan games

3. Q :Metodeapa yang andagunakansaatmengajar subject Grammar?

A :Tergantungpadamateripembahasan

4. Q :Aspek Grammar apasaja yang sulitdipahamiolehsiswa?

A :Menurutsayabanyaksiswa yang mengalamikesulitanpada tenses.

Karenasebagianbesardarimerekahanyamenghafal formula dari tenses

tersebuttanpamemahamifungsidari tenses tsb.

5. Q :Bagaimanadengan subject preposition of place?Apakahsiswamasihmengalami

Kesulitandalammemahamimateripreposition of place?

43

A :Dalammateripreposition of place siswamasihseringkelirudalampenggunaannya

6. Q :Bagaimanarespondanpartisipasisiswasaatmateripreposition of place di ajarkan?

A :Sebenarnyaresponmerekabaik, maumencobanamunseringkalimasihtertukar

pengguunaannya

7. Q :Ketikamempelajaripreposition of place, kesulitanapa yang seringdialamiolehsiswa?

Mengapa? Apapenyebabnya?

A :Kesulitan yang seringdialamisiswaadalahtertukarnyapenggunaan in, on, under,

beneath dll.

8. Q :ApakahandapernahmengajarbahasaInggrisdenganmenggunakanmetodetotal physical

response?

A :Ya, pernah

9. Q :Menurutanda, apakahmetodetotal physical response efektifditerapkanketikapengajaran

preposition of place?

A :Ya, metode total physical response sangatefektifuntukmengajarkanmateri preposition

of place

10. Q :Menurutandaapakahmetodetotal physical

responsedapatmeningkatkankemampuansiswadalammenggunakanpreposition of place?

A :Menurutsaya, metodetotal physical response

sangatcocokdanefektifuntukmeningkatkankemampuan remembering siswa.

44

Appendix 3: Interview for the English Teacher after Classroom Action Research

PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT

RESPON PENGGUNAAN TOTAL PHYSICAL RESPONSE

1. Bagaimanakondisisiswabapakdalampembelajaranpreposition of place

setelahmenggunakanmetode Total Physical Response?

2. Bagaimanapartisipasisiswaketikapembelajaranpreposition of

placedenganmenggunakan Total Physical Response

3. Apakahsiswaterlihatlebih enjoy danaktifketika proses

belajarmengajarberlangsusng?

4. Kendalaapa yang terlihatketikabelajarpreposition of place

denganmenggunakanmetode total Physical Response?

5. Apakahbapakmerasatermotivasiuntukmenggunakanmetode Total Physical

Response saat proses belajarmengajar di kelas?

45

Appendix 4: The Result of Interview for the English Teacher after Classroom action

Research

HASIL WAWANCARA

Kepada Guru BahasaInggrisMTs.SoebonoMantofani

Pewawancara : Monarika Novi A.

Pihak yang di wawancara : DaniSetiawan, S.Pd

Jabatan : Guru BahasaInggrisMTs.Soebono

MantofaniJombang, Ciputat.

1. Q :Bagaimanakondisisiswabapakdalampembelajaranpreposition of place

setelahmenggunakanmetode Total Physical Response?

A :Bagus, Siswaterlihatlebihsemangatbelajar,

antusiasdalammenerimamateridanmerekatermotivasiuntuk speak up.

2. Q :Bagaimanapartisipasisiswaketikapembelajaranpreposition of place

denganmenggunakan Total Physical Response?

A :Bagus, karenasiswajadilebihpercayadiridalammengucapkan vocabulary,

danpronounciationnyajugajadilebihbaik.

3. Q :Apakahsiswaterlihatlebih enjoy danaktifketika proses

belajarmengajarberlangsusng?

A :ya, merekaterlihatlebih enjoy, aktifdanantusiassaat proses KBM berlangsung

4. Q :Kendalaapa yang terlihatketikabelajapreposition of place

denganmenggunakanmetode total Physical Response?

46

A :Padadasarnyaapa yang dilakukanoleh researcher sudahbagus,

namunkendalanyaadapadajumlah vocabulary siswa yang minim.

Jadibeberapasiswatidakpahamdenganinstruksi yang diberikan.

5. Q :Apakahbapakmerasatermotivasiuntukmenggunakanmetode Total Physical

Response saat proses belajarmengajar di kelas?

A :ya, sayamerasatermotivasiuntukmenggunakan Total Physical Response ketika

KBM,

danmenurutsayametodeinicocokdigunakanuntukberbagaimateritidakhanyauntukpr

eposition of place saja.

49

Appendix 7:Soal Posttest 2

Preposition of Place

1. Don’t sit _____ the grass. It’s wet.

2. What do you have _____ the bag?

3. Look! There’s a man _____ the roof. What’s he doing?

4. There are a lot of fish _____ this river.

5. Our house is number 45- the number stick _____ the door.

6. “Is the post office near here?” “Yes, turn left _____ the

traffic light.”

7. I have a small vegetable garden _____ the back yard.

8. My sister lives _____ Mexico City.

9. There’s a small park _____ the top of the hill.

10. I think I heard the doorbell. There’s somebody _____

the door.

11. Jakarta is a large city _____ Indonesia.

12. There’s a gas station ____ the end of the block.

13. It’s difficult to carry a lot of things ____ a bicycle.

14. I looked at the list of names;My name was _____ the

bottom of the list.

15. There’s a mirror _____ the wall _____ the living room.

50

Appendix 8: Table 3.1 The Interpretation of Students’ Questionnaire

Table 3.1

The Interpretation of Students’ Questionnaire

No. The Score The Criterion

1. 81—100% Excellent

2. 61-80% Good

3. 41-60% Enough

4. 21-40% Fairly

5. 0-20% Very Fairly

51

Appendix 9: Table 4.1 The Result of PreQuestionnaires

Table 4.1

The Result of Pre Questionnaire

No. Students’ Answer The Result of Students’ Answer

Yes % No %

1. Students feel satisfied with their English score. 5 25% 15 75%

2. 2. Students like to learn English grammar 16 80% 4 20%

3. English is an important lesson 17 85% 3 15%

4. Sometime students feel bored when learning English 18 90% 2 10%

5. Students were motivated in learning preposition of

place

10 50% 10 50%

6. Students always actively participated in English

teaching in material preposition of place

8 40% 12 60%

7. Students understand preposition of place easily 7 35% 13 65%

8. Students could remember the formula preposition of

place

3 15% 17 85%

9. Students know the use on preposition of place in their

daily activity

5 25% 15 75%

10. Students understand preposition of place, but they

could not use it in their daily

13 65% 7 35%

11. Students are able to make sentences on preposition of

place correctly

8 40% 12 60%

12. Students has difficulty in using preposition of place 7 35% 13 65%

13. Students can do the exercise about preposition of

place

9 45% 11 55%

14. The students do the English exercise individually 9 45% 11 55%

52

15. The students do the English exercise in group 15 75% 5 25%

Appendix 10: Table 4.2 The Data of Students Pretest

Table 4.2

The Data of Students Pretest

Students (N) Pretest Score

1 48

2 63

3 47

4 54

5 74

5 50

6 68

7 20

8 20

9 50

10 68

11 48

12 40

13 56

14 30

15 60

16 50

17 70

53

18 68

19 60

20 40

Total 1064

Average 53,2

54

Appendix 11: Table 4.3 The Result of Students in Posttest 1

Table 4.3

The Result of Students in Posttest 1

Students (N) Pretest Posttest 1

1 48 56

2 63 76

3 47 68

4 54 68

5 74 78

6 50 60

7 68 70

8 20 48

9 50 56

10 68 70

11 48 50

12 40 40

13 56 60

14 30 60

15 60 62

16 50 50

17 70 72

55

18 68 76

19 60 60

20 40 50

Total 1064 1230

Average 53,2 61,5

56

Appendix 12: Table 4.4 The Result of Students in Posttest 2

Table 4.4

The Result of Students in Posttest 2

Students (N) Pretest Posttest 1 Posttest 2

1 48 56 68

2 63 76 80

3 47 68 76

4 54 68 78

5 74 78 80

6 50 60 78

7 68 70 68

8 20 48 68

9 50 56 73

10 68 70 73

11 48 50 80

12 40 40 50

13 56 60 75

14 30 60 50

15 60 62 68

16 50 50 73

17 70 72 78

57

18 68 76 86

19 60 60 60

20 40 50 58

Total 1064 1230 1420

Average 53,2 61,5 71

58

Appendix 13: The observation Note before CAR

Location : MTs. Soebono Mantofani

No. Things which is observed Observation

1. Subject Preposition of Place

2. Method The teacher used traditional method. Grammar

Translation Method

3. Teachers’ activity The teacher tends to be a teacher centered, he taught

preposition of place by giving the material first and

then give the meaning, he asked to the students to

repeat the word, he asked to the students to write and

memorize the vocabulary. The teacher didn’t ask the

students to response the teachers’ command with their

physical.

4. Students’ activity The students memorized the rule, wrote the

vocabularies, and repeated the words after the teacher,

made the sentences by using they own words, and did

the exercises. Those activities made the students

bored, passive and had less motivation in teaching

learning process.

English Teacher Observer

Dani Setiawan, S.Pd Monarika Novi A.

59

Appendix 14: Panduan Pengamatan Pelaksanaan Tindakan Kelas Siklus 1

THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE IN TEACHING

PREPOSITION OF PLACE

(A Classroom Action Research in the First Year of MTs. Soebono Mantofani)

Berilah tanda ( ) pada kolom ya atau tidak

No. Pernyataan Ya Tidak

1. Guru merumuskan tujuan pembelajaran sesuai dengan

kurikulum dan silabus

2. Guru memberikan motifasi kepada siswa sebelum

pembelajaran dimulai

3. Gurumengaitkan pelajaran sesuai dengan kehidupan

sehari-hari

4. Guru melakukan Tanya- jawab untuk menguji

pemahaman siswa.

5. Guru mengajarkan preposition of place melalui aktifitas

fisik (gerakan)

6. Siswa terlihat antusias saat guru mengajarkan preposition

of place dengan metode TPR

7. Siswa merespon secara fisik perintah atau ucapan guru

berkaitan dengan preposition of place

8. Siswa merespon secara verbal perintah atau ucapan guru

berkaitan dengan preposition of place

9. Guru yang memutuskan tentang apa yang di pelajari, dan

siapa yang memerankan

10. Guru berperan sebagai instructor dan siswa sebagai

pendengar dan pelaku ketika proses pengjaran

Observer

Dani Setiawan, S.Pd

60

Appendix 15: Panduan Pengamatan Tindakan Kelas Siklus II

THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE IN TEACHING

PREPOSITION OF PLACE

(A classroom Action Research in the First Year of MTs. Soebono Mantofani)

Berilah tanda ( ) pada kolom “Ya” atau “Tidak”

No. Pernyataan Ya Tidak

1. Guru merumuskan tujuan pembelajaran sesuai dengan

kurikulum dan silabus

2. Guru memberikan motifasi kepada siswa sebelum

pembelajaran dimulai

3. Gurumengaitkan pelajaran sesuai dengan kehidupan

sehari-hari

4. Guru melakukan Tanya- jawab untuk menguji

pemahaman siswa.

5. Guru mengajarkan preposition of place melalui aktifitas

fisik (gerakan)

6. Siswa terlihat antusias saat guru mengajarkan preposition

of place dengan metode TPR

7. Siswa merespon secara fisik perintah atau ucapan guru

berkaitan dengan preposition of place

8. Siswa merespon secara verbal perintah atau ucapan guru

berkaitan dengan preposition of place

9. Guru yang memutuskan tentang apa yang di pelajari, dan

siapa yang memerankan

10. Guru berperan sebagai instructor dan siswa sebagai

pendengar dan pelaku ketika proses pengjaran

11. Guru membrikan vocabulary yang sering digunakan siswa

dalam sehari-hari

12. Siswa merasa senang, enjoy dan tidak “stress”

61

13. Guru memberikan latihan dengan menggunakan

imperative drill

14. Guru menggunakan bahasa target dalam mengajar, namun

jika tidak mengerti guru menggunakan bahasa siswa

15. Siswa terlihat lebih bersemangat ketika guru

menggunakan media untuk menjelaskan materi

Keterangan:

Skor 1 untuk jawaban Ya

Nilai maksimal 20

Prosentase penilaian: jumlah skor X 100%

Nilai maksimal

: 14 x 100%

15

: 93%

Observer

Dani Setiawan, S.Pd

62

Appendix 16: Catatan Lapangan

SIKLUS I PERTEMUAN PERTAMA

Proses Pengajaran dan Pembelajaran di kelas:

Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi

pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan

pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari.

Aktivitas Guru:

Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran

Guru menanyakan siswa tentang preposition of place yang diketahui oleh siswa

Guru meminta beberapa siswa untuk memperagakan kalimat sederhana yang diberikan

oleh guru

Guru meminta siswa lainnya untuk mengkoreksi apakah yang dilakukan siswa tersebutu

benar atau salah

Guru meminta siswa untuk menirukan dan mengucapkan kaliamat yang diucapkan oleh

guru

Guru mencatat preposition of place apa saja yang sering salah

Aktivitas dan keadaan siswa:

Siswa terlihat antusias dan bersemangat

Siswa masih ragu dan malu untuk menyebutkan preposition of place yang mereka tahu

Sebagian dari mereka masih keliru dalam merespon perinttah yang diberikan oleh guru

Siswa terlihat senang dan bersemangat setelah memperagakan perintah guru dengan

gerakan, mereka pun tertawa ketika melihat teman yang salah memperagakan perintah

guru, sehingga membuat kondisi kelas sangat ramai.

Siswa kurang percaya diri untuk maju kedepan untuk memperagakan apa yang di

perintah guru

Sebagian siswa masih asyik mengobrol ketika guru menjelaskan materi

Beberapa siswa tidak menjawab apa yang ditanyakan guru

Sebagian siswa tidak melakukan perintah guru secara benar karena kurangnya

penguasaan kosakata

Sebagian dari mereka masih sulit dalam menirukan dan pengucapan

63

Appendix 17: Catatan lapangan

SIKLUS SATU PERTEMUAN KEDUA

Proses Pengajaran dan Pembelajaran di Kelas

Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi

pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan

pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari.

Aktivitas Guru:

Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran

Guru membagikan hand out kepada siswa

Guru menjelaskan instruksi yang harus dilakuakn oleh siswa

Guru meminta siswa untuk menukar lembar jawab dengan teman disampingnya

kemudian member skor

Guru menjelaskan materi pembelajaran

Guru mengidentifikasi kosakata yang sulit

Aktivitas dan Keadaan Siswa

Siswa terlihat ragu dan bingung karena mereka belum terbiasa terhadap perintah yang

diberikan guru untuk melengkapi teks rumpang

Ada beberapa siswa yang tidak percaya diri dan melihat jawaban temannya

Para siswa rebut ketika memberikan skor, dan sibuk dengan hasil tugas mereka

Daya tangkap mereka bagus, ketika guru mengadakan review terhadap materi. Lalu

sebagian dari mereka memperagakan preposition of place yang tepat

Para siswa sangat antusias untuk memperagakan preposition of place di depan kelas,

mereka bersemangat dan salling mendahului untuk maju kedepan

Konsentrasi siswa bgus dan memberikan perhatian yang baik, sehingga pemahaman

terhadap materi baru cukup bagus

Para siswa sangat rebut ketika guru membagikan kelompok dan mereka bergerak lambat

64

Appendix 18: Catatan Lapangan Hasil Observasi

SIKLUS II PERTEMUAN PERTAMA

Proses Pengajaran dan Pembelajaran di Kelas:

Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi

pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan

pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari.

Aktivitas Guru:

Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran

Guru memberikan review terhadap materi yang sudah di pelajari

Guru meminta siswa untuk melakukan kalimat perintah yang diberikan oleh guru

Guru meminta siswa untuk menyebutkan preposition of place yang di peragakan oleh

guru

Guru memberikan vocabulary baru yang sering digunakan dalam percakapan sehari-hari

Aktivitas dan Keadaan Siswa:

Siswa sudah mulai terbiasa terhadap instruksi yang diberikan oleh guru sehingga mereka

mengerjakan instruksi yang diberikan dengan cepat

Siswa terlihat semakin percaya diri untuk melakukan latihan yanga diberikan

Kemampuan pengucapan dan penulisan semakin bagus

Siswa sangat aktif, mereka saling berebut untuk maju kedepan dan memperagakan apa

yang di instruksikan oleh guru

Siswa menirukan apa yang diucapkan oleh guru dengan penuh semangat dan suara

lantang

Siswa terlihat senang dan enjoy

65

Appendix 19: Catatan lapangan Hasil Observasi

SIKLUS II PERTEMUAN KEDUA

Proses Pengajaran dan Pembelajaran di kelas:

Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi

pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan

pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari.

Aktivitas Guru:

Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran

Guru memberikan review terhadap materi yang telah diberikan

Guru membagikan beberapa dialogue di kertas yang sudah disiapkan

Guru meminta siswa untuk bermain peran terhadap dialogue yang diberikan

Guru meminta siswa menganalisa kalimat yang mengandung preposition of place

Guru meminta siswa lain untuk menganalisa apakah dialogue dan tindakan temannya

sudah tepat dan sesuai

Guru meminta siswa bergantian melakukan peran sesuai dialogue

Aktivitas dan Keadaan Siswa:

Siswa sangat antusias dan bersemangat ketika guru membagikan dialogue

Siswa menirukan dan mengucapkan kalimat yang diucapkan dengan baik

Pengucapan dan penulisan siswa sudah lebih baik dari pertemuan sebelumnya

Para siswa sangat fun and enjoy ketika proses KBM berlangsung

Siswa tidak malu dan percaya diri ketika melakukan atau memperagakan dialogue

Siswa mendengarkan dengan penuh perhatian ketika guru menjelaskan

Siswa sangat baik dalam memerankan peran mereka sebagai pendengar dan pelaku dalam

KBM

66

Appendix 20: Rencana Pelaksanaan Pembelajaran (Cycle 1 of 1st meeting)

Satuan Pendidikan : MTs. Soebono Mantofani

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh) / Ganjil

Siklus/ Pertemuan ke : I/1

Aspek/ Skill : Grammar/ Reading

Alokasi Waktu : 2x45 menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek

sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan sehari-

hari yang melibatkan tindak tutur.

III. Indikator

Mengidentifikasi dan mengetahui jenis-jenis preposition of place

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan preposition of place yang melibatkan penggunaan

kata dan kalimat sederhana

Mengidentifikasi penggunaan bentuk singular dan plural pada kata

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mengidentifikasi dan mengetahui jenis-jenis preposition of place

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan preposition of place yang melibatkan penggunaan

kata dan kalimat sederhana

68

VI. Metode Pembelajaran/ Teknik dan Pendekatan

Metode : using TPR

Strategi : Perorangan

Pendekatan : Komunikatif

VII. Langkah-langkah Kegiatan

a. Motivasi (15 menit)

Salam dan menanyakan keadaan siswa

Mengecak kehadiran siswa

Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin

b. Presentasi (30 menit)

Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis

prepositions of place kepada siswa

Menggunakan visual media berupa gambar yang berisi berbagai jenis prepositions

of place

Siswa menyebutkan jenis prepositions of place yang terdapat dalam gambar yang

ditunjukan oleh guru

Siswa menirukan ucapan yang diucapkan oleh guru

c. Latihan (30 menit)

Guru meminta siswa untuk membuat kalimat dengan menggunakan on, in, at,

under, behind, beside, between

d. Evaluasi (15 menit)

Menanyakan kesulitan siswa selama proses belajar mengajar

Mengoreksi dan mendiskusikan pekerjaan siswa bersama-sama dengan para

siswa.

VIII. Sumber Belajar

Buku ajar Bahasa Inggris: English in focus and Effective English

Jakarta, September 2012

Dani Setiawan, S.Pd

69

Appendix 21: Rencana Pelaksanaan Pembelajaran (Cycle 1 of 2nd

meeting)

Satuan Pendidikan : MTs. Soebono Mantofani

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh) / Ganjil

Siklus/ Pertemuan ke : I/2

Aspek/ Skill : Grammar/ Reading

Alokasi Waktu : 2x45 menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek

sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan sehari-

hari yang melibatkan tindak tutur.

III. Indikator

Mengidentifikasi dan mengetahui jenis-jenis preposition of place

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mengidentifikasi dan mengetahui jenis-jenis prepositions of place

71

VI. Metode Pembelajaran

Metode : Total Physical Response

Strategi : Group

Pendekatan : Komunikatif

VII. Langkah-langkah Pembelajaran

a. Motivasi (15 menit)

Salam dan menanyakan keadaan siswa

Mengecek kehadiran siswa

Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin

b. Presentasi (30 menit)

Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis

prepositions of place kepada siswa

Menggunakan visual media berupa gambar yang berisi berbagai jenis

prepositions of place

Siswa diminta memperagakan dialogue di depan kelas secara bergantian

Siswa lain menilai salah atau benar peragaan teman nya di depan kelas

c. Latihan (30 menit)

Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan

oleh guru dengan teman sebangku

VIII. Sumber Belajar

Buku ajar Bahasa Inggris: English in focus and Effective English

Jakarta, September 2012

Mengetahui,

Guru Mata Pelajaran

Dani Setiawan, S.Pd.

72

Appendix 22: Rencana Pelaksanaan Pembelajaran (Cycle I of 3

rd meeting)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : MTs. Soebono Mantofani

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh) / Ganjil

Siklus/ Pertemuan ke : I/3

Aspek/ Skill : Grammar, Reading, Writing

Alokasi Waktu : 2x45 menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek

sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan sehari-

hari yang melibatkan tindak tutur.

III. Indikator

Mengidentifikasi dan mengetahui jenis-jenis preposition of place

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mengidentifikasi dan mengetahui jenis-jenis prepositions of place

73

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

V. Materi Pembelajaran

Preposition of Place

74

VI. Metode Pembelajaran

Metode : Total Physical Response

Strategi : Group

Pendekatan : Komunikatif

VII. Langkah-langkah Pembelajaran

a. Motivasi (15 menit)

Salam dan menanyakan keadaan siswa

Mengecek kehadiran siswa

Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin

b. Presentasi (30 menit)

Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis

prepositions of place kepada siswa

Menggunakan visual media berupa gambar yang berisi berbagai jenis

prepositions of place

Siswa diminta memperagakan dialogue di depan kelas secara bergantian

Siswa lain menilai salah atau benar peragaan teman nya di depan kelas

c. Latihan (30 menit)

Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan

oleh guru dengan teman sebangku

VIII. Sumber Belajar

Buku ajar Bahasa Inggris: English in focus and Effective English

Jakarta, September 2012

Mengetahui,

Guru Mata Pelajaran

Dani Setiawan, S.Pd.

75

Appendix 23: Rencana Pelaksanaan Pembelajaran (Cycle II of 4

rd meeting)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : MTs. Soebono Mantofani

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh) / Ganjil

Siklus/ Pertemuan ke : II/4

Aspek/ Skill : Grammar, Reading, Writing

Alokasi Waktu : 2x45 menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek

sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan sehari-

hari yang melibatkan tindak tutur.

III. Indikator

Mengidentifikasi dan mengetahui jenis-jenis preposition of place

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mengidentifikasi dan mengetahui jenis-jenis prepositions of place

76

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

V. Materi Pembelajaran

Monas’ room

77

VI. Metode Pembelajaran

Metode : Total Physical Response

Strategi : Group

Pendekatan : Komunikatif

VII. Langkah-langkah Pembelajaran

a. Motivasi (15 menit)

Salam dan menanyakan keadaan siswa

Mengecek kehadiran siswa

Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin

b. Presentasi (30 menit)

Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis

prepositions of place kepada siswa

Menggunakan visual media berupa gambar yang berisi berbagai jenis

prepositions of place

Siswa diminta memperagakan dialogue di depan kelas secara bergantian

Siswa lain menilai salah atau benar peragaan teman nya di depan kelas

c. Latihan (30 menit)

Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan

oleh guru dengan teman sebangku

VIII. Sumber Belajar

Buku ajar Bahasa Inggris: English in focus and Effective English

Jakarta, September 2012

Mengetahui,

Guru Mata Pelajaran

Dani Setiawan, S.Pd.

78

Appendix 22: Rencana Pelaksanaan Pembelajaran (Cycle II of 5

th meeting)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : MTs. Soebono Mantofani

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh) / Ganjil

Siklus/ Pertemuan ke : II/5

Aspek/ Skill : Grammar, Reading, Writing

Alokasi Waktu : 2x45 menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek

sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan sehari-

hari yang melibatkan tindak tutur.

III. Indikator

Mengidentifikasi dan mengetahui jenis-jenis preposition of place

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mengidentifikasi dan mengetahui jenis-jenis prepositions of place

79

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

V. Materi Pembelajaran

Preposition of Place

80

VI. Metode Pembelajaran

Metode : Total Physical Response

Strategi : Group

Pendekatan : Komunikatif

VII. Langkah-langkah Pembelajaran

a. Motivasi (15 menit)

Salam dan menanyakan keadaan siswa

Mengecek kehadiran siswa

Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin

b. Presentasi (30 menit)

Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis

prepositions of place kepada siswa

Menggunakan visual media berupa gambar yang berisi berbagai jenis

prepositions of place

Siswa diminta memperagakan dialogue di depan kelas secara bergantian

Siswa lain menilai salah atau benar peragaan teman nya di depan kelas

c. Latihan (30 menit)

Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan

oleh guru dengan teman sebangku

VIII. Sumber Belajar

Buku ajar Bahasa Inggris: English in focus and Effective English

Jakarta, September 2012

Mengetahui,

Guru Mata Pelajaran

Dani Setiawan, S.Pd.

81

Appendix 22: Rencana Pelaksanaan Pembelajaran (Cycle II of 6

th meeting)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : MTs. Soebono Mantofani

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh) / Ganjil

Siklus/ Pertemuan ke : II/6

Aspek/ Skill : Grammar, Reading, Writing

Alokasi Waktu : 2x45 menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek

sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan sehari-

hari yang melibatkan tindak tutur.

III. Indikator

Mengidentifikasi dan mengetahui jenis-jenis preposition of place

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mengidentifikasi dan mengetahui jenis-jenis prepositions of place

82

Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang

melibatkan kata dan kalimat sederhana

Mengidentifikasi penggunaan prepositions of place dari teks pendek

Melengkapi teks rumpang dengan melihat pada gambar yang di berikan

Menirukan ucapan yang diucapkan oleh guru

Merespon secara fisik perintah guru berkaitan dengan preposition of place

V. Materi Pembelajaran

Preposition of Place

83

VI. Metode Pembelajaran

Metode : Total Physical Response

Strategi : Group

Pendekatan : Komunikatif

VII. Langkah-langkah Pembelajaran

a. Motivasi (15 menit)

Salam dan menanyakan keadaan siswa

Mengecek kehadiran siswa

Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin

b. Presentasi (30 menit)

Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis

prepositions of place kepada siswa

Menggunakan visual media berupa gambar yang berisi berbagai jenis

prepositions of place

Siswa diminta memperagakan dialogue di depan kelas secara bergantian

Siswa lain menilai salah atau benar peragaan teman nya di depan kelas

c. Latihan (30 menit)

Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan

oleh guru dengan teman sebangku

VIII. Sumber Belajar

Buku ajar Bahasa Inggris: English in focus and Effective English

Jakarta, September 2012

Mengetahui,

Guru Mata Pelajaran

Dani Setiawan, S.Pd.