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Transcript of X2206015 · perpustakaan.uns.ac.id digilib.uns.ac.id commit to user iii LEGALIZATION This thesis...
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IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH
TOTAL PHYSICAL RESPONSE (TPR) FOR ELEMENTARY SCHOOL
(A Classroom Action Research at the Fourth Grade Students of SD Negeri
Blulukan 1 in the 2010/2011 Academic Year)
Arranged by:
MILANI FITRI ASTUTIK X2206015
Thesis Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to fulfill One of the Requirement for Getting the Undergraduate
Degree of Education in English
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2011
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LEGALIZATION
This thesis has been examined by the board of thesis Examiners and
approved as a partial fulfillment of the requirements for obtaining the
Undergraduate Degree in English Education.
Day : Date :
The Board of Examiners:
1. Chairman
Drs. Martono, MA (..........................................) NIP. 19600301 198803 1 004
2. Secretary
Drs. Gunarso S., MEd TESOL (..........................................) NIP. 19540315 1985503 1 002
3. Examiner I
Dr. Abdul Azib, M.Pd (..........................................) NIP. 19520307 198003 1 005
4. Examiner II
Drs. A. Handoko Pujobroto (..........................................)
NIP. 19581026 198803 1 001
Legalized by,
Teacher Training and Education Faculty
Sebelas Maret University of Surakarta
The Dean,
Prof. Dr. H. Muhammad Furqon Hidayatullah, M. Pd NIP. 19600727 198702 1 001
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ABSTRACT
Milani Fitri Astutik. NIM X2206015. “IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH TOTAL PHYSICAL RESPONSE (TPR) FOR ELEMENTARY SCHOOL” (A Classroom Action Re search at the Fourth Grade Students of SD Negeri 01 Blulukan 1 in the 2010/2011 Academic Year). Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, May, 2011.
The objectives of this research are firstly, to identify whether TPR can improve the vocabulary mastery of the fourth grade students. Secondly, to identify whether TPR can improve the student’s attention and concentration of the fourth grade students of SD Blulukan 1 in the 2010/2011academic year.
Related to the purposes of the study, the research design used in this study was action research. The subject of the study was the students of the fourth grade of SD Negeri 01 Blulukan in the academic year of 2010/2011. There were 26 students as the subject. The action research was conducted from January to February 2011. In this research, the researcher taught Vocabulary mastery through Total Physical Response.
The researcher conducted two cycles of action. The result of the action showed that after the researcher conducted the actions, the students’ vocabulary mastery improved as shown in the result of the both the observation of the students activities during the actions and their pre-test and post-test mean scores.
From the observation, the researcher found that during the action, the students have shown their improvement such as they were able to spell words correctly. Beside that, the students could pronounce the words. Then, the students could use the words easier. The last, the students can conduct the meaning of words.
From the vocabulary mastery test, the students’ pre-test mean score was 5.07, increasing to 6.65 in the first post-test and increasing to 7.79 in the final post-test. Therefore, it can be concluded that teaching vocabulary mastery through total physical response can improve the students’ vocabulary mastery.
The writer concludes that total physical response can improve the students’ vocabulary mastery and build a good attitude in teaching- learning process. Total physical response is a language teaching method built around the coordination of speech and action. It attempts to teach through physical (motor) activities. Therefore, the teacher can use total physical response method to overcome the student’s problems in learning English, especially in mastering vocabulary and to circumstance the class situation.
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ABSTRAK
Milani Fitri Astutik. NIM X2206015. “PENINGKATAN PENGUASAAN KOSA-KATA SISWA MENGGUNAKAN TOTAL PHYSICAL RESPONSE (TPR) UNTUK SEKOLAH DASAR” ( Penelitian Tindakan Ke las di Siswa Kelas 4 SD Negeri Blulukan 1 Tahun 2010 / 2011). Skripsi, Surakarta: Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sebelas Maret, Mei, 2011.
Tujuan dari penelitian ini, pertama; untuk mengidentifikasi apakah TPR dapat meningkatkan penguasaan kosa kata di kelas 4 SD. Kedua, untuk mengidentifikasi apakah TPR dapat meningkatkan konsentrasi dan perhatian siswa di kelas 4 SD Negeri Blulukan 1 tahun 2010/ 2011.
Berhubungan dengan tujuan penelitian ini, peneliti menggunakan bentuk penelitian tindakan kelas. Subject dari penelitian ini adalah murid kelas 4 SD Negeri Blulukan 1 tahun 2010/2011. Jumlahnya ada 26 siswa. Penelitian tindakan kelas dilaksanakan dari bulan Januari sampai Februari 2011. dalam penelitian ini, peneliti mengajarkan penguasaan kosa kata menggunakan Total Physical Response.
Peneliti menyelenggarakan 2 siklus dari tindakan. Hasil dari tindakan menunjukkan bahwa setelah peneliti menyelesaikan tindakan, penguasaan kosa kata siswa meningkat, seperti yang ditunjukkan dari hasil pengamatan kegiatan siswa selama melakukan tindakan dan rata-rata nilai pre-test dan post-test.
Dari pengamatan, peneliti menemukan peningkatan selama tindakan, siswa menunjukkan peningkatanya seperti dapat mengeja kata-kata dengan benar. Disamping itu, siswa dapat mengucapkan kata-kata dengan benar. Kemudian, siswa dapat menggunakan kata dengan mudah. Terakhir, siswa dapat mencari arti kata yang tepat.
Dari tes penguasaan kosa kata, rata- rata nilai pre-tes siswa adalah 5,07 meningkat menjadi 6,65 di pos-tes pertama dan meningkat menjadi 7,79 di pos-tes terakhir. Oleh karena itu, dapat disimpulkan bahwa mengajar penguasaan kosa-kata menggunakan Total Physical Response dapat meningkatkan penguasaan kosa-kata siswa.
Penulis menyimpulkan bahwa Total Physical Response dapat meningkatkan penguasaan kosa-kata siswa dan membangun sikap yang baik diproses belajar mengajar. Total Physical Response adalah metode pengajaran bahasa yang menggunakan kemampuan berbicara dan tindakan. Itu usaha mengajar menggunakan kegiatan yang berhubungan dengan tenaga jasmani / badaniah. Oleh karena itu, guru menggunakan metode Total Physical Response untuk mengatasi masalah siswa dalam pembelajaran bahasa inggris, khususnya di penguasaan kosa-kata dan keadaan situasi kelas.
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MOTTO
Allah! Give me benefit of the science which you teach me and teach me the
science of benefit and add me the science.
All praise is to Allah under all circumstances and I seek refugee with Allah from
the punishment of the hellfire.
(HR. Ibnu Majah and Tirmidzi)
No Gain without Pain Don(t Wait Until Tomorrow What You Can Do Today
( MFA)
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DEDICATION
My wonder mom, Ny. SarminahNy. SarminahNy. SarminahNy. Sarminah
My beloved father, Mr. Mr. Mr. Mr. Ngatiman (Alm)Ngatiman (Alm)Ngatiman (Alm)Ngatiman (Alm)
My lovely Brother, Meddy Joko P. SHMeddy Joko P. SHMeddy Joko P. SHMeddy Joko P. SH who always care about her
Aji SetyawanAji SetyawanAji SetyawanAji Setyawan, , , , who always encourage her
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ACKNOWLEDGEMENT
Praise be to Allah SWT, The Lord of Universe, Who always blesses the
researcher in finishing her thesis as a partial requirement for the undergraduate
degree of education in English.
She realizes that she cannot complete this thesis without helps of others.
Many people have helped her during the writing of the thesis, and it would be
impossible to mention all of them. She wishes, however, to give her sincerest
gratitude and appreciation to the following:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for giving her permission to write this thesis.
2. The Head of the English Departement of Teacher Training and Education
Faculty of Sebelas Maret University who has guided the writer to do this
thesis.
3. Dr. Abdul Azib, M.Pd., as the first consultant for his patience in providing
careful guidance, helpful correction, indefatigable advice as well as
suggestion and encouragement.
4. Drs. A. Handoko Pujubroto, as the second consultant for his patience in
providing careful guidance, helpful correction, indefatigable advice as well
as suggestion and encouragement.
5. Maria Yadimi, SPd, the Head of SD N 01 Blulukan, who allowed her to
carry out this research in her class.
6. Leny Herawati S.Pd., the English teacher of SD N 01 Blulukan, who
allowed her to carry out this research in her class.
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7. Her beloved family for the prayer support and help.
8. Her best friends; Fitriya, Ayux, Marik, Hanung, who always offer her
happiness and suggestion on the best way.
9. Her friends in the English Department who cannot be mentioned one by
one, for the lasting friendship.
10. Her new family, in the boarding house; Ririn, Yuli, Monic, Anggi who
give her support.
11. Class IV and the family of SD N 01 Blulukan.
The researcher realizes that this thesis is still far from being perfect. She
accepts gratefully every comment and suggestion. Hopefully, this thesis will be
useful for the readers and English education.
Surakarta, May 2011
Milani
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TABLE OF CONTENT
Pa
ge
TITLE PAGE ........................................................................ i
APPROVAL PAGE ii
LEGALIZATION PAGE ............................................................................................. iii
ABSTRACT PAGE ..................................................................................................... iv
MOTTO PAGE ............................................................................................................. v
DEDICATION PAGE .................................................................................................. vi
ACKNOWLEDGEMENT .......................................................................................... vii
TABLE OF CONTENTS ............................................................................................. ix
LIST OF APPENDICES ................................................................................ ………xiv
LIST OF TABLES .................................................................................................. …xv
CHAPTER I INTRODUCTION ................................................................... 1
A. Background of the Study ..................................................... 1
B. Problem Statement .............................................................. 4
C. The Objective of the Study ................................................. 4
D. The Benefit of the Study ..................................................... 5
CHAPTER II THEORETICAL REVIEW ....................................................... 7
A. Teaching English to Children ............................................. 7
1. The Characteristic of Children ...................................... 7
2. Teaching English to Children ....................................... 9
B. Vocabulary Mastery .......................................................... 13
1. The Nature of Vocabulary ........................................... 13
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2. The Definition of Vocabulary ..................................... 13
3. The Importance of Vocabulary ................................... 15
4. Vocabulary Mastery .................................................... 16
5. Kinds of Vocabulary ................................................... 18
6. Teaching and Learning of Vocabulary ........................ 20
7. Factors Influencing Vocabulary Mastery .................... 23
C. The Total Physical Response ............................................ 24
1. Background of Total Physical Response .................... 24
2. Definition of Total Physical Response ........................ 25
3. Approach: Theory of Language and Language
Learning ...................................................................... 26
4. Design: Objective, Syllabus, Learning Activities,
Roles of Learner, Teachers, and Materials.................. 28
5. Procedure of Teaching Using TPR ............................. 31
6. Some Strengths and Weaknesses of TPR.................... 32
D. Rationale ........................................................................... 33
E. Hypothesis ......................................................................... 34
CHAPTER III RESEARCH METHODOLOGY ............................................ 35
A. The Research Setting......................................................... 35
B. The Subject of the Research .............................................. 35
C. The Method of the Research ............................................. 35
D. The Model of Action Research ......................................... 37
E. The Procedure of the Research ......................................... 38
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F. Technique of Collecting the Data ..................................... 41
G. Technique of Data Analysis ............................................. 42
CHAPTER IV THE RESULT OF THE STUDY ............................................ 46
A. The Main Focus of the Action Research ........................... 46
B. The Description of the Research ....................................... 46
A. Research Implementation ............................................................. 47
1. Cycle 1 ................................................................................... 47
a. Identifying the Problem .................................................... 47
b. Planning the Action .......................................................... 48
c. Implementing the Action .................................................. 48
1) The First Meeting ....................................................... 48
2) The Second Meeting .................................................. 50
3) The Third Meeting ..................................................... 52
d. Observing and Monitoring the Action ............................. 53
e. Evaluating and Reflecting the Result ............................... 55
f. Revising the Plan ............................................................. 57
2. Cycle 2 ................................................................................... 57
a. Identifying the Problem .................................................... 57
b. Planning the Action .......................................................... 57
c. Implementing The Action ................................................ 58
1) The First Meeting ....................................................... 58
2) The Second Meeting .................................................. 60
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3) The Third Meeting ..................................................... 62
d. Observing and Monitoring the Action ............................. 63
e. Evaluating and Reflecting the Result ............................... 64
f. Final Reflection ................................................................ 67
B. The Finding of the Research ........................................................ 69
C. Discussion of the Finding ............................................................ 72
1. The Students’ Vocabulary Mastery Improvement ................. 72
2. The Class Situation ................................................................ 75
CHAPTER V CONCLUSION, IMPLICATION, SUGESTION .................. 76
A. Conclusion ....................................................................... 76
B. Implication ....................................................................... 78
C. Suggestions ...................................................................... 79
BIBLIOGRAPHY ...................................................................................................... 81
APPENDICES ........................................................................................................... 83
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LIST OF APPENDICES
Page
Appendix 1. The Schedule of the Research ................................................................ 84
Appendix 2. List of the Students’ Name ..................................................................... 85
Appendix 3. Lesson Plans ........................................................................................... 86
Appendix 4. Test Blue Print ...................................................................................... 123
Appendix 5. Pretest and Posttest Items .................................................................... 124
Appendix 6. The Students’ Pre-test Mean Scores ..................................................... 133
Appendix 7. The Students’ Post-test 1 Mean Scores ................................................ 134
Appendix 8. The Students’ Post-test 2 Mean Scores ................................................ 135
Appendix 9. Counting the Significance for First Cycle ............................................ 136
Appendix 10. Counting the Significance for Second Cycle .................................... 138
Appendix 11. Field Notes ......................................................................................... 140
Teacher Diaries ................................................................................ 152
Interview ........................................................................................... 154
Appendix 12. The Photograph .................................................................................. 159
Appendix 13. Permission Letters .............................................................................. 204
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LIST OF TABLES
Page
Table 1. The Improvement of the Students’ Vocabulary Mastery Cycle 1 ............... 55
Table 2. The Improvement of the Students’ Vocabulary Mastery Cycle 2 ................ 64
Table 3. The Mean of the Students’ Scores Cycle 1 ................................................... 69
Table 4. Summary of the Finding ............................................................................. 71
Table 5. The Improvement of the Students Score Cycle 2 ........................................ 74
Table 6. The Sample of the Students’ Vocabulary Mastery ....................................... 74
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ABSTRAK
Milani Fitri Astutik. NIM X2206015. “PENINGKATAN PENGUASAAN KOSA-KATA SISWA MENGGUNAKAN TOTAL PHYSICAL RESPONSE (TPR ) UNTUK SEKOLAH DASAR” ( Penelitian Tindakan Kelas di Siswa Kelas 4 SD Negeri Blulukan 1 Tahun 2010 / 2011). Skripsi, Surakarta: Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sebelas Maret, Mei, 2011.
Tujuan dari penelitian ini, pertama; untuk mengidentifikasi apakah TPR dapat meningkatkan penguasaan kosa kata di kelas 4 SD. Kedua, untuk mengidentifikasi apakah TPR dapat meningkatkan konsentrasi dan perhatian siswa di kelas 4 SD Negeri Blulukan 1 tahun 2010/ 2011.
Berhubungan dengan tujuan penelitian ini, peneliti menggunakan bentuk penelitian tindakan kelas. Subject dari penelitian ini adalah murid kelas 4 SD Negeri Blulukan 1 tahun 2010/2011. Jumlahnya ada 26 siswa. Penelitian tindakan kelas dilaksanakan dari bulan Januari sampai Februari 2011. dalam penelitian ini, peneliti mengajarkan penguasaan kosa kata menggunakan Total Physical Response.
Peneliti menyelenggarakan 2 siklus dari tindakan. Hasil dari tindakan menunjukkan bahwa setelah peneliti menyelesaikan tindakan, penguasaan kosa kata siswa meningkat, seperti yang ditunjukkan dari hasil pengamatan kegiatan siswa selama melakukan tindakan dan rata-rata nilai pre-test dan post-test.
Dari pengamatan, peneliti menemukan peningkatan selama tindakan, siswa menunjukkan peningkatanya seperti dapat mengeja kata-kata dengan benar. Disamping itu, siswa dapat mengucapkan kata-kata dengan benar. Kemudian, siswa dapat menggunakan kata dengan mudah. Terakhir, siswa dapat mencari arti kata yang tepat.
Dari tes penguasaan kosa kata, rata- rata nilai pre-tes siswa adalah 5,07 meningkat menjadi 6,65 di pos-tes pertama dan meningkat menjadi 7,79 di pos-tes terakhir. Oleh karena itu, dapat disimpulkan bahwa mengajar penguasaan kosa-kata menggunakan Total Physical Response dapat meningkatkan penguasaan kosa-kata siswa.
Penulis menyimpulkan bahwa Total Physical Response dapat meningkatkan penguasaan kosa-kata siswa dan membangun sikap yang baik diproses belajar mengajar. Total Physical Response adalah metode pengajaran bahasa yang menggunakan kemampuan berbicara dan tindakan. Itu usaha mengajar menggunakan kegiatan yang berhubungan dengan tenaga jasmani / badaniah. Oleh karena itu, guru menggunakan metode Total Physical Response untuk mengatasi masalah siswa dalam pembelajaran bahasa inggris, khususnya di penguasaan kosa-kata dan keadaan situasi kelas.
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CHAPTER I
INTRODUCTION
A. Background of the Study
These days English becomes very important subject to be taught to young
learners in Indonesia. It is very important to start learning English vocabulary as
early as possible. In recent years, a number of elementary school has begun to
introduce English as a subject matter. English has been one of the subjects taught
as local content. It means that English is not compulsory but it is a local content
and taught from the first grade to the sixth grade. The GBPP 1994 states that
English is not an obligatory realized in elementary school, but it is organized as a
local content. It is also clearly stated in the curriculum of elementary school
2004,
“Sebagai upaya meningkatkan kualitas pendidikan khususnya pengajaran muatan local bahasa inggris sekolah dasar, pada tahun anggaran 2005 dinas pendidikan dan kebudayaan provinsi jawa tengah telah menyusun kurikulum muatan local bahasa inggris sekolah dasar untuk kelas I s.d kelas VI.” (Kurikulum tahun 2004 mata pelajaran bahasa inggris untuk SD/MI Provinsi Jawa Tengah 2004: p.iii)
This is new case in teaching-learning foreign language, not only for the
teacher but also for the students. The teacher will have many problems, when
they introduce English to their students. However, the students will be given
something new and different with their mother tongue.
In teaching English, there are four skills that should be mastered by
students; they are speaking, listening, reading, and writing. To support those
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Skills, it is needed to learn language elements such as structure, pronunciation,
spelling, and vocabulary.
It is difficult to master foreign language without mastering or
understanding a certain number of vocabularies. According to Richard and
Schmidt is quoted from Canale and Swain, vocabulary is knowledge that must be
learned by students to enable them to speak English communicatively. So it is the
basic component which students must be familiarized with (1996:p.5).
The goal of English teaching is to develop the students’ skills in reading,
listening, writing, and speaking. Vocabulary mastery is so important in
developing the four language skills. Wilkins (1982:111) says that without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed. It has to be realized that students ability to speak, to read, to listen is
conditioned by their vocabulary.
From the explanation above English vocabulary can not be separated from
other elements of English in the instructional process in the elementary school,
because vocabulary influences the ability of students in studying English.
From the writer’s observation in SD Blulukan 1 at the fourth grade
students, she finds many problems dealing with English teaching and learning
process. The main problem is the students’ vocabulary is still low, especially in
comprehending and writing the words correctly. There are some indicators;
Firstly, the students get difficulties in pronouncing the English words. The
second is that the elementary students get difficulties in internalizing and
grasping the words meaning, since English is a new language for them. The last
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is that the students have short attention and concentration span in learning
vocabulary. They are very easy to get bored in having the lesson. They like
playing and chatting with their friends when they feel the lesson does not attract
to them anymore.
It is not easy to teach English vocabulary to the elementary school
students. The teacher has the solution to teach English vocabulary, especially by
using Total Physical Response. The teacher uses TPR because in TPR method the
teacher teaches with the command, speech, and action. So, the students enjoy in
learning English vocabulary. Beside that, the students can imitate them easily
without mistakes. Teacher should teach and explain them clearly to the students.
Asher states the use of this method that” most of grammatical structure of the
target language and hundred of vocabulary items can be learned from the skillful
use of the imperative by the instructor” (1997:4). The teacher should give
instruction correctly and carefully so that the students will understand what the
teacher means.
The use of TPR in teaching vocabulary. The meaning of English words
can be internalized through context. Elementary students tend to use their body in
learning because children like moving. It is supported by Scoot (2000: 2) stating
that young learner’ understanding comes through hands, eyes and ears. Also in
TPR, teaching vocabulary is connected to actions. Furthermore, Larsen (2000:
111) explains some principles dealing with his observation of the use of TPR in a
class. They are: (1) meaning in the target language can often be conveyed
through actions; (2) memory is activated through learner response. Students can
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initially learn one part of the language rapidly by moving their bodies and (4)
students can learn through observing actions as well as by performing the actions
themselves.
Based on the description above, the writer intends to conduct an action
research in SD Negeri Blulukan 1 to solve the problems that arise and to improve
the students’ vocabulary mastery by using TPR. Therefore, the writer chooses a
topic on her study that entitles: “IMPROVING STUDENTS’ VOCABULARY
MASTERY THROUGH TOTAL PHYSICAL RESPONSE (TPR) FOR
ELEMENTARY SCHOOL (A Classroom Action Research at the Fourth
Grade Students of SD Negeri Blulukan 1 in the 2010/2011 Academic Year)”
B. Problem Statement
From the observation above the researcher formulates the problems of this
research as follows:
1. Could TPR improve the vocabulary mastery of the fourth grade students of SD
Negeri Blulukan 1 in the 2010/2011 academic year?
2. Could TPR improve the student’s attention and concentration in teaching
vocabulary of the fourth grade students of SD Negeri Blulukan 1 in the
2010/2011 academic year?
C. Objective of the Study
Based on the problem statement above, the objectives of the study can be
formulated as follows:
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1. To identify whether TPR can improve the vocabulary mastery of the fourth
grade students of SD Blulukan 1 in the 2010/2011 academic year.
2. To identify whether TPR can improve the student’s attention and
concentration of the fourth grade students of SD Blulukan 1 in the 2010/2011
academic year.
D. Benefit of the Study
The study may give some contributions for the improvement of the
English language teaching and learning either theoretically or practically.
Theoretically, it is expected that this study will give consideration or alternative
for teacher of English in understanding the concept of vocabulary teaching
through theories that stated in this study.
Practically, it is expected that this study will give a clear description about
TPR in order to improve students’ vocabulary mastery. Then it can improve the
quality of English language teaching and learning.
1. For the students
Through TPR, they will get an enjoyable situation. They will not feel being
forced in learning English. Actions help strength the capability of their brain in
internalizing words meaning. As the result, their vocabulary mastery will improve.
2. For the teacher
For teachers, it gives some information about the teaching
vocabulary and the students difficulties in vocabulary learning. These enable
them to understand the nature of teaching English vocabulary, know factors cause
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the difficulties in learning vocabulary, and hopefully determine appropriate steps
to overcome the problems
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CHAPTER II
THEORETICAL REVIEW
A. Teaching English to Children
1. The Characteristics of Children
Children who learn language are different from those adult. It is influence
by their own characteristic having close relations to their development in the
learning language. Most children are difficult to think abstractly. They tend to get
an understanding of the language from a context or real situation. Their
understanding comes through their physical world. In contrast, the adult can think
abstractly. Their understanding comes through their ability to think cognitively,
solving problems in using language by relating one situation to the others.
According to Susan (1997: 7), the important thing with primary children is that
language is presented in context; adult may be able to analyze language and refers
to their L1 to help them to understand, but children cannot. They need a clear
visual and / or a real context to understand.
Furthermore, Scoot and Ytreberg (2000:1) divide children into two main
groups; they are children of five to seven years old and the eight to ten years old.
Referring to Scoot and Ytreberg opinion, there are the characteristic of each of the
group that could be mentioned as follows:
a. The Characteristic of Five to Seven Years Old
1) They can talk about what they are doing.
2) They can tell about what they have done or heard.
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3) They can use logical reasoning.
4) They can understand direct human interaction.
5) They know that the world is governed by rules.
6) They understand situations more quickly that they understand the
language use.
7) They use language skill long before them aware of them.
8) Their own understanding comes through hands and eyes and ears. The
physical world is dominant at all times.
9) They are very logical, what we say first happens first.
10) They have a very short attention and concentration span.
11) Young children sometimes have difficulty in knowing what fact is and
what fiction is.
12) Young children are often happy playing and working alone but in the
company of others.
13) Children don’t always ask. They either pretend to understand or they
understand in their own terms and do what they think we want them to
do.
14) Young children can not decide for themselves what to learn.
15) Young children love to play, and learn best when they are enjoying
themselves.
16) Young children are enthusiastic and positive about learning.
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b. The Characteristics of Eight to Ten Years Old
1) Their basic concepts are formed. They have very decided views of the
world.
2) They can tell the differences between fact and fiction.
3) They ask questions all the time.
4) They are able to make some decisions about their own learning.
5) They rely on their spoken word as well as the physical world to convey
and understanding meaning.
6) They have definite views about what they like and don’t like doing.
7) They have a developed sense of fairness about what happens in the
classroom and begin to question the teacher’s decisions.
8) They are able to work with others and learn from others.
From the characteristic above, it can be concluded that children have their
own characteristics in learning language based on their age development. They
can learn best when they learn in fun atmosphere. Consequently, a teacher should
be aware of how to teach the children effectively. He needs to adapt his
expectation s with respects to the student’s progress.
2. Teaching English to Children
In teaching English to children, there are two important aspects that should
be considered, there are: why we teach English to children and how we teach it to
them. The first aspect means that when we teach English to children, we have to
know the reasons for teaching English and the factors influencing them. Brumfit
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(1997:p.vi) mentions a number of reasons for teaching English at primary level,
they are:
b. The need to expose from an early age to an understanding of foreign
cultures so that they grow up tolerant and sympathetic to others.
c. The need to link communication to the understanding of new concepts.
d. The need for maximum learning time for important languages-the earlier
you start the more time you get.
e. The advantage of starting with early second language instruction so that
later the language can be used as a medium of teaching.
In addition, Brumfit (1997:p.vi) also states that young children have more
opportunities than adults. Children learn languages better at young age. The main
explanations for better learning that have been suggested are these:
a. That the brain is more adaptable before puberty than after and that
acquisition of languages is possible without self-consciousness at an early
age.
b. That children have fewer negative attitudes to foreign languages and
cultures than adult, and that consequently they are better motivated than
adults.
c. That children’s language learning is more closely integrated with real
communication because it depends more on the immediate physical
environment that does adult language.
d. That children devote vast quantities of time to language learning, compare
with adults, and they are better because they do more it.
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By knowing the reasons for teaching English to children, it promotes the
second aspect that is how to teach English to children. At first, teachers pinpoint
to the way children think and learn. According to Scott (2000: 4), there are many
similarities between learning one’s mother tongue and learning foreign language.
In spite of the differences in age and the time available, most eight to ten years old
will have some sort of language awareness and readiness which they bring with
them into the foreign language classroom. Furthermore, he gives some clues in
teaching English to children, they are:
a. Words are not enough. Most activities for the younger learners should
include movement and involve the senses.
b. Play with the language by making up rhymes, sing songs and tell stories.
c. Variety in the classroom. Since concentration and attention spans are
short, variety is a must-variety of pace, variety of organization, variety of
voice.
d. Routines. Children benefit from knowing the rules and being familiar with
the situation.
e. Cooperation not competition. Most of us enjoy the feeling of belonging
and this is particularly true of young children. Most children like to have
other children around them, and sitting with others encourages
cooperation.
After knowing the way children learn language, the teachers need
competence in primary teaching methodology. They need to observe what
approach that is suitable to their classroom. In this case, the effectiveness of
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teaching and learning process depends on the ability of the teachers to select the
appropriate approach based on the classroom condition and the ability to use that
approach. It is supported by Brewster (1997: 2) stating that greater knowledge and
understanding of theories of child development and learning, the ways in which
children learn a foreign language and studies of the kinds of classroom conditions
which promote foreign language learning will all contribute to our understanding
of good educational practice in teaching English to young children. According to
Brumfit (1997:6), many primary EFL classrooms use the approach to ELT called
“Total Physical Response” (TPR), which is one means of providing an input rich
in directives. Using this approach, children follow instructions in a game-like
activity or involve manipulating objects in the classroom.
Wood (1988) explain the ways in which younger children are more
‘distractable’ than older ones, writing that the ability to keep on task and to ignore
distractions is a symptom of the child’s intellect, and changes in concentration
span are related to intellectual development. He adds that we have to recognize
that when we ask children to pay attention and concentrate on task that we have
set and which provide little by way of concentrate, perceptual support, they may
find it impossible to comply with our demands, (p.70).
In this view, instruction and schooling play a central role in helping
children to discover how to pay attention, concentrate and learn effectively. Wood
stated that
Attending, concentrating and memorizing are activities. Simply asking a
child aged five or six to pay attention, concentrate, and study, learn or remember
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is unlikely to bear fruit. Unless we embody the material to be learned and
remembered in a task that makes sense to the child, one that involves objectives
(he / she) can realize and that draws (his / her) attention ‘naturally’ to the elements
we wish (him / her) to take in, our imperatives to concentrate, memorize or learn
are almost bound to fail.
From the discussion above, the teacher should have the appropriate
approach in teaching English to children. The teacher has to concern more with
the student’s characteristics and the way they learn language. Basically the aim of
language teaching is to equip the students with knowledge and skill to
communicate in the foreign language that is learned. The teacher helps to the
students to pay attention, and concentration, so the students can enjoy in having
the lesson. It can be concluded that teaching English as foreign language at
elementary school is aimed to prepare students with the knowledge and skills of
English so that they will be ready in getting it at higher level.
B. Vocabulary Mastery
1. The Nature of Vocabulary Mastery
1) Definition of Vocabulary
There are some definitions of vocabulary proposed by linguist experts,
hatch and brown (1995: 1) state that a list or set of words for particular language
or a list of words that individual speakers of language might use. Since
vocabulary, the only system involved is alphabetical order in dictionaries. Here,
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vocabulary is written in alphabetical order in dictionaries based on system or rule
of foreign language.
Ur (1998: 60) defines that vocabulary can be means as the words we teach
in foreign language. It means vocabulary is written or spoken unit of language as
symbol of idea in foreign language for the learners. For example, if someone
learns new words in foreign language, it means that someone learns vocabulary.
The items in vocabulary may be more than a single words, for example post
office, mother-in-law, which expressing a single idea.
Furthermore, Mcwhorter (1989: 311) says that vocabulary means the
ability to recognize individual words and to associate meaning with the particular
combination of letters that form a word. In the other word, vocabulary is the
competence or skill in recognizing words and its meaning. Words are symbol,
group of letter that stand for, or represent, either a physical object or an idea.
Then, recognizing words means knowing its meaning or idea and how they are
formed by a combination of letters. For example, the words “chair” in our minds a
physical reality, on object with a flat surface, usually supported by four legs, and
used to for sitting.
Based on Hatch and Brown, vocabulary deals with a series of words in
particular language. Ur adds that vocabulary deals with word taught in foreign
language. Meanwhile, McWhorter states that vocabulary deals with the
competence in recognizing words and its meaning. Based on three definitions
above, vocabulary can be constructed as a series of words in foreign language
used to express meaning. The words here are the symbols in form of group of
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letter represent either a physical object or an idea. It can be formed from a single
or more than one word.
On the other hand, it is necessary for one to know what vocabulary is
before discussing about vocabulary mastery. Horn By (1995: 985) illustrates that
vocabulary is the total number of the words (with their meaning and with rules for
combining them) make up a language. Manser (1995: 461) in the Oxford Learners
Dictionary states that vocabulary is the total number of words in a language, all
words know to a person / used in a particular book, subject, or list of words with
their meanings. From the definition, it is concluded that vocabulary is the total
number of words in a particular language that a person knows or uses.
2. The Importance of Vocabulary
Vocabulary is one elements of the language that should be learnt and
taught. It can be denied that it will be hard to master language, without mastering
or understanding a certain number of vocabularies. McCarty (1990: Viii) states
that importance of vocabulary in language learning as follows: “no matter how
successfully the sounds of L2 are mastered, without words to express a wider
range of meanings, communication in an L2just cannot happen in any meaningful
way”.
Furthermore, Vocabulary mastery has important role in language skills
such as listening, speaking, reading, and writing. Wilkins (1982: 111) says that
without grammar very little can be conveyed without vocabulary nothing can be
conveyed. It has to be realized that the student’s ability to read, to write, to listen,
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and to speak is conditioned by their vocabulary. In reading ability, vocabulary
helps learners in comprehending the text. In writing, it helps them to expand their
ideas based on the topic sentence that they want. In listening, they comprehend
and understand what other person speaks. In speaking ability, vocabulary
facilitates the learners to explain their ideas orally. In addition, according to Hatch
& Brown (1995) vocabulary is a list or set of words, which might use in
individual speakers. The meaning shows that vocabulary mastery has important
roles in communication. If there is someone who does not recognize the meaning
of the key words that is used by his partner, he will unable to participate in the
conversations.
It means that although the learners know syntax, grammar, or the other
elements of language but do not know the meaning of the words used, they will
get difficulties in communication.
3. Vocabulary Mastery
Coulson et al (1987: 1050) define that mastery is skill use, or knowledge.
It means mastery is the ability to use one of knowledge. While hornby (1984: 523)
says that mastery is the complete control or knowledge. Here, mastery is the
whole power or ability to direct knowledge. It means mastery is the ability to
combine skill and knowledge in one certain area. The certain area in teaching
means a lesson taught. It is usually arranged by a standard of curriculum and
syllabus in every aspect whether the topic or the test.
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While vocabulary is a series of words in foreign language used to express
meaning in form of symbols of group of letter, either a physical object or an idea
and it also can be formed from a single or more than one word. So, from both of
definitions above, vocabulary mastery can be constructed as an ability to combine
skill or knowledge of words that used to express meaning, in case of the physical
object or idea, in form of symbols of group of letter in a single or more one word.
From the definition above, mastery may be defined as the ability to use
skill or knowledge in one subject area based on recognized standard. While
vocabulary, means a series of a words in foreign language used to express
meaning. Then vocabulary mastery define as an ability to combine skill or
knowledge of words that used to express meaning, in case of the physical object
or idea, in form of symbols of group of letter in a single or more one word.
In addition, Wesley (1998: 409) states that the term mastery is a great skill
or knowledge of something. While, Urborn (1998: 4160) says that mastery is great
skill at doing something.
Vocabulary mastery can be measured by the requirements of
generalization (being able to define words) and application (selecting an
appropriate use of it). Cronbach (1942) in Schmitt and McCarty (1997: 315) states
“vocabulary at that time focused only on the first to: generalization and
application. In addition Schmitt and McCarty (1997: 326) state “receptive and
productive knowledge; may prove the only realistic way to measure depth of
vocabulary knowledge’. Words that the learners recognize and understand when
they occur in context called as receptive knowledge while productive knowledge
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related to words which the learners understand, can pronounce correctly and use
constructively in speaking and writing. Further, Madsen (1983: 12) states that the
purpose of vocabulary test is measure the comprehension and production of words
used in speaking or writing. The meaning shows that the vocabulary mastery can
be measured when someone is able to comprehend and produce the words used in
speaking and writing.
In this case, vocabulary mastery can be measured by the requirements of
receptive and productive vocabulary. Students are expected to be able to
understand and define the meaning of words in listening and reading, pronounce it
correctly and then use it appropriately in speaking and writing.
Considering the theories above, vocabulary is a set of words in a language
used by individual speakers. Mastery is a great skill or knowledge of something.
So, vocabulary mastery can be defined as a great skill in using a set of words used
by individual speakers. In this case, vocabulary mastery has four aspects: (1)
meaning, (2) spelling, (3) use of words, and (4) pronunciation.
4. Kinds of Vocabulary
Haycraft quoted by Hatch & Brown (1994) divides two kinds of
vocabulary, namely receptive vocabulary and productive vocabulary.
a. Receptive Vocabulary
Receptive vocabulary is words that the learners recognize and understand
when they occur in context, but which cannot produce correctly. It is vocabulary
that the learners recognize when they see it in reading context but do dot use it in
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speaking and writing. The receptive vocabulary is also called a passive process
because the learner only receives thought from others. In language application the
receptive vocabulary is considered as the basic vocabulary. Receptive vocabulary
is much larger than productive vocabulary because there are many words
recognized when the learner hears or reads but do not use when he speaks or
writes. In this respects, Richards and Rogers (1987: 308) give a profound
explanation that the listening vocabulary is larger than speaking vocabulary and
similarly to the reading vocabulary that is relatively larger than writing
vocabulary.
b. Productive Vocabulary
Productive vocabulary is the words, which the learners understand, can
pronounce correctly, and use constructively inn speaking and writing. It involves
what is needed for receptive vocabulary plus the ability to speak or write the
appropriate time. Therefore, productive vocabulary can be addressed as an active
process, because the learners can produce the words to express their thought to
others.
To cover the whole range of language skills, the learners require the
productive vocabulary and a large receptive vocabulary. If the productive learning
and the quality development of the learning small vocabulary are important, an
intensive practice in using vocabulary in speaking and writing is useful activity. If
the receptive learning is important and the quality of vocabulary is the main goal,
the techniques that give familiarity to target words are required.
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5. Teaching and Learning Vocabulary
a. Teaching Vocabulary
Vocabulary is one component to improve the process of teaching and
learning English as a foreign language at primary, intermediate, and advance
level. The teachers of primary schools cannot ignore the teaching of vocabulary
because it is the basic for learners to the success of studying higher level. Hence,
teaching vocabulary in early stage or in the primary school is very essential.
Teacher should give certain attention in teaching vocabulary and decide the area
of words that become the basic need for the pupil. Brown (1994) gives some
guidelines for the communicative treatment of vocabulary instruction. They are
1) allocate specific class time to vocabulary learning, 2) helps students to learn
vocabulary in context, 3) play down the role of bilingual dictionaries, and 4)
encourage the students to develop strategies for determining the meaning of
words.
The success in teaching vocabulary crucially depends on the
interaction between the teacher and the students, and on the students work put into
assimilation and practicing of new words. Burns and Broman say that the teacher
must give attention to develop the vocabularies of each child through carefully
planned instruction and to do so, he or she must be aware of what words are
(verbal representation of concept) and how they are formed (1975: p. 295). In
further explanation Burns and Broman (1975: p. 296) also explain vocabulary
development is so closely related to abstract thinking, the teacher is concerned
with which pupils have acquaintance. For concept development, the individual
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should have actual experience with the concrete object, person, idea, and event
mainly through sense impressions.
b. Vocabulary Learning
In order to teach vocabulary successfully, a teacher should know
more hoe the students learn vocabulary. If the teacher understands the strategies
used by the students, he can help them in acquiring vocabulary mastery.
According to Brown and Payne (1994: 373-391) there are five essential steps in
vocabulary learning:
a. Encountering New Words
The student’s strategies include learning new words by reading book,
listening to TV and radio, and reading newspaper and magazines (Payne, 1988:
33). In addition to interest, actual need may make a difference in whether
encountered words are learned. People seem to learn words more quickly if they
have felt a need for them in some way. Another indication that encountering
words may be more effective under some circumstances than others has been
found in work with interactive video materials. When students have seen an object
or an action, they desire to know the label (word) for it may increase so that, when
the word for it is encountered, it is learner very quickly.
b. Getting the Words Form
This step essential to vocabulary learning appears to be the setting of a clear
image-visual or auditory or both of the form of the vocabulary item. The
importance of having a clear image of the “form” of words becomes apparent
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when people think about what happens when people try to retrieve words. In
addition, it also appears when students are asked to give definitions for words.
c. Getting the Word Meaning
This step includes such strategies as “asking native English speakers what
words mean”. Asking people who speak the native language the meaning of new
words”, “making pictures of word meanings in mind,” and “explaining what the
speaker means and asking someone to tell him English word”.
d. Consolidating Word Form and Meaning in Memory
This step includes many kinds of vocabulary learning strategies such as,
flashcards, matching exercises, crossword puzzles, etc, that strengthen the form
meaning connection. Oxford divides these strategies into four general categories:
(1) creating mental linkages, (2) applying images and sounds, (3) reviewing well,
and (4) employing actions.
e. Using the word
In this step, word use is essential if the goal is to help learners move as far
along the continuum of word knowledge as they can. Furthermore, word use
seems to provide a mild guarantee that word and meanings will not fade from
memory once they are learned.
Another expert, Schmitt (1997:199) gives some general conclusion about
vocabulary learning strategies which can be made from prior strategy research. He
mentions consolidation strategies in learning vocabulary including social
strategies, memory strategies, picture/imagery, related words, unrelated words,
grouping, words’ orthographical or phonological form, cognitive strategies and
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meta-cognitive strategies and other memory strategies. Further, in other memory
strategies, it can be used as a memory strategy which improves recall of a word by
means of manipulation effort involved in reformulating the words’ meaning. One
way of increasing one’s vocabulary is to analyze and learn the individual words of
the chunks, and then use the whole chunk as a mnemonic device for remembering
the individual word meanings. The use of physical action when learning has been
shown to facilitate language recall (Saltz and Donnenwerth, Nolan, 1981). Asher
(1997) has made it the basis for a whole methodology, the total physical response
(TPR), which seems to be especially amenable to the teaching of beginner.
6. Factors Influencing Vocabulary Mastery
Vocabulary development is definitely related to the motivation of the child, but
also depends upon his environments and the richness of words, which they have
provided. The following are factors increasing vocabulary stated by Pretty and
Jensen (1980: 286):
• Manipulative activities that involve handling various materials, tools, and
equipments; learning new names and understanding directions; discussing
plans and results.
• Social experience within the classroom, such as ‘show and tell’, the daily
new period, and committee work that calls for planning and discussion,
free conversations period, and general class discussion.
• Development of children’s social responsibility for receiving and greeting
guests, extending courtesies, and helping one another.
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• Development of children’s interest in the natural environment and
community activities by means of field trips that entail preliminary
discussion of plan, training in observation, eventual discussion of the total
experience.
• Observation and handling of specimens and articles brought into the
classroom in connection with science or social studies.
• Encouragement of children’s interest and increased curiosity about words.
Based on the many factors above, the teachers of elementary school have
to consider many activities and provide learning experiences when delivering the
materials in various ways to improve young learners’ interest and curiosity in
vocabulary learning.
C. The Total Physical Response
1. Background of Total Physical Response
James Asher, a professor of psychology at San Jose State University,
California, develop a method in language teaching. It is called Total Physical
Response. It drawn on several traditions, including developmental psychology,
learning theory, and humanistic paedagogy, as well as on language teaching
procedures proposed by Harold and Dorothy Palmer in 1925. James Asher, the
developer of the Total Physical Response, actually made an experimental with
Total Physical Response in the 1960s but it was almost a decade before the
method was discussed in professional circles.
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Asher in Richard and Roger (2001: 73) claim that speech directed to
young children consist primarily of commands, which children respond to
physically before they begin to produce verbal responses. Asher believes that
children, in learning their first language, appear to do a lot of listening before they
speak. There listening is accompanied by physical response (reaching, grabbing,
moving, looking, and so on).
The idea of focusing on listening comprehension during early foreign
language instruction comes from observing how children acquire their mother
tongue. Babies spend many months before they ever say a word. The children
have the time to try to make sense out of the sounds they hear. No one tells the
babies that they must speak. The children choose to speak when they are ready.
2. The Definition of Total Physical Response
According to Richard and Rogers (2001:73), 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. Similarly,
Vale and Feunteun (1998: 39) state that TPR is based on a short sequence of
instructions or descriptions which are acted out, involving lots of physical
response.
Brown (1994) states that TPR combines a number of other insights in its
rationale. Principles of child language acquisition are important. Asher (1997)
noted that children, in learning their first language appear to do a lot of listening
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before they speak, and that their listening is accompanied by physical response
(p.64).
Based on the definition above, the writer concludes that TPR is a language
learning method based on the coordination of speech and action. It consist of a
short sequence of instruction which is acted out. It means that the teacher gives
some commands and the students respond to the teacher’s instruction through
psychomotor activity while they are listening.
3. Approach: Theory of Language and Learning
TPR reflect a grammar-based view of language. Asher (1977: 4) in
Richard and Rogers (2001: 73) states that “most of grammatical structure of the
target language and hundreds of vocabulary items can be learned from the skillful
use of the imperative by the instructor”. He views the verb and particularly the
verb in the imperative, as the central linguistic motif around which language use
and learning are organized.
Asher sees a stimulus-response view as providing the learning theory
underlying language teaching pedagogy. TPR can also be linked to the “trace
theory” of memory in psychology (e.g., kantona 1940), which holds that the more
often or the more intensively a memory connection is traced, the stronger the
memory association will be and the more likely it will be recalled. Combined
tracing activities, such as verbal rehearsal accompanied by motor activity, hence
increase the possibility of successful recall.
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In addition, Asher has elaborated an account of what he feels facilitates or
in habits foreign language learning. For this dimension of his learning theory he
draws on three rather influential learning hypotheses:
a) There exists a specific innate bio-program for language learning, which
defines an optimal path for first and second language developmental. The
bio-program of Asher consists of three processes as central. They are:
1) Children develop listening competence before they develop the ability
to speak.
2) Children’s ability in listening comprehension is acquired because
children are required to respond physically to spoken language in the
form of parental commands.
3) Once a foundation in listening comprehension has been established,
speech evolves naturally and effortlessly out of it. Parallel to the
processes of first language learning, the foreign language learner
should first internalize a “cognitive map” of the target language
through listening exercises. Speech and other productive skills should
come later. Asher bases these assumptions on his belief in the
existence in the human brain of a bio-program for language, which
defines an optimal order for first and second language learning.
b) Brain lateralization defines different learning functions in the left and
right-brain hemispheres. Asher sees Total Physical Response as
directed to right-brain learning, whereas most second language
teaching methods are directed to left-brain learning. Drawing on work
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by Jean Piaget, Asher holds that the child language learner acquires
language through motor movement-a-right-hemisphere activity. Right-
hemisphere activities must occur before the left hemisphere can
process language for production. When a sufficient amount of right-
hemisphere learning has taken place, the left hemisphere will be
triggered to produce language and to initiated other, more abstract
language processes.
c) Stress (an affective filter) intervenes between the act of learning and
what is to be learned; the lower the stress, the greater the learning. An
important condition for successful language learning is the absence of
stress. First language acquisition takes place in a stress-free
environment. The key to stress-free learning is to tap into the natural
bio-program for language development and thus to recapture the
relaxed and pleasurable experiences that accompany first language
learning. By focusing on meaning interpreted through movement,
rather than on language forms studied in the abstract, the learner is
said to be liberated from self-conscious and stressful situation and is
able to devote full energy to learning.
4. Design: Objectives, Syllabus, Learning Activities, Roles of
Learner, Teacher and Material.
The general objectives of Total Physical Response are to teach oral
proficiency at a beginning level. Comprehension is a means to the end, and the
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ultimate aim is to teach basic speaking skills. A TPR course aims to produce
learners who are capable of a unihibited communication that is intelligible to a
native speaker. Specific instructional objectives are not elaborated, for these will
depend on the particular needs of the learners. Whatever goals are set, however,
must be attainable through the use of action-based drills in the imperative form.
The type of syllabus is sentence-based syllabus with grammatical and
lexical criteria being primary in selecting teaching items. Total Physical Response
requires initial attention to meaning rather than to the form of items. Grammar is
thus taught inductively (Richard and Rogers, 2001: 75).
The use of commands is the major teaching technique of Total Physical
Response method. The commands are given to get students to perform an action.
The action makes the meaning of the command clear. At first, to clarify meaning,
the teacher performs the action to the students. Later the teacher directs the
students alone. The student’s actions tell the teacher whether or not the students
understand.
Asher advices teachers to vary the sequence of the commends so that
students do not simply memorize the action sequence without ever connecting the
actions with the language. Asher believes it is very important that the students feel
successful. It is recommended that a teacher presents three commands at a time.
As the students learn more and more of the target language, a longer series of
connected commands can be given, which together comprise a whole procedure of
TPR. (Larsen and Freeman, 2000: 116).
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Learners in Total Physical response have the primary roles of listener and
performer. They listen attentively and respond physically to commands given by
the teacher. Learners are also expected to recognize and respond to novel
combinations of previously taught items. They are requires to produce novel
combinations of their own. Learners monitor and evaluate their own progress.
They are encourages speaking when they fell ready to speak that is, when a
sufficient basic in the language has been internalized (Richard and Roger, 2001:
76).
Based on Asher’s opinion, Richard and Rogers (2001) stated that the
teacher plays an active and directs role in Total Physical Response. It is the
teacher who decides what to teach, who models and presents the new materials,
and who select supporting materials for classroom use. The teacher has the
responsibility of providing the best kind of exposure to language so that the
learner can internalize the basic rules of the target language. In giving feedbacks
to learners, teacher should refrain from to much correction in the early stages and
should not interrupt to correct errors, since this will inhibit learners. As time goes
on, however, more teacher intervention is expected, as the learners’ speech
becomes “finetuned” (Richard and Rogers, 2001:76).
There is no basic text in Total Physical Response course. However, in later
learning stage, materials and realia are very important. Beginner may require no
materials since the teachers are sufficient for classroom activities. Asher has also
developed TPR student’ kits that focus on specific situation, such as the home, the
supermarket, the beach, etc. (Asher, 1997 in Fauziah: 2005:66).
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5. Procedure of Teaching Using TPR
According to Asher in Richard and Rogers (2001), he provides a lesson-
by-lesson account of a course taught according to TPR principles, which serves as
a source of information on the procedures used in the TPR classroom. The four
steps in this course will proceed in the following way:
a. Review
This is fast-moving warm-up in which individual students move with
commands such as:
Jeffe, throw the red flower to Maria.
Rita, pick up the knife and the spoon and put them in the cup.
b. New Commands
Here, the teacher introduces some new vocabularies, such as:
Look for a towel Hold the book Stand up
Look for a comb Hold the cup Sit down
Next, the instructor ask simple questions which the students could answer with
a gesture such as pointing, as follow:
Where is the towel? (Eduardo, point to the towel)
c. Role Reversal
Students readily volunteer to utter commands that manipulated the behavior of
the instructor and other students. It is the step where the students are ready to
speak.
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d. Reading and Writing
The instructor writes on the blackboard each new vocabulary item and a
sentence to illustrate the item. Then, she pronounces each item and acts out the
sentence. The students listen as she read the material. Some copy the
information in their notebooks (p.77-78).
6. Some Strengths and Weaknesses of Total Physical Response
There are some strengths of TPR, namely:
a) Children’s ability in listening comprehension is developed because children
are required to respond physically to spoken language in the form of parental
command.
b) By focusing on meaning interpreted through movement, rather than on
language form studied in the abstract, it reduces learners’ stress and creates a
positive mood of the learners, which facilitates learning.
c) It combines tracing activities, such as verbal rehearsal accompanied by motor
activity hence increases the successful recall probability.
Like the other methods or approaches, TPR has its limitation. “It seemed
to be especially affective in the beginning levels of language proficiency, but then
it lost its distinctiveness as learners advanced in their competence. In TPR
classroom, after students overcome the fear of the speaking out, classroom
conversations and other activities preceded as in almost any others communicative
language classroom” (Brown, 1994: 65).
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D. Rationale
In learning English vocabulary, there are difficulties that are faced by
the learners, especially young learners. Since, English is a new language for them
and there are differences compared with their mother tongue. It would be better
for a teacher to know the characteristics of young learners in learning language
and what strategies used to help young learners in learning vocabulary so that they
learn vocabulary successfully. The problem is the students’ vocabulary is still low,
especially in comprehending and writing the words correctly. There are some
indicators; (1) the students get difficulties in pronouncing the English words. (2)
The elementary students get difficulties in internalizing and grasping the words
meaning, since English is a new language for them. (3) The students have short
attention and concentration span in learning vocabulary. They are very easy to get
bored in having the lesson.
It is not easy to teach English vocabulary to the elementary school
students. The researcher proposes a solution to teach English vocabulary by using
Total Physical Response. The researcher uses TPR because in TPR method the
teacher teaches with the command, speech, and action. So, the students enjoy in
learning English vocabulary. Beside that, the students can imitate them easily
without mistakes. The researcher should teach and explain them clearly to the
students. By focusing on meaning interpreted through movement, rather than on
language form studied in the abstract, TPR reduces learners’ stress and creates a
positive mood of the learners, which facilities learning. Moreover it combines
tracing activities, such as verbal rehearsal accompanied by motor activity hence
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increases the successful recall probability. Considering the explanation above, it
can be assumed that TPR can improve students’ vocabulary mastery.
E. Hypothesis
Based on the theories underlying the study dealing with the use of TPR
method in teaching vocabulary, the hypothesis can be formulated as follows:
teaching English by using Total Physical Response can improve students’
vocabulary mastery.
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CHAPTER III
RESEARCH METHODOLOGY
A. The Research Setting
The action research is conducted in SD Negeri blulukan 1, Colomadu,
Karanganyar. The school is located in Blulukan, Colomadu, Karanganyar. The
research is conducted through teaching and learning process in the classroom. It is
carried out in Januari to Februari 2011 by implementing TPR method in teaching
vocabulary.
B. The Subject of the Research
The subject of the research is the fourth grade students of SD Negeri
Blulukan 1, Colomadu, Karanganyar in Academic year 2010/2011. This class
consist of 26 students. They are 11 boys and 15 girls.
Psychologically, the enthusiast of the students in English class is still low.
Actually, the students of this class are noisier than the students of the other class.
It is why the teacher and the writer often have difficulties to manage the students
in a good order.
C. The Method of The Research
In conducting the study, the writer uses Action Research. For a starting
point it is necessary to give a definition of Action Research. Mills (2000) defines
action research as a systematic inquiry done by teacher or other individuals in
teaching or learning environment to gather information about and subsequently
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improve the ways their particular school operates, hoe they teach, and how
their students learn (p.5).
Carr and Kemmis in Burn (1993: 30) says action research is simply a from
of self-reflective enquiry undertaken by participants in social situations in order to
improve the rationality and justice of their own practice, their understanding of
these practices and the Situations in which the practices are carried out. While
Robert Rapoport in Hopkins (1993:P. 44) says Action research is a research aims
to contribute both to the goals of socials science by joint collaboration within a
mutually acceptable ethical framework.
From the definition above, it can be summarized that action research is the
systematic study of effort to overcome education problems for betterment done by
the teacher or in collaboration of teachers and researchers by means of their own
reflection toward the effects of those action.
Considering the background of the problems, the writer uses Action
research because the problems were related to education problem. Next this
method was done by teacher or other individuals in teaching or learning
environment to gather information about and subsequently improved the ways
their particular school operates, how they teach, and how their students learn.
Finally knowledge gained through action research can liberate students, teacher,
and administrator and improve learning, teaching and policy making.
The study was conducted in the classroom. In this study, the classroom
action research attempted to teach English using Total Physical Response as a
variety in teaching primary students. It was conducted to solve problems that
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appear in teaching vocabulary during the instructional process in the classroom.
The action research was conducted collaboratively. Teacher was as practitioner
who implemented the action and writer was her facilitator and observer.
D. The Model of Action Research
The model of action research used in this study was based on the model
developed by Kemmis and McTaggart (1985). According to the model, the
implementation of the lassroom action research includes four steps in the
following:
1. Identifying problems and planning the action
2. Implementing the action and observing or monitoring the action
3. Reflecting the result of the observation, and
4. Revising the plan for the following step
Based on Hopkins point of view (1993: 48), this model can be illustrated
as follows:
The model of action research can be seen from the next page:
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B. The Procedure of Research
In this classroom action research, the action research was conducted
collaboratively. Teacher was as practitioner who implemented the action and
writer was her facilitator and observer. In this classroom action research, each
procedures takes six stepa that form one cycle, they are as follows:
1. Identifying the problem
The teacher identifies the problems before planning the action. The
problem refers to student’s motivation and difficulty in mastering vocabulary. The
teacher and the writer identified the problems by using two techniques. They
were:
Plan
reflection
Action & observation
Revised plan
reflection
Action & observation
Revised plan
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a. Using test
The teacher and the writer made written and oral tests of vocabulary as
pretest and posttest to know the student’s ability.
b. Observation and interviews
The writer observed the students’ behavior during the lesson and made
interview to the second grade teacher to know the model of class management
and students’ competence.
2. Planning the action
The teacher and the writer prepared everything related to the action as
follows:
a. Preparing materials, making lesson plan, and designing the steps in
doing the action.
b. Preparing sheets for classroom observation. It is prepared to knowing
the situation of teaching learning process when the technique is
applied.
c. Preparing teaching aids for example pictures, text book etc.
d. Preparing a test. It is prepared to know whether student’ vocabulary
learning improves or not. Thus can be identified how effective of the
technique.
3. Implementing the action
The teacher implements the teaching and learning activity of vocabulary
using Total Physical Response to the fourth grade students of SD Negeri Blulukan
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1, Colomadu, Karanganyar. In implementing the action, he arranges general plans
as stated by Richard and Rogers (2001). The following is the illustration of the
steps in teaching vocabulary using TPR on each cycle:
a. Review
This is a fast-moving warming up in which individual students will move
by commands. The purpose is to check the students’ understanding about the
last lesson and to warm-up students’ readiness in new material before they
really enter the new material.
b. New commands
Here, the teacher introduces some new vocabularies, such as:
Point to the washing machine picture
Touch to the washing machine picture
Next, the instructor asks simple questions which the students could answer
easily, as follow:
What is the function of washing machine? (it is for washing the clothes)
c. Role reversal
Students readily volunteer to utter commands that manipulated the
behaviour of the instructor and other students.
d. Reading and writing
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The instructor writes each new vocabulary item and a sentence to illustrate
the vocabulary. Then, he pronounces each item and acts out the sentence. The
students listen as the teacher read the materials. Some copy the information in
their books. (Richard and Rogers: 77-78)
4. Observing or monitoring the action
The teacher, as a researcher, observes all activities in the teaching and
learning process with his collaborator.
5. Reflecting the result of the observation
The teacher makes as investigation based on her observation and his
collaborator’s note to find the weaknesses of the teaching activity that will be
carried out.
6. Revising plan
Based on the weaknesses from the activity, the teacher will revise the plan
for the next cycle. It takes 2 cycles to overcome all students’ problems in
vocabulary mastery.
C. Technique of Collecting Data
In this classroom action research, the writer used qualitative and
quantitative methods in collecting the data.
Qualitative methods included observation and interview. The data were in
the form of words taken from the result of observation and interview done by the
researcher while the actions are being carried out. The observation was done with
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his collaborator. The observation used to knowing the situation of the teaching
learning process when the method was applied. It also used to know the whole
activities and the students’ behavior during the teaching learning process. Here the
writer was passive participant observer in which in this research the researcher
came to the classroom but did not take part or communicated with students in the
classroom. The writer also used interview. It was done for knowing the model of
class management and students’ competence.
Quantitative methods included written and oral test that consisted of a
pretest and posttest. The data were in the form of numbers taken from the tests
that were carried out before and after the cycles were implemented. The tests were
scored by looking for the mean of the scores. They were used to know the
students’ achievement in vocabulary.
D. Technique of Data Analysis
Having collected the data, the writer then analyzed the data. In analyzing
the data the writer used qualitative and quantitative methods. In qualitative data
the researcher used qualitative technique as suggested by Burns (1999: 156). He
says that there are various techniques developed from qualitative research
approaches which can be used for data analysis, such as identifying patterns,
categories or themes that are repeated across the data and making connections
between these categories.
In addition Miles and Huberman (1984b: 21-2) in David Hopkins (1999)
states that there are three steps in interactive model to analyzing the data:
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1. Data Reduction
Data reduction refers to the process of selecting, focusing, simplifying,
abstracting, and transforming the ‘raw’ data that appear in written up. Field
notes as data collection proceeds, there are further episodes of data reduction
(doing summaries coding, teasing out themes, making clusters, making
partitions, writing memos) and the data reduction / transforming process
continues after field work until a final report is complete.
2. Data Display
The second major flow of analysis activity is data display. We define a
‘display’ as an organized assembly of information that permits conclusion
drawing and action taking. Looking at displays helps us to understand what is
happening and to do something. Further analysis on action-based on that
understanding.
3. Conclusion Drawing / Verification
The third stream of analysis activity is conclusion drawing and verification.
From the beginning of data collection, the (classroom researcher) is beginning
to decide what things mean, is noting, regularities, patterns, explanations,
possible configuration, causal flow and preposition. The competent researcher
holds these conclusions lightly, maintaining openness and skepticism, but the
conclusions are still there, inchoate and vague. At first, then increasingly
explicit and grounded.
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While the data in the form of numbers were analyzed by using a
quantitative method. Here the writer found the total of the students’ scores in
written and oral test. The total score was multiplied by two and then divided by
three. In this case the writer noted the means of students’ scores in each cycle.
Then, the writer compared the mean of each cycle, from cycle 1 and cycle 2.
Based on the analysis above, it can be concluded whether there was an
improvement of the students’ achievement in vocabulary mastery.
The technique used in analyzing the data is a statistic technique. It
compares the result of English vocabulary scores before and after test. The mean
score of the pre test and post test can be calculated with the formula as follows:
= =
In which:
= Means of pre-test scores N = Number of sample
= Means of post-test
In which,
t = the t-value for non independent
D = the different between the paired score
D = the mean of differences
= the sum of the squared differences score
N = the number of pairs
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CHAPTER IV
THE RESULT OF THE STUDY
A. The Main Focus of the Action Research
This chapter presents the result of the action research conducted in the
fourth grade students of SD Negeri 01 Blulukan, Colomadu, Karanganyar. This
research is aimed at improving the students’ vocabulary mastery that is still low
by using Total Physical Response (TPR) technique.
B. The Description of the Research
In order to reach the main focus of the action research, at the beginning of
the research, the writer observed the problems causing the students’ vocabulary
mastery that was still low. She interviewed the English teacher of the fourth grade
students, observing the teaching learning process conducted by the teacher and
gave the pre-test. Secondly, the writer conducted the action research collaborating
with the teacher.
From the observation and the interview, the writer found that the teacher
taught English vocabulary in the fourth grade by translating it. Thus, the students
rarely practiced to pronounce the English words and wrote them on their book.
They got the meaning of the words only from what they had heard. Besides, the
monotonous activities using one way teaching technique also caused the students
bored. Therefore, they liked chatting with others or playing each other. In other
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words, the lack of creativities of the teacher in conducting the English class
including the use of learning media caused the students became passive during the
teaching and learning process.
In addition, there were some problems coming from the students
themselves. The main problem is the students’ vocabulary is still low, especially
in comprehending and writing the words correctly. There are some indicators;
Firstly, the students get difficulties in pronouncing the English words. The second
is that the elementary students get difficulties in internalizing and grasping the
words meaning, since English is a new language for them. The last is that the
students have short attention and concentration span in learning vocabulary. Those
problems became more complex because of the limited time allotment of the
teaching and learning process in the classroom.
Besides did the interview and observation, the writer also conducted the
pre-test to measure the students’ vocabulary mastery. The pre-test was conducted
on Tuesday, 11th January 2011. The mean score of the students was 56, 79. It was
not satisfying mean score. The mean score of the students must be improved in
order to reach the quality of the teaching and learning process.
After identifying the problems faced by the students and the result of the
pre-test, the writer selected one technique in teaching vocabulary in order to solve
the problems and to improve the students’ vocabulary mastery. She chose TPR in
teaching vocabulary, since TPR can allow the students to practice the language
that they have learnt in a free situation not in a stress. Besides that, some experts
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also proposed this technique in teaching vocabulary especially to young learners.
They mentioned that children often linked a (physical) response with the spoken
word when they were acquiring the first language. Thus the writer decided to use
TPR on her teaching.
C. Research Implementation
The research implementation of using Total Physical Response in
improving students’ vocabulary included two cycles. Every cycle was held in
several meetings. In the first cycle, the researcher used colors and shapes as the
topics. It was held in three meetings and each of them took 35 minutes. It was
held on January, 11th until 26th, 2011. Meanwhile, the second cycle was held on
February 1st until 9th, 2011. In the second cycle the researcher used fruits and
vegetables for the topics.
Every cycle in this research consisted of a series of steps, namely
identifying the problem, planning the action, implementing the action, observing
or monitoring the action, evaluating and reflecting the result of the observation,
and revising the plan. They could be explained in the following parts.
1. CYCLE 1
a. Identifying the Problems
As what the writer mentioned before, the problems which referred
to the students’ vocabulary mastery that was still low were caused by three
things. Those three problems were: (1) the students’ get difficulties in
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pronouncing the English words; (2) the students get difficulties in
internalizing and grasping the words meaning, since English is a new
language for them; and (3) the students have short attention and
concentration span in learning vocabulary.
b. Planning the Action
After found the facts that the students’ vocabulary mastery was still
low, the researcher would improve it by conducting TPR. She selected the
materials of two topics and arranged the lesson plan based on the procedure
of TPR which proposed by Richard and Rogers (2001). They are Review,
New Commands, Role Reversal, and Reading and Writing. She made three
lesson plans for one cycle or three meetings. In this research, the researcher
was helped by the English teacher who did observation when the researcher
was conducting the teaching and learning process by arranging field notes.
Before conducting the research, the writer shared with teacher related how to
make the field notes and what she could do to help the researcher in the
research. The researcher also prepared teachers’ diary, photographs, and
the media she used to conduct the teaching learning process.
c. Implementing the Action
The implementation of TPR was described for each meeting below:
1) The First Meeting
In the first meeting, the researcher explained about the colors. It
was conducted on Tuesday 11th January 2011.
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a) Review
The lesson started at 08.15 in the morning. The researcher greeted
the students by asking, “Assalamu’alaikum Wr. Wb” then almost
all of the students answered the greeting. After that, she continued
by asking “Good morning students? How are you today?” then
most of students answered the researcher, Good Morning Miss, I
am fine”. After greeted the students, she checked the students’
attendants by asking who was absent that day. Then she began to
introduce the material by talking about colors (Red, Yellow, Green,
Blue, Grey, Violet, Black, White, Pink, and Brown).
b) New Commands
The researcher began to conduct the students by instructing some
of the students randomly to show the pictures of colors on the
blackboard. Then she gave commands to point each pictures of
colors. It was followed by the translation in Indonesia. While she
was pointing the colors, the students followed her. After that, the
researcher continued to introduce other new commands. For
examples, touching the red paper and taking the red paper. Every
command which the researcher gave followed by the meaning in
Indonesia.
On this part, the researcher gave some new commands to a group
of the students. She said, “Put the green paper!” Then a group of
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the students putting to the green paper. Besides introduced some
new commands, she wrote it on the blackboard.
c) Role Reversal
At first, the researcher gave commands to the students. She said
“show the blue paper!” Some students, especially female students
showed blue paper, but the others run into the wall and take the
blue paper. Then, the researcher asked one of the students as a
volunteer to come to the front of the class to give command to their
friends. The researcher helped that student by giving a model
before she gave command to their friends. This activity was
repeated until the students were familiar with the colors in English.
d) Reading and Writing
In this stage, the researcher wrote kind of colors on the blackboard.
She, then, pronounced the colors correctly and the students had to
repeat them after the teacher says. After that, the students copied
those kinds of colors on their own book.
2) The Second Meeting
In this meeting, the researcher taught the topic of shapes. She
introduced kind of shapes: Square, rectangle, circle, oval, diamond, and
triangle. It was conducted on Tuesday, 18th January 2011.
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a) Review
After greeting, the researcher checked the students’ attendance.
Then, she mentioned the topic for today. She asked the students to mention
kind of shapes. After that, she distributed the students’ books and their
pencils.
b) New Commands
The researcher began introducing the materials by giving some
commands such as: “take the green circle paper!” and she took the green
paper. The students followed her until all materials were delivered. Having
recognized the materials given, the students got some commands, but at
that time, the researcher did not act them. The students had to do those
commands.
c) Role Reversal
In this stage, the researcher asked one of the students to come to
the front of the class to give some commands to his friends and the other
students had to do their commands. After that, the researcher helped him
in pronouncing the command. Then, the researcher asked to the other
students one by one to do the same activity but by mentioning kinds of
shapes.
d) Reading and Writing
The researcher wrote the command sentences on the blackboard
while the students copied only the words that were underline on their
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paper. Then, she read those commands. After that, the researcher asked the
students to draw the kinds of shapes beside the words they copied. She
also gave the students homework.
3) The Third Meeting
In the third meeting, the researcher taught the topic of color and
shapes. She introduced: Red, Yellow, Green, Blue, Grey, Violet, Black,
White, Pink, and Brown; Square, rectangle, circle, oval, diamond, and
triangle. It was conducted on Tuesday, 25th January 2011.
a) Review
The lesson started at 08.15. The researcher greeted the students and
asked their attendance. Then, she reviewed the lesson of the previous
meeting by pointing colors and shapes. She asking question to the
students, such as: “Touch the red square!” the students responded her.
b) New Commands
The researcher distributed some paper including the pictures of
colors and shapes. Then, she asked to the students: “put the white
rectangle!” The researcher mentioned one by one the name of the colors
and shapes based on the picture followed by the students.
After mentioning the name of colors and shapes, the researcher
gave some commands to the students. She asked: “Take the Black circle!”
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and they took the black circle, while the students did the writer’s
command. Then, she asked: “Show your pink square!” and they showed
the pink square. Finishing introducing all materials, the researcher gave
some commands to the students again without acting them. The commands
were the same as what she had explained previously. When the researcher
gave commands, the students had to do the researcher’s commands.
c) Role Reversal
The researcher asked to one student as a volunteer to come on the
front of the class to give commands to their friends. The other students
responded their friends’ command. For example, the researcher showed
certain picture of color and shape. Then, she asked to a students standing
in front of the class to give commands to their friends by repeating what
the researcher asked to her. After that, the researcher asked to the other
students to do as the previous activity.
d) Reading and Writing
The researcher wrote all sentences about the colors and shapes on
the blackboard and underlined just the name of colors and shapes. Then,
she asked to the students to copy the words that were underlined on their
paper. She, then, read those commands one by one and acted them out. In
other hand, the students were busy in writing the words. Finally, the
researcher gave homework to the students. The homework was given in
order to know whether the students had mastered the materials given.
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d. Observing and Monitoring the Action
Observing and monitoring are important to do, because it is done to
know the students improvement in learning vocabulary. Observing and
monitoring are done during the implementation of the action while the
students are doing the activity.
In the process of the observation the researcher was helped by the
teacher. One of the rules in the TPR is that students are not allowed to speak
before they are ready to speak. In the teaching learning process in this cycle,
many of the students repeated what the teacher said, although she had given
a sign to keep silent or not to repeat the teacher’s words. The teacher and the
researcher explain that the students were ready to speak and she decided to
continue the process into the role reversal stage, but it was wrong. The
teacher and the researcher’ decision to continue the process into the next
stage (role reversal stage) was too early. The fact was that the students had
not understood yet. It caused the students could not give a command.
Furthermore, the researcher also found that there were some improvement in
studying vocabulary and the students were more active and enthusiastic in
joining the teaching learning process. From the observation, the researcher
got the result as follows. The activities of teaching and learning vocabulary
mastery using TPR generally ran well. First, the students could pronounce
the words correctly. Second, the students can use of words easier. Third, the
students could spell the words correctly. The last, the students could
conducted the meaning.
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Based on the description above, the researcher could be concluded that
vocabulary mastery was improved.
The improvement of the students’ vocabulary mastery can be seen from the
mean score in task in cycle 1 below:
Table 1.The Improvement of the students’ vocabulary mastery
No Indicator Cycle 1
M 1 M 2 M 3
1 Spell 3.5 3.6 3.8
2 Pronounce 1.4 2.2 2.3
3 Meaning 2.5 2.8 3.5
4 Use of words 1.1 1.7 1.8
e. Evaluating and reflecting the Result of the Observation
The observation was analyzed by the researcher by using teacher’s
diaries and observing the students involvement during the teaching learning
process. She was also helped by the English teacher; she made field notes
while the researcher was conducting the teaching learning process.
Based on the observation and interview, the problem could be
identified as follows: the students’ vocabulary mastery was low. It can be
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seen from the indicator: (1) the students got difficulties to pronounce the
words. (2) The students got difficulties in used of words. (3) The students
got difficulties to spell the words. (4) The student got difficulties to conduct
the meaning.
In addition, after analyzing the result of the observation the
researcher concluded that the students’ vocabulary mastery was improved.
The students could pronounce the words correctly. Beside that, the students
can use of words easier. Then, the students could spell the words correctly.
The last, the students could conducted the meaning.
Beside that from the class situation, the students have short attention
and concentration in learning vocabulary. So, it can make the students lazy
in do the exercise and homework. The students just keep silent and were not
willing to speak English in the English class. Then the students tended to
passive learner.
Having analyzed the result of the pretest and the posttest in this
cycle, the researcher finds that the English score of the students has
increased. The mean of the pretest is 5.07 and the mean of the posttest is
6.65. After it counts using non-independent t-test, the result is to = 8.68. The
computation show that at level significance α = 0.05 with N-1 (26) has tt =
2.06 and α = 0.01 has tt = 2.48, it can be said that to > tt. It means that the
students ‘vocabulary mastery is increase. Unfortunately, this is not
satisfying, since the students’ mean of posttest is still low.
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From reflecting the result of the observation above, it can be
concluded that cycle one does not give satisfactory result for the students’
vocabulary mastery have not improve optimally yet. Moreover, the teaching
learning process has not run well yet for some students are still shy to speak
individually and sometimes confused with the commands.
f. Revising the Plan
To solve the problems which still arise in cycle one, the teacher
decides to focus on the students’ comprehending the command. This is for
the reason that by comprehending the commands the students are considered
to be ready to speak, as suggested in the TPR procedure that the students are
not allowed to speak until they are ready. Besides that, she will give the
commands in groups before the students do the commands individually in
order to improve their confidence.
2. CYCLE 2
a. Identifying the Problems
Based on the result of the cycle one, it is necessary for the researcher to
think the ways to solve the problems faced in cycle one. The problems,
which still arise in the first cycle, are the students are still embarrassed to
speak individually and sometimes still confused with the commands
given and the students’ vocabulary mastery has not improved optimally.
There are 80% students who are afraid to come to the front of the
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classroom. These problems make their vocabulary still low. It can be
seen from the list of the students’ posttest scores in the first cycle that are
15 students who get score under 80.
b. Planning the Action
In the second cycle, the researcher would like to deliver the
vocabularies about fruits and vegetables. The purpose of this was that the
students would get easy in their learning. On this second cycle, the
researcher would like to stress her teaching on giving the students more
exercises than those in the first cycle. It was planned by considering the time
allotment in doing the lesson in the class. In anticipating the limited time
because of the rich materials she taught, the researcher planned to apply
reading and writing session combined with other sessions. For example,
after the students doing an exercise, they were asked to write the
vocabularies or exercises given on their books. The purpose was that the
students would have more times in finishing their works and also making
notes on their books effectively.
c. Implementing the Action
The implementation of TPR in the second cycle was described for
each meeting:
1) The first meeting
The first meeting was conducted on Tuesday, 1st February 2011 at
08.15 – 10.35. In this meeting, the researcher explained the topic about
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fruits. The vocabularies are apple, grape, orange, mango, banana,
strawberry.
a) Review
The researcher greeted and asked the students about the previous
lesson. The students were asked about the new commands and sentences
those related to the last topic i.e. Colors and shapes. When it was
enough, the researcher continued the lesson into the main topic i.e.
Fruits.
b) New Commands
On this stage, the researcher conducted the lesson concerning the
students’ achievement in vocabulary mastery. She began introducing the
material by giving the students commands that had been learnt before in
the previous cycle. She asked to the students, “take the green apple!”
then they took the green apple, the researcher answered, “That’s right,
good.” Besides that, she asked “Show me you’re orange!” then they
showed the orange. This activity continued until some of the
vocabularies about fruits mentioned by taking, showing, touching.
Then, the researcher gave some commands to a group of the
students. They asked to do the commands given by the researcher in
front of the class. Because the time allotment was very limited, so that
the students asked to write the vocabularies they do not understand yet
on their note books.
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c) Role Reversal
On this stage, the researcher asked one of the students to come in
front of the class. Then the students asked to point one of the classmates.
After he had pointed his classmates, the students gave commands to act
out about the vocabularies. Other students were asked to write the
commands that acted out with the vocabularies. This activity conducted
by some students.
d) Reading and Writing
As the researcher stated before, the students were asked to write all
of the commands that acted out with the vocabularies by their friends
when they were practicing in front of the class. The purpose of this
activity was to get the students familiar with written utterances in
English. At last, the researcher drilled the vocabularies to the students
although the time was very limited.
2) The second meeting
The second meeting was conducted on Wednesday, 2nd February
2011 at 08.15-10.35. In this meeting, the researcher explained the topic
about the vegetables. The vocabularies are chili, corn, cucumber, onion,
paprika, spinach, carrot, cabbage. In the second meeting, the students’
participations were better than in the first meeting. The researcher as the
teacher did not too busy in conducting the teaching and learning process
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in the class. The students were enjoying and more active involved during
the teaching and learning process. Generally, the teaching and learning
process conducting in the second meeting ran well and it seemed that
most of the students were ready to have the second post test.
a) Review
The researcher felt happy on that day because she thought that the
students had mastery the previous lesson. So that after the researcher
greeted the students, the researcher directly reminded the students about
the previous lesson. She started the day by pointing a student to do her
command that were given in the previous lesson. Then she continued to
give commands to other students. It aimed to help in memorizing and
grasp the meaning of the vocabularies given in order to improve their
English. When it was enough, she moved to the next stage.
b) New Commands
The researcher began to repeat the new commands that related to
the materials such as: “Take your cucumber!” and they took the
cucumber. “Show me you’re red paprika!” and they showed the red
paprika. “Touch the carrot!” and they touched the carrot. Then the
researcher pointed to some of the students to do her commands. Almost
all of the students could understand and did the commands correctly.
c) Role Reversal
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On this stage, the researcher asked one of the students to come in
front of the class. Then the students asked to point one of his classmates.
After she has pointed his classmates, then she gave commands to his
friends to act about the vocabularies given. Other students were asked to
write the commands that acted out with the vocabularies. This activity
had a great response from the students. This stage was the most time
consuming than other stage.
d) Reading and Writing
As the first meeting in the second cycle, the students were asked to
write all of the commands that acted out with the vocabularies when
their friends were practicing in front of the class. The purpose of this
activity was to get the students familiar with written utterances because
some of them felt difficulties in writing the English utterances in the post
test of the first cycle before. Most of the students were happy on that
day.
3) The Third Meeting
The third meeting was conducted on Tuesday, 8th February 2011.
In this meeting, the researcher taught the topic of fruits and vegetables.
She introduced apple, grape, orange, mango, banana, strawberry, chili,
corn, cucumber, onion, paprika, spinach, carrot, cabbage.
a) Review
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The lesson started at 08.15. The researcher greeted the students.
Then, she asked a male student and a female student to distribute
flashcard including some pictures of fruit and vegetable to each student.
After that, she ordered the students to mention what kinds of fruits and
vegetables.
b) New Commands
After mentioning the kinds of fruit and vegetable, the researcher
introduced the name of fruits and vegetables in English by giving the
students commands. She said: “Take a banana!” while she took the
picture of a banana and the students followed after her. Then she said:
“Touch your onion!” and she touches the picture of onion. The
researcher continued introducing the others fruits and vegetables by
giving commands to the students as she did previously until all materials
were delivered to the students.
c) Role Reversal
In this stage, the researcher asked to some students as volunteers to
give commands to their friends, but at this meeting, there were different
activities she applied. She made such a game that gave the same chance
to all students to give commands. Firstly, she asked the students to stand
up in front of their tables. Secondly, she gave commands to the students
to take a picture of certain fruits and vegetables. Then she asked them to
give it to her quickly. A student who took the correct picture at first
would be a chance to give a command to his / her friends and got an
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honor to stick the picture of that animal on the blackboard. This activity
was repeated until the time was over.
d) Reading and Writing
Because the time was over, the researcher did not have a chance to
ask the students to write the commands on their book. She just read the
commands based on the pictures that had been stuck on the blackboard.
d. Observing and Monitoring the Action
In this cycle, observing and monitoring is carried out during the
implementation of the action, the process of teaching and learning in cycle
two is more active than in cycle one. It can be seen from the fact that most of
students are more active in doing the activities. They are very happy and
very active when they do the commands like “Take a green square, show me
your red apple, and touch a paprika, and so on.
In cycle two, the process of teaching and learning is under control.
The students could spell well. Beside that, the students could pronounce the
words correctly. Then, the students can use the words in simple sentence.
The last, the students can conduct the meaning if the words. Some students
are active in asking some different terms to the researcher.
Based on the description above, it can be concluded that the students’
vocabulary mastery was improved. The improvement of the students’
vocabulary mastery can be seen from the mean score on the task in cycle 1
and cycle 2 below:
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Table 2.The Improvement of the students’ vocabulary mastery
No Indicator Cycle 1 Cycle 2
M 1 M 2 M 3 M 1 M 2 M 3
1 Spell 3.5 3.6 3.8 2.3 2.9 3.3
2 Pronounce 1.4 2.2 2.3 2.4 2.8 3.2
3 Meaning 2.5 2.8 3.5 2.1 2.8 3.3
4 Use of words 1.1 1.7 1.8 1.2 2.3 3.1
e. Evaluating and Reflecting the Result of the Observation
After implementing the technique, it seemed the class ran better than
before. The students enthusiastically answered the question in the lesson.
The students could enjoy the activity when they learning vocabulary
mastery.
By observing the result of the monitoring, the researcher concluded
that teaching vocabulary mastery using TPR made the students more easily
understand and know well the spell, pronounce meaning, and using words in
simple sentence. They also became more active and enjoyed in learning
vocabulary mastery.
From the reflection, it could be concluded that TPR is an appropriate
technique to improve the student’s vocabulary mastery. It is important for
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the researcher to know about the weaknesses of the students in learning
English, so they can design appropriate technique in teaching learning
process for better result.
Based on the observation and interview, the results which were
gathered in field notes, the researcher reflected the result of the action in
second cycle. The positive results of cycle 2 were reflected that as follow: a)
The students who still passive were getting more active when they are acting
the commands however several of them are still shy and speak slowly. b)
Most of the students able to pronounce the words correctly. c) Giving the
colorful media made the students more understood in comprehended and
grasped the meaning.
Using non-independent t-test the researcher counts the mean of
pretests in the first cycle and the mean of posttest in the second cycle. The
mean score of the post-test 2 is 7.79. It was higher than the mean score of
the post-test 1 that was 6.65. The result of to= 13.87. The computation shows
that at level significance α = 0.05 with N-1 (24) has tt = 2.06 and α = 0.01
has tt = 2.49. It can be said that to > tt. It means that the students’ vocabulary
mastery increases significantly.
So, it can be said that TPR can increase the students’ vocabulary
mastery. In this cycle, however, there still some students who look shy or
afraid to speak and come to the front of class.
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After analyzing the observation result in cycle 2, the researcher
found some differences between the result of the action in cycle 1 and cycle
2. In cycle 2, there were some positive result and weaknesses that can be
explained as follow:
1) Positive Results
a) The students were interested with the new method used by the
researcher in delivering the lesson. They looked happy and motivated
with the method so they gave more attention to the lesson.
b) The researcher could manage the class better than in cycle 1. She
also could take attention of the students so they just focused on the
lesson.
c) There was improvement of pronunciation.
d) There was an improvement of the students’ vocabulary mastery. It
could be show from the result of the post-test 2 that was 7.79. It was
higher than the mean score of the post-test 1 that was 6.65.
2) Weakness
In the teaching and learning process, some of the students still
made a noise and busy with their activities which could disturb another
students. The researcher gave more attention to the troublemaker
f. Finding reflection
From the observation result in cycle 1 and 2, it could be concluded
that using TPR can improve the students’ vocabulary mastery. It could be
seen in increasing of the students’ attention and participation in learning
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English vocabulary mastery and the mean score obtained from the test that
showed a good achievement.
From the result above, it can be concluded that cycle two is more
successful than cycle one. In order to make sure that the steps in the cycle
two are appropriate and to increase the vocabulary more optimally and to
ensure that the students are ready to speak.
Based on the result of the implementation of the action, there are some
improvements as follow:
1) The students can spell the words correctly. They fell learning
vocabulary using TPR is much enjoyed. So, they could spell the
words easier.
2) The students can pronounce the words. The students can use the
words in the correct pronunciation, although there were very few
students who could practice their ability in correct pronunciation in
every meeting.
3) The students can find the meaning of words. They are can
remembered the meaning of English words.
4) The students can use the words in simple sentences. They could
use the English words in a real communication like commanding
their friends to point certain topics.
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D. The Finding of the Research
This section presents the finding of the action research concerning the
finding of the observation in implementing TPR, the progress of the students’
vocabulary mastery and the problem faced by the researcher during the action
researcher.
The finding of the observation shows that TPR could improve the
students’ motivation of SD Negeri 01 Blulukan students in learning vocabularies.
As the result, the students’ scores in final test or post test two were considered
improved. The students seemed enjoy with the lesson given. They became more
active both in responding the writer’s commands and in finishing the exercises
given.
In addition, the students’ mean score before conducting the action
research and the mean scores after conducting the research could be shown on the
table of the mean scores of each test below:
Table 3.The mean of the Students’ Score
Pre test Post test of the first
cycle
Post test of the
second cycle
5.07 6.65 7.79
Based on the observation and interview, the researcher used field note in
the research. She made the field note. By using it, she analyzed the weaknesses
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and the strengths during the implementation of TPR in teaching vocabulary
mastery. In the first cycle, TPR was implementation or expectation, but there was
a problem: the students’ vocabulary mastery was low. It can be seen from the
indicator: (1) the students got difficulties to pronounce the words. (2) The students
got difficulties in used of words. (3) The students got difficulties to spell the
words. (4) The student got difficulties to conduct the meaning.
After analyzing the result in cycle 1 and cycle 2, there are some
improvements as follow: (1) the students can pronounce the words. The students
can use the words in the correct pronunciation, although there were very few
students who could practice their ability in correct pronunciation in every
meeting. (2) The students can use the words in simple sentences. They could use
the English words in a real communication like commanding to their friends about
the topics. (3) The students can find the meaning of words. They are can
remembered the meaning of English words. (4) The students can spell the words
correctly. They fell learning vocabulary using TPR is much enjoyed. So, they
could spell the words easier.
After the implementation of the action was over, the researcher
interviewed the students. From the interview could be seen that they were
interested with the activities. When the researcher asked about the method, some
of them said “Menarik” . She said that it was interesting. He also said that he
could master the vocabulary easier.
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Beside that, there were some advantages and contribution of TPR to
encourage the students’ interest and motivation in learning English vocabulary.
The observation result supported by the interview with the students that indicated
there were differences of students’ behaviors in teaching learning process before
and after the implementation of the action . The participation of the students
during the lesson was increase. They more actively took part in learning process.
Besides, the class situation more live because there was an action and discussion.
At last, after conducting the action research the problems faced by the
researcher could be solved. The students were motivated in joining the teaching
and learning process because the writer gave something fun by implementing TPR
in teaching vocabulary to them as Scoot and Ytreberg (2000: 1) said that children
learn best when they are enjoying themselves. In addition, the students would not
be confused with too much vocabulary they learnt, because the researcher limited
the words, gave many repetitions on his commands and also brought the students’
vocabulary learning to the real communication. Thus, the important thing was that
the students could respond the teachers’ commands correctly and had been
familiar with the vocabularies given.
Table 4.Summary of the Finding
No Point Before AR After AR
1 Students’ vocabulary
mastery
improvement
The students’ vocabulary
mastery was low
a. The students’ test score was
Students’ vocabulary mastery
Improved
a. The students’ test score
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a. The Students’ test
score
b. The students
English
vocabulary
mastery
low
b. The mean score in the pre-test
was 5.07.
a. The students got difficulties to
pronounce the words
b. The students got
difficulties in used of words
c. The students got difficulties to
spell the words.
d. The student got
difficulties to conducted the
meaning relation
improved
b. The mean score in the cycle
1 was 6.65 and in the cycle
2 was 7.79
a. The students could
pronounce the words
b. The students can used of
words easier
c. The students could spell
the words correctly.
d. The students could
conducted the meaning
relation
2 The class situation a. The students were noise and
gave a little attention to the
researcher explanation during
teaching learning process
b. The students just kept silent
and were not willing to speak
English in the English class
c. The students tended to be
passive learner.
d. The students were lazy to do
exercise that given by the
teacher
a. The students were not noise
and gave a full attention to
the researcher explanation
during teaching learning
process
b. The students willing to
speak English in the English
class
c. The students tended to be
active learner.
d. The students were not lazy
to do exercise that given by
the teacher
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E. Discussion of the Finding
From the data of the table above, there are finding of the research. The
first is the improvement of students’ vocabulary mastery. Before the action
research, the students’ vocabulary mastery was low. But, after the action research,
the student’s vocabulary mastery improved. Beside that for the test score, before
the action research, the students’ test score was low. And then after the action
research, the students test score was improved. It can be seen in the result both of
pre-test and post-test. The score were 5.07 in pre-test and 6.65 in post-test 1. The
score in cycle 2 is 7.79 in post-test. Furthermore, the students English vocabulary
mastery. Before the action research, there are some problems in learning
vocabulary mastery. (1) The students got difficulties to pronounce the words. (2)
The students got difficulties in used of words. (3) The students got difficulties to
spell the words. (4) The students got difficulties to conduct the meaning.
After the action research, the students can pronounce the words. The
students can use the words in the correct pronunciation, although there were very
few students who could practice their ability in correct pronunciation in every
meeting. Beside that, the students can use the words in simple sentences. They
could use the English words in a real communication like commanding to their
friends about the topics. And then, the students can find the meaning of words.
They are can remembered the meaning of English words. The last, the students
can spell the words correctly. They fell learning vocabulary using TPR is much
enjoyed. So, they could spell the words easier.
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Related to the class situation, before the action research the researcher
found some problems. First, the students were noise and gave a little attention to
the researcher explanation during teaching learning process. In another words, the
students have short attention and concentration span in learning vocabulary.
Second, the students just kept silent and were not willing to speak English in the
English class. Third, the students tended to be passive learner. And, the students
were lazy to do exercise that given by the teacher.
After the action research, for the class situation generally ran well. First,
the students were not noise and gave a full attention to the researcher explanation
during teaching learning process. Second, The students willing to speak English
in the English class. Third, the students tended to be active learner. Then, the
students were not lazy to do exercise that given by the teacher.
When the students were being tested in post-test, the researcher could
consider that most of the students had achievement in mastering vocabulary. It
could be seen from the students’ test. It indicated they could answer the questions
related to the material which given in learning process. The students could
pronounce the words correctly, they could choose the appropriate word used it in
the sentences, they known the words relations. Related to the improvement of the
students’ vocabulary mastery from cycle 1 to cycle 2, it can be drown in table
below:
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Table 5.The Improvement of the Students’ Score
Table 6 .The Sample of the Students’ vocabulary Score
Students’ Initial Name DKA IWAW R
Pre-test 4.75 4.00 6.50
Post-test 1 5.00 6.00 7.50
Post-test 2 6.00 8.50 9.00
Mean Score 5.25 6.16 7.66
Sub cycle Cycle 1 Cycle 2
Kind of test Pre-test Post-test
1
Post-test 2
Mean of the
students’ score
5.07 6.65 7.79
Increase of the
students’ mean
score
1.58 1.14
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Note:
DKA : Dimas Karunia A
R : Rahmadani
IAWA : Irzad Wendra Adi Wardana
Table 6 is the sample of three students who are categorized as high
competence, medium competence and low competence. From the table, it can be
seen that there is improvement between pre-test to post-test 1 to post test 2. The
three students’ sample indicated that the students’ vocabulary mastery score
improves.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the result of the research, the researcher concluded that Total
Physical Response (TPR) can be used as the technique in improving the students’
vocabulary mastery and the quality of the teaching learning process. The result of
the final test conveys that there was a significant progress on the students’
achievement in doing vocabulary test after the research conducted. In addition, the
teaching and learning activity was more living than that before the research. The
students were more active in joining the lesson. It could be seen from the result of
the observation conducted by the researcher and the English teacher and the
evaluation of the tasks having done by the students on each meeting.
Furthermore, the problems that the writer found in his observation before
conducting the action research could be solved. The following is the explanation
of each of them:
1. The improvement of the students’ vocabulary mastery.
a) The result of pre-test and post-test.
During the research, the researcher identified that the students’ vocabulary
mastery is still low. Especially in comprehending and writing the words
correctly. By learning vocabulary using TPR, the students’ vocabulary
mastery has improved. The improvement of the students’ achievement in
mastering vocabulary could be seen from the test score.
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From the test that conducted in cycle 1, the mean score of pre-test was 5.07,
post-test 1 was 6.65. The mean score of post-test 2 increased become 7.79 in
post-test 2. The result of the test scores indicated that using TPR was an
effective technique in improving English vocabulary mastery.
b) The improvement of the students’ pronunciation.
After conducting the action research, the researcher found that the students’
ability in pronouncing the English words improved. It could be identified from
evaluating the students’ involvements during the teaching and learning process
from observing the students’ activities while he was conducting the action. By
conducting role reversal stage, the researcher accustomed the students to use
the words in the correct pronunciation although there were very few students
who could practice their ability in correct pronunciation in every meeting.
c) The students’ improvement in internalizing and grasping the meaning.
After conducting the action research, the researcher identified that the students
were more familiar with the English words. They could respond the writers’
commands correctly. By learning vocabulary using TPR, the students could
remember the English words without feeling of stress frightening situation and
even, they could use the English words in a real communication like
commanding their friends to point certain topics.
d) The improvement of the students’ spelling
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During conducting the research, the researcher identified that the students got
difficulties to spell the words. The students are still wrong to spelling the
words. But, after the research, the researcher using TPR method was
successful to make the students easier to spelling the words. So, the students
could spell the words correctly.
e) The improvement of using the words
Before conducting the research, the researcher found that the students got
difficulties in used of words. The students only used the words in phrase. But,
after the research, the students could use the words. Moreover, the students
could use the words in simple sentences.
2. The improvement of the class situation.
After conducting the research, the researcher found that the students have
short attention and concentration span in learning vocabulary. The students
very easy to get bored in having the lesson. They like playing and chatting
with their friends when they feel the lesson does not attract to them anymore.
The researcher helps to the students to pay attention, and concentration, so the
students can enjoy in having the lesson. Besides, the class situation more live
because there was an action and discussion. The students became the active
learner.
B. Implication
Young learner could not decide what they want to learn and how to learn
something. Thus, the teacher has the important role in selecting the proper
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material and the well-arranged procedure the teacher used in teaching vocabulary
to elementary students. The vocabulary should be selected based on their
development. In fact, young learners do not think abstractly, so the real things
should be introduced first. Besides, they also learn best when they enjoy
themselves. Thus, the teachers should create an enjoyable and non threatening
situation in their teaching.
Based on conclusion of the research result, it implies that TPR could fulfill
the younger learner needs in the process of learning vocabulary. Implementing
TPR in English class could build the students’ motivation in learning vocabulary.
In addition, creating the real communication by giving and doing the commands
could help the students to memorize the words meaning. Therefore, TPR could be
used as a consideration in improving the students’ vocabulary mastery. However,
the procedure in TPR could be conducted in well prepared so that the result is
optimal.
C. Suggestion
Having concluded the result of using TPR in teaching vocabulary to the
elementary school, the researcher would like to propose some suggestion for
English teachers, the students and the other researchers. The suggestion as
follows:
1. For English teachers
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a) It is important to understand the most suitable way of how to improve
the students’ motivation in learning English because this is as the key
of success in teaching learning process.
b) The English teacher should make the situation of the instructional
process interesting, in order that the students are eager to improve their
English vocabulary mastery.
c) In using Total Physical Response to each student, the teacher must
follow the suggested steps in the TPR. It is done get optimal result.
2. To the students
a) Study English as foreign language is not something difficult if the
students have motivation to learn it. The students can study English not
only in the class but also everywhere, such as in English course.
Therefore, the students should always be active in learning English.
3. For other researchers
a) This study is just one of effort in increasing the students’ motivation
and achievement, so the researcher hopes that the finding of this study
will be used as a starting point of the future research on similar
problems. There are many other techniques of teaching English of
elementary school that can be taken as object of research to find out
the effectiveness of teaching vocabulary especially to young learner
can be reached.
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BIBLIOGRAFI
Brown. Douglas H. 1994. Teaching by Principles: An Interactive Approach to
Language Pedagogy. New Jersey: Prentice Hall Regent. Brumfit. Christoper Moor. Jayne. And Tongue R. 1995. Teaching English to
Children. New York. Longman Group. Burns. Anne. 1995. Collaborative Acton Research for English Language Teaching. United Kingdom: Cambridge University Press. Hatch. Evelyn and Cheryl Brown. 1995. Vocabulary. Semantic and Language
Education. Cambridge University Press. Haycraft. John 1997. An Introduction to English Language Teaching. Malaysia:
Longman Group. Hopkins. David. 1993. A Teacher’s Guide to Classroom Research. Buckingham:
Open University Press. Hornby. A.S. 1995. Oxford Advanced Learner’s Dictionary. New York: Oxford University Press. House. Susan. 1997. An Introduction to Teaching English to Children. London: Richmond Publising. Larsen. Diane and Freeman. 2000. Techniques and Principles in Language Teaching. United Kingdom: Oxford University Press. Madsen, Harold S. 1983. Technique in Testing. New York: Oxford University Press. USA. Mc Carty, Michael. 1990. Vocabulary. Oxford: Oxford University Press. Mills. Geoffrey E. 2000. Action Research: A Guide for the Teacher Researcher.
United States of America: Prentice Hall. Richards. Jack C. And Rogers. Theodore S. 2001. Approach and Method in Language Teaching. United Kingdom: Cambridge University Press.
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Schmit. Norbet and Mc Carty. Michael. 1997. Vocabulary: Description. Acquistion and pedagogy. Cambridge: Cambridge University Press.
Scott. Wendy A. and Lisbeth H. Ytreberg. 1998. Teaching English to Children. New York: Longman Inc.
Vale. David and Feunteun. Anne. 1998. Teaching Children English: A Training Course for Teachers of English to Children. United Kingdom: Cambridge University Press.
Wilkins, D. A. 1997. Linguistic in Language Teaching. London: The English Language Book Society. UK
------ 2004. Kurikulum Tahun 2004 Mata Pelajaran Bahasa Inggris: Untuk Sekolah Dasar Madrasah Ibtidaiyah Provinsi Jawa Tengah. Semarang: Dinas Pendidikan dan Kebudayaan Provinsi Jawa Tengah.
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