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perpustakaan.uns.ac.id digilib.uns.ac.id commit to user i 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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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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