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DEVELOPING STUDENTS’ ABILITY IN USING
IMPERATIVE SENTENCES THROUGH TOTAL PHYSICAL
RESPONSE (TPR)
(A Classroom Action Research in the First Year 1 Class of
MTs. Islamiyah Sawangan)
A “Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers’ Training in Partial of
Fulfillment of the Requirement for the Degree of S.Pd in
English Language Education
By:
Rosdiana
NIM:106014000428
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ii
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teacher’s TrainingCertifies that the “Skripsi” (Scientific Paper) entitled “Developing Students’Ability in Using Imperative Sentences Through Total Physical Response (TPR) (AClassroom Action Research in the First Year 1 Class of MTs. IslamiyahSawangan)”, written by Rosdiana, student’s registration number 106014000428was examined by the committee on February 16th, 2011, and was declared to havepassed and, therefore, fulfilled one of the requirements for the academic title“S.Pd”, (Bachelor of Arts) in English Language Education Faculty of Tarbiyahand Teachers Training Syarif Hidayatullah State Islamic University.
Jakarta, February 16th, 2011
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki, M.Pd ( ) NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S. Pd ( ) NIP. 19730625 199903 2 001
EXAMINERS : 1. Drs. Nasifudin Jalil, M.Pd ( ) NIP. 19560506 199003 2 001
2. Nasrun Mahmud, M.Pd ( ) NIP. 19720705 200312 2 002
Acknowledged by:Dean of the Faculty of Tarbiyah and Teachers Training
Prof. Dr. Dede Rosyada, MANIP. 19571005 198703 1 003
iii
DEVELOPING STUDENTS’ ABILITY IN USING
IMPERATIVE SENTENCES THROUGH TOTAL PHYSICAL
RESPONSE (TPR)
(A Classroom Action Research in the First Year 1 Class of
MTs. Islamiyah Sawangan)
A “Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers’ Training in Partial of
Fulfillment of the Requirement for the Degree of S.Pd in
English Language Education
By:
Rosdiana
NIM: 106014000428
Approved by
Advisor
Dr. Ratna Sari Dewi, M. Pd
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
iv
DEPARTEMEN AGAMAUNIVERSITAS ISLAM NEGERI (UIN)SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Rosdiana
Tempat/Tanggal lahir : Bogor, 5 Oktober 1987
NIM : 106014000428
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : Developing Students’ Ability in Using ImperativeSentences through Total Physical Response (TPR)
(A Classroom Action Research in the First Year 1 Class of
MTs. Islamiyah Sawangan)
Dosen Pembimbing : Dr. Ratna Sari Dewi, M. Pd
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karyasaya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Mengetahui, Jakarta, 24 Januari 2011Dosen Pembimbing Skripsi Mahasiswa Ybs.
Dr. Ratna Sari Dewi, M. Pd RosdianaNIP. 19720501 19990 230 NIM. 106014000428
mailto:Uinjkt@Cabi.net.id
v
ABSTRACT
ROSDIANA, 2011, Developing Students’ Ability in Using Imperative SentencesThrough Total Physical Response (TPR) ( A Classroom Action Research in thefirst year 1 Class of MTs. Islamiyah Sawangan), Skripsi, English LanguageEducation, Faculty of Tarbiyah and Teachers Training, State Islamic UniversitySyarif Hidayatullah Jakarta.
Key Words: Imperative Sentences, Total Physical Response (TPR)
The objectives of this study are to describe the procedure of teaching imperativesentences to the VII grade students of MTS. Islamiyah Sawangan using the Total PhysicalResponse (TPR) method and to improve students’ ability in using imperative sentencesthrough Total Physical Response (TPR) method. To achieve the objectives of the study,the writer conducted an action research. This classroom action research was conducted atMTs. Islamiyah Sawangan. The subject of the study was the VII grade students. Therewere 24 students; 11 girls and 13 boys.
In conducting this Classroom Action Research, the researcher took two cycles,each cycle consisted of four phases, they were planning, acting, observing and reflecting.Each cycle was conducted in three meetings; it was consisted of teaching learning processand test, so the researcher conducted this research in six meetings for one month. Toanalyze and to collect the data, the researcher gained the interview, the observation, thefield note and the students’ achievement from pre-test, post-test after cycle 1 and post testafter cycle 2.
The result of this study showed that using Total Physical Response (TPR) methodin teaching imperative sentences at VII grade students of MTs. Islamiyah Sawangancould develop students’ ability in using imperative sentences. The students’ responsesshowed that they were interested in learning imperative sentences because they lookedfun and had a big motivation in teaching learning process. Moreover, the analysis of thedata showed that there was a significant difference of the students’ average in pre-test,post-test 1 and post-test 2. The students’ average in pre-test was 50.21, the students’average in post test 1 was 60.83 and the students’ average in post test 2 was 75.21. Whilethe improvement score from pre-test to post-test 2 was 10.63, then from post test 1 to posttest 2 was 14.83. The percentage of the students’ improvement in pre-test to post test 1was 21.16%, and in pre-test to post test 2 was 49.79%. the students’ percentage whopassed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-testwas 16.67%, in post-test 1 was 50%, and in post-test 2 was 87.5%.
Based on this data, the researcher concluded that teaching imperative sentencesthrough TPR method at VII grade students of MTs. Islamiyah Sawangan could developstudents’ ability in using imperative sentences.
vi
ABSTRACT
ROSDIANA, 2011, Developing Students’ Ability in Using Imperative SentencesThrough Total Physical Response (TPR) ( A Classroom Action Research in thefirst year 1 Class of MTs. Islamiyah Sawangan), Skripsi, English LanguageEducation, Faculty of Tarbiyah and Teachers Training, State Islamic UniversitySyarif Hidayatullah Jakarta.
Key Words: Imperative Sentences, Total Physical Response (TPR)
Tujuan dari penelitian ini adalah untuk menggambarkan prosedur pengajaranimperative sentences di kelas VII MTs. Islamiyah Sawangan menggunakan metode TotalPhysical Response (TPR), serta untuk meningkatkan kemampuan siswa dalammenggunakan imperative sentences melalui metode TPR. Untuk mencapai tujuantersebut, penulis mengadakan Penelitian Tindakan Kelas (PTK). Penelitian ini diadakandi Mts. Islamiyah Sawangan, subjek dalam penelitian ini adalah siswa kelas VII yangberjumlah 24 siswa terdiri dari 11 siswi perempuan dan 13 siswa laki-laki.
Dalam melaksanakan penelitian ini, peneliti menggunakan dua siklus yang padasetiap siklusnya terdiri dari empat unsure, yaitu: perencanaan, pelaksanaan, observasi danrefleksi. Setiap siklus terdiri dari tiga pertemuan, yang terdiri dari proses pembelajarandan evaluasi. Peneliti mengadakan penelitian ini dalam enam pertemuan selama satubulan. Untuk menganalisa dan mengumpulkan data, peneliti mengadakan pre-test, post-test 1 setelah siklus 1 dan post-test 2 setelah siklus 2.
Hasil penelitian ini menunjukan bahwa penggunaan Total Physical Response(TPR), dalam mengajarkan imperative sentences di kelas VII MTs. Islamiyah Sawangandapat meningkatkan kemampuan siswa dalam menggunakan imperative sentences, karenamereka terlihat senang dan memiliki motivasi yang besar dalam proses pembelajaran.Selain itu, analisa data menunjukan bahwa ada perbedaan yang signifikan terhadappeningkatan siswa dalam pre-test, post-test1 dan post-test 2. Nilai rata-rata siswa dalampre-test adalah 50.21, nilai rata-rata siswa dalam post-test 1 adalah 60.83, nilai rata-ratasiswa dalam post-test 2 adalah 75.21. sementara peningkatan nilai dari pre-test ke post-test 1 adalah 10.63, dan peningkatan siswa dari pre-test ke post-test 2 adalah 14.83.persentase peningkatan siswa dalam pre-test ke post-test 1 adalah 21.16%, dan persentasepeningkatan siswa dalam pre-test ke post-test 2 adalah 49.79%. sedangkan untukpersentase siswa yang melampaui Kriteria Ketuntasan Minimim (KKM) pada pre-testadalah 16.67% pada post-test 1 adalah 50% dan pada post-test 2 adalah 87.5%.
Berdasarkan data ini, peneliti menyimpulkan bahwa pengajaran imperativesentences di kelas VII Mts. Islamiyah Sawangan dengan menggunakan metode TPRdapan meningkatkan kemampuan siswa dalam menggunakan imperative sentences.
vii
ACKNOWLEDGEMENT
First and foremost, the writer would like to praise and express her high
gratitude to Allah SWT the Almighty for the blessing, mercy, health, power, and
inspiration leading her to reach the completion of this “skripsi”. Peace and
blessing be upon our prophet Muhammad SAW, his family, his companions and
his followers.
This “skripsi” is presented to the Department of English Education faculty
of Tarbiyah and Teacher Training Syarif Hidayatullah State Islamic University
Jakarta as a partial fulfillment of the requirements for Strata 1 (S1).
In this occasion, the writer would like to express her greatest and deepest
gratitude to her beloved parents, Rusdi (Alm) and Sa’diyah, her beloved brothers
(Fajar Haqiqi and Firdaus), her beloved sister (Wardatullayli), and her beloved
fiancé Muh. Dwi Ramdhani N, SH who have given the writer pray, love, support,
advice, and encouragement in finishing her study. The writer also expresses her
greatest gratitude to Dr. Ratna Sari Dewi, M. Pd, as her advisor who had patiently
guided her in writing this “skripsi”.
The writer also would like to express her gratitude to:
1. All lecturers in English Education Department who had transferred their
knowledge and also for their valuable guidance and encouragement to the
writer.
2. Drs. Syauki, M.Pd, as the head of English Education Department of UIN
Syarif Hidayatullah Jakarta.
3. Mrs. Neneng Sunengsih, S.Pd, the secretary of English Education Department
of UIN Syarif Hidayatullah Jakarta.
4. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and Teacher
Training Syarif Hidayatullah State Islamic University Jakarta
5. Mr. Sholahudin Al-Ayubi, M.Pd as the headmaster of MTs. Islamiyah
Sawangan who has allowed the writer to conduct this study in MTs.
Islamiyah Sawangan and All teachers and administration staffs of MTs.
viii
Islamiyah Sawangan who have helped and supported the writer in finishing
this study.
6. All friends in English Department especially in class C-2006 and her close
friends, Tita and Riri who have given countless beneficial experiences and
admirable memories. Helped and supported her in this “skripsi”.
7. To any other person who cannot be mentioned one by one for their any
contribution to the writer during finishing her “skripsi”. Thank you very
much.
The writer realizes that this “skripsi” is far from being perfect. Therefore,
the writer would like to welcome and constructive some suggestions and critics to
make this “skripsi” better. At last, the writer hopes that this “skripsi” will be
useful for all.
Jakarta, January 18, 2011
The writer
.
ix
TABLE OF CONTENTS
Page
ABSTRACT ................................................................................................................... i
ABSTRAK .................................................................................................................... ii
ACKNOWLEDGMENTS.............................................................................................. iii
TABLE OF CONTENTS ............................................................................................... v
LIST OF TABLES ......................................................................................................... viii
LIST OF FIGURES........................................................................................................ ix
LIST OF APPENDICES ................................................................................................ x
CHAPTER I INTRODUCTION
A. The Background of the Study.................................................. 1
B. The Identification of the Problem ........................................... 4
C. The Limitation and the Formulation of the Problem............... 5
D. The Objective of the Study...................................................... 5
E. The Significance of the Study ................................................. 5
F. The Organization of Writing ................................................... 6
CHAPTER II THEORETICAL FRAMEWORK
A. Imperative Sentences............................................................... 8
1. The Definition of Imperative Sentences ........................... 8
2. The Form of Imperative Sentences................................... 9
3. The Uses of Imperative Sentences.................................... 12
B. Total Physical Response (TPR)............................................... 16
1. The Definition of TPR ...................................................... 16
2. The Design of TPR ........................................................... 18
3. The Principle of TPR........................................................ 20
4. The Advantages of TPR.................................................... 21
5. The Disadvantages of TPR ............................................... 22
C. The Relevant Study ................................................................. 22
D. The Conceptual Development of Action ................................ 23
E. The Action Hypothesis............................................................ 24
x
CHAPTER III RESEARCH METHODOLOGY
A. The Purpose of the Study ........................................................ 25
B. The Time and Place of the Study ............................................ 25
C. The Method of the Study......................................................... 26
D. The Subject and the Object of the Study................................. 26
E. The Research’s Role on the Study .......................................... 27
F. The Research Design............................................................... 27
G. The Classroom Action Research(CAR) Procedures................ 30
H. The Result of Action Intervention........................................... 31
I. The Data and Source of Data .................................................. 32
J. The Instrument of Data Collection.......................................... 32
K. The Technique of Collecting Data .......................................... 33
L. The Technique of Data Analysis ............................................. 35
M. The Trustworthiness of Study ................................................. 36
N. The Criteria of Action Success................................................ 40
CHAPTER IV RESEARCH FINDING
A. The Description of the Data ...................................................... 41
1. The Result of Pre-Observation........................................... 41
2. The Result of Pre-Interview ............................................... 42
3. The Result of Pre-Test........................................................ 43
B. The Implementation of the First Cycle...................................... 44
1. Planning.............................................................................. 44
2. Acting................................................................................. 45
3. Observing ........................................................................... 48
4. Reflecting ........................................................................... 48
C. The Implementation of the Second Cycle ................................. 49
1. Planning.............................................................................. 49
2. Acting................................................................................. 49
3. Observing ........................................................................... 51
4. Reflecting ........................................................................... 52
D. The Data Analysis ..................................................................... 53
1. The Result of Post-Interview .............................................. 53
2. The Result of Field note...................................................... 54
xi
3. The Result of Post-Test....................................................... 56
a. The Result of Post-Test I in the First Cycle................... 56
b. The Result of Post-Test II in the Second Cycle ............. 57
E. The Interpretation of Test Result............................................... 67
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................. 70
B. Suggestion .................................................................................. 71
BIBLIOGRAPHY … ...................................................................................................72
APPENDICES
xii
LIST OF TABLES
Page
Table 3.1 The Classification of Difficulty Level .......................................................... 37
Table 3.2 The Classification of Discriminating Power................................................. 38
Table 3.3 The Classification of Reliability Test ........................................................... 39
Table 4.1 The Result of Students’ Score in Pre-test ..................................................... 43
Table 4.2 The Result of Students’ Score in Post-test I ................................................. 56
Table 4.3 The Result of Students’ Score in Post-test II ................................................ 58
Table 4.4 The Result of Students’ Score in Pre-test, Post-test I
and Post-test II .............................................................................................. 60
xiii
LIST OF FIGURES
Page
Figure 3.1 Kurt Lewin Action Research Design ............................................................ 28
Figure 3.2 The Activity Phases of CAR modified by the writer .................................... 29
xiv
LIST OF APPENDICES
Page
a. The List of Students’ name ................................................................................. 75
b. The Result of Students’ Score in Pre-test, Post-test I and Post-test II.................. 76
c. The Standard Competence and Basic Competence of English............................. 77
d. The Lesson Plan of First Meeting in Cycle I........................................................ 78
e. The Lesson Plan of Second Meeting in Cycle I ................................................... 84
f. The Lesson Plan of First Meeting in Cycle II ...................................................... 90
g. The Lesson Plan of Second Meeting in Cycle II .................................................. 96
h. The Instrument of Pre-test .................................................................................... 102
i. The Instrument of Post-test I ................................................................................ 104
j. The Instrument of Post-test II............................................................................... 106
k. The Answer Key of Pre-test, Post-test I and Post-test II ...................................... 108
l. The Item Analysis of Test .................................................................................... 109
m. The Result of Reliability Test............................................................................... 113
n. The Observation Note Before CAR...................................................................... 115
o. The Observation Sheet in Cycle I......................................................................... 116
p. The Observation Sheet in Cycle 2 ....................................................................... 118
q. The Field note of First Meeting in Cycle I ........................................................... 120
r. The Field note of Second Meeting in Cycle I....................................................... 122
s. The Field note of First Meeting in Cycle II.......................................................... 124
t. The Field note of Second Meeting in Cycle II ..................................................... 126
u. The Interview Guidelines in the preliminary study (Before CAR) ...................... 128
v. Interview Guidelines (After CAR) ....................................................................... 130
w. The improvement of Students’ Score during Classroom Action Research
(CAR) ................................................................................................................... 132
1
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the identification of the
problem, the limitation and the formulation of the problem, the objective of the
study, the significance of the study, and the organization of writing.
A. The Background of the Study
Language as a means of communication plays very important role in social
relationship among human beings. Language is a system of sounds and words
used by human to express their though and feeling.1 English as one of the
international languages is very important since it requires as a bridge of
communication. With English we can develop science, technology, art, business
and make some relations with people in other countries in the world.
English curriculum 1994 states2 “English is the first foreign language in
Indonesia which is considered very important for the purpose of science
development and absorption, technology and culture, and also construction of
relation with other nation”. In this era of globalization also, learning English
seems to be an obligation for people who want to be able to compete with other
people especially for those who want to study or work abroad.
1 A. S Hornby, Oxford Advanced Learner’s Dictionary of Current English, (NewYork:Oxford University Press, 1995), p 662
2 DEPDIKBUD RI. GBPP Bahasa Inggris (SMP), (Jakarta: DEPDIKBUD RI, 1994), P.1
2
Furthermore, In Indonesia, English is one of the compulsory subjects
which is taught in junior high school, senior high school and university as the first
foreign language. And it has become one of the lessons that is included in
curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan) within school. It has
four major skills that are obviously asserted in the syllabus of KTSP which should
be mastered by learners. Those are listening, speaking, reading, and writing skills.
Besides, there are still other important skills that become sub-skills of English
language, mainly vocabulary, pronunciation and grammar. Every language
especially English has it own rules and its own skills, and grammar has a great
role on one’s acquisition in English which is different from Indonesian language.
Grammar is a description of the way language works, with grammar people can
communicate their message clearly and precisely.
Grammar also plays an important role in teaching a foreign language. It is
a part of discourse, an essential feature of reading, speaking and writing, and it is
difficult to separate in any clear-cut way from vocabulary. Therefore, grammar is
considered as a compulsory subject that must be taught to every language learner.
Grammar is absolutely needed when people learn a language especially English.
The better people’s grammar is the better they can use English. Therefore having
a good ability in grammar is very important when people want to master English.
Students who learn English will meet some problems, especially with the
grammar as an aspect of the language that can be and appear confusing. Some
students think of grammar are boring subject because it is full of pattern that
students are supposed to understand them, they also try to avoid the grammar
because they are confusing and hard to be understood.
Based on the observation that conducted by the writer about teaching
imperative sentences at first grade of MTs. Islamiyah Sawangan, the writer found
that the most of students have some problems in using imperative sentences such
as: first, the students still have limited vocabularies, so they felt difficult to make a
sentence when they asked someone to do something, and they forgot a new
vocabularies easily even through the teacher has just been given them. Second, the
students are still confused in distinguishing between verbs which are used after
3
“no’ and “don’t” in making prohibition, so they didn’t apply the role correctly,
example: they often make a prohibition such as: “no study here”, “don’t sitting onthe table”. When they make a command they still use verb-ing in the first
sentence such as “standing in front of me”. Third, the students are still difficult in
understanding the sign’s mean that they usually ever seen in the some places. In
addition, the writer also found that the teacher taught imperative sentences
deductively, he presented the rule first, he listed the vocabularies on the
whiteboard, and he instructed to students to take a note and to memorize them.
After that he gave examples based on rules. Finally, the teacher gave tasks to
them, even though some students still look confuse and don’t understand the
material. This teaching way make the students get bored and forgot the
vocabularies easily, the students seemed much suppressed by feeling passive and
unmotivated to learn.
Based on the observation above, the writer assumed that the students’
problems in learning imperative sentences not only come from the students but
also from the teacher’s method that used in teaching imperative sentences.
According to the writer, it is crucial problems because the students will find
difficulties in learning imperative sentences, so they cannot use imperative
sentences in real communication, and they will forget vocabularies easily.
Based on the problem above, the writer wants to propose a method and she
tries to give the solution to the teacher’s problem in teaching imperative
sentences, in order the problems that faced by the students and the teacher can be
solved, and can develop students’ ability in using imperative sentences . The
method proposed is using Total Physical Response (TPR) in teaching imperative
sentences.
Total Physical Response (TPR), a method developed by James J. Asher, is
one of methods in teaching language that may support to realize the expected
situation. Total Physical Response (TPR) method is a language teaching method
created around the coordination of speech and action, it attempts to teach language
through Physical activity.3 Using TPR is usually a lot of fun for the students and
3Jack C. Richards and Theodore S Rodgers. Approaches and Methods in LanguageTeaching: A description and Analysis (Cambridge: Cambridge University, 1986), p. 87.
4
provides excellent practice in both listening comprehension and memory. TPR
also involves game like movement, reduce learners stress, and create a positive
mood for the learners.
Using TPR method is a suitable method for the teacher in teaching
imperative sentences, and it will give a solution for the teacher to his problem in
teaching learning activities.
Based on the explanation above, the writer wants to conduct the research
about the effort to develop students’ ability in using imperative sentences through
Total Physical Response (TPR) with entitled “DEVELOPING STUDENTS’
ABILITY IN USING IMPERATIVE SENTENCES THROUGH TOTAL
PHYSICAL RESPONSE (TPR) (A Classroom Action Research in the First
Year 1 Class of MTs. Islamiyah Sawangan)”.
B. The Identification of the Problem
From the explanation above, the writer can identify some problems occur
as follows:
1. Is there students’ achievement in learning imperative sentences
through Total Physical Response?
2. Are there any significant differences between Students’ score in pre-
test (teaching imperative without TPR) and Post-test (teaching
imperative by TPR)?
3. What are the advantages and disadvantages of using of TPR method in
teaching imperative sentences?
4. How do the students’ feel in learning imperative sentences through
TPR?
5. How does the Total Physical Response develop student’s ability in
using imperative sentences?
From those problems, the writer only discusses the last questions. “How
does the Total Physical Response develop student’s ability in using imperative
sentences?”.
5
C. The Limitation and the Formulation of the Problem
1. The Limitation of the Problem
In conducting this Classroom Action Research, the writer limits the
problem to the implementation of Total Physical Response (TPR) to
develop students’ ability in using imperative sentences at VII grade
students of MTs. Islamiyah Sawangan in 2010/2011 academic year.
2. The Formulation of the Problem
To make the description of this study deeper, the researcher
formulates the problem as follow: “Can Total Physical Response (TPR)
develop students’ ability in using imperative sentences?” In addition “How
does TPR develop students’ ability in using imperative sentences?”
D. The Objective of the Study
The general purpose of this study is to evaluate the teaching learning
process of the English subject especially in teaching imperative sentences at MTs
Islamiyah Sawangan. More specially, the researcher expects that this paper will be
a great help to her and to other people, and this paper can give a better solution in
learning imperative sentences by using TPR method.
E. The Significance of the Study
The results of this study are expected for 3 groups of people. They are:
1. The teacher
The result of this research is expected to enrich the teachers’
knowledge in terms of the teaching English in using TPR method in
teaching imperative sentences at seventh year of students MTs
Islamiyah Sawangan.
2. The students
This research expected encourages the students mastering the English
lesson and improving their knowledge about imperative sentences, so
the students can use imperative sentence in the communication.
6
3. The further researcher
This study expected to give a new knowledge of the further researcher
to do the better research of teaching and learning cases.
F. The Organization of Writing
This research is divided into five chapters. Chapter one is introduction. In
this chapter the writer explains the background of study, the identification of the
problem, the limitation and the formulation of the problem, the objective of study,
the significance of study, and the organization of writing.
Chapter two is reference of area theory and research focus, it presents
the definition of imperative sentences, the form of imperative sentences, the uses
of imperative sentences, and reference of action intervention chosen, it presents
the definition of TPR, the design of TPR, the principle of TPR, the advantages
and disadvantages of TPR. Then, this chapter presents the relevant study, the
conceptual development of action and the action hypothesis.
Chapter three is research methodology. It presents the purpose of the
study, the time and place of the study, the method of the study, the subject and the
object of study, the writer’s role on the study, the research design, the classroom
action research procedures, the data and source of data, the instrument of data
collection, the technique of collecting data, the technique of data analysis. The
trustworthiness of study, and the criteria of action success
Chapter four is description, data analysis, result interpretation and
discussion. It consists of pre-implementing the action; it is about the result of pre-
observation, pre-interview and pre-test. Implementation of conducting the action
(cycle 1 and cycle 2), discussion of the data analysis after CAR, it is about the
result of post interview, the result of field note, and the result of post-test 1 in
cycle 1 and post-test 2 in cycle 2. Finally, consists of the interpretation of the test
result.
Chapter five is the last chapter in this study; it contains the conclusions of
the study and the suggestions made on the bases of the research finding that made
by the writer.
7
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the definition of imperative sentences, the form of
imperative sentences, the uses of imperative sentences. The definition of Total
Physical Response (TPR), the design of TPR such as: the objectives, the syllabus,
the teacher’s role, the learner’s role, and the activities. Then, it presents theprinciple of TPR, the advantages and the disadvantages of TPR, the relevant
study, the conceptual development of action and the action hypothesis.
A. Imperative Sentences
1. The Definition of Imperative Sentence
According to Murcia and Freeman imperatives are commands,
also known as directives, whose function is to get someone to do
something.4
Swan states imperative has exactly the same form as the
infinitive without to; it is used for giving orders, making suggestions,
and encouraging people to do things5
According to Azar, imperative sentences are used to give
commands, make polite requests, and give directions.6
4 Marianne Celce-Murcia and Diane Larsen Freeman, The Grammar Book: An ESL/EFLTeacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), p.232.
5 Michael Swan, Practical English Usage, (New York: Oxford University Press, 1980),p.314.
6 Betty Schrampfer Azar, Fundamentals of English Grammar, ( Englewood Cliffs, NewJersey: Prentice hall, 1985), p.70.
8
Based on the definitions above it can be assumed that
imperative sentences are sentences that request the person we are
speaking to do or not to do something, or imperatives sentences are
sentences that used by someone to give commands, request, directions
etc to other people for doing something.
A command is usually a sentence with an imperative verb, the
base form of the verb, without endings for number or tense. Leech and
Svartvik distinguish commands into two types:
1. 2nd person commands, example: shut the door.
2. 1st and 3rd person commands, 1st person command begin with let
me in the singular, or let’s in the plural, example: let me have alook at your essay, let’s go and eat. 7
According to Thomson and Martinet commands expressed by
the imperative divided into three kinds:8
1. The second person imperative, this has the same form as the
infinitive without to, example: Hurry! Wait! Stop!
2. The first person imperative
Form: let us (let’s) + infinitive without to: Let’s wait for Bill.3. The third person imperative
Form: let him/her/it/them+ infinitive without to: Let them go by train
Based on the explanations above the researcher concludes that
commands can be used in three ways, they are: command of the first
person, command of the second person and command of the third
person.
2. The Form of Imperative Sentence
The simple form of a verb is used in imperative sentences. The
understood subject of the sentence is you (meaning the person the
speaker is talking to).9
7 Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English: third edition(London: Longman , 2002), p. 265.
8 A. J. Thomson and A. V. Martinet, A Practical English Grammar: third edition,(Oxford: Oxford University Press, 1981), p.246.
9 Betty Schrampfer Azar, Fundamentals of English Grammar, ( Englewood Cliffs, NewJersey: Prentice hall, 1985), p.70.
9
The simple imperative, as in see, give, antedates inflection form
which along with interjection, like O! Ouch! Belongs to the oldest
forms of spoken speech. 10 Though the oldest imperative form, it is still
widely used, but now it is only one of many forms, for today the
expression of one’s will is no longer a simple mater as in the earliest
period when men were less differentiated and less sensitive.
Traditional grammarians have referred to the underlying
subject of imperative sentences as the “understood you.” In other
words, the subject of unmarked form of an imperative is the second
person singular or plural subject pronoun, you. 11
The basic forms of imperatives are:
a. The imperative does not usually have a subject, but it can be used
with one (a noun or pronoun) if it is necessary to make it clear who
is being spoken to.12
Example : Mary come here,
Somebody answer the phone etc
b. An imperative can be made more emphatic by putting do before it.
The form with do is also employed in entreaties and as an emphatic
prohibition or negative command, here usually with stressed 13
Example : Do go, please!
Do sit down
Do forgive me
c. Negative imperatives are constructed with do not (or don’t).
Example : Don’t worry
Do not lean out of the window.14
10 George O. Curme. English Grammar, (New York: Barnes and Noble, inc, 1966), p.249.11 Marianne Celce-Murcia, and Diane Larsen Freeman, The Grammar Book: An ESL/EFL
Teacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), p.228.12 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980),
p.314.13 George O. Curme. English Grammar (New York: Barnes and Noble, inc, 1966), p.250.14 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980),
p.314.
10
Negative imperatives are somewhat more complicated than their
affirmative counterparts. Three types of negative imperatives
occur:15
1.Don’t you run!(contracted negative; subject present)
2.Don’t run! (contracted negative; subject absent)
3.Do not run! (uncontracted negative; subject absent)
The use of don’t before an imperative provides a request or
suggestion not to do something, and you is used after don’t for
emphasis.16
Example : Don’t make so much noise!
Don’t you dare do that again!
d. Always and never come before imperative17. A final observation is
that it is possible to produce negative imperative by using the
preverbal adverb of frequency, “never” in initial position without
the do verb.18
Example : Always remember to smile
Never speak to me like that again
Never be late again! (Don’t you ever be late
again!)
e. Although do is not normally used with be to make questions and
negatives, do is used to make negative and emphatic imperatives of
be. Example : Don’t be stupid!
Don’t be late!
Do be quite!
f. Some languages have a first person plural ‘imperative’ form (used
to suggest that the group one is with should do something). English
15 Marianne Celce-Murcia and Diane Larsen Freeman, The Grammar Book: An ESL/EFLTeacher’s Course: second edition …, p.229.
16 A S Hornby, Guide To Patterns and Usage in English :second edition, (New York :Oxford University Press, 1975), p.195.
17 Michael Swan Practical English Usage, (Oxford: Oxford University Press, 1980),p.314.
18 Marianne Celce-Murcia and Diane Larsen Freeman, The Grammar Book: An ESL/EFLTeacher’s Course: second edition ..., p.231.
11
does not have this, but there is a structure with Let us (or Let’s) +
infinitive which has a similar meaning. 19
Example : Let’s go to the movies
Let’s have a party
And here is its negative form
Let’s not go to the movies
Don’t let’s get angry.
An imperative with let’s is a kind of suggestion, example: let’s
have coffee.20
g. Passive imperatives are often constructed with get.
Example : Get vaccinated as soon as you can
h. After imperatives, the question tags are will you? Won’t you?
Would you? Can you? Can’t you? And could you?
Example : Give me a hand, will you?
Be quite, can’t you?
i. There is a special way of using the imperative (followed by and…)
in which it is similar to and if-clause.21
Example : Walk down our street any day and you’ll see kids
playing football.
3. The uses of Imperative Sentences
At the risk of redundancy, the form and function link between
imperative and directives is not a categorical one-that is, one can
command or, less forcefully, request without using an imperative form:
Imperative : Help me, please.
Declarative : I need some help
Interrogative : could/can you give me a hand?
19 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980),p.315.
20 Elaine Kirn and Darcy Jack and Ellen Davis, Interaction 1 A communicative Grammar,( New York: McGraw-Hill Publishing Company, 1985), p.11.
21 Michael Swan,Practical English Usage, (Oxford: Oxford University Press, 1980),p.315.
12
And, conversely, the following list illustrates some of the function
in addition to commands that imperatives can be used for, depending on
the situational context:
Other uses of imperatives (in addition to commands) are:22
a. Offers, example : Have another biscuit.
b. Suggestion, let’s (always in this contracted form), and let is also used
in the imperative with an adverbial adjunct.
Example : Let’s start early.
Let the window down
Don’t let the dog out.
To make informal suggestions, we can use of suppose/supposing,
how/what about. 23
Example : Suppose you let me have a try
How/what about trying to do it my way?
Had better combines suggestion, and it conveys the idea ‘it would be
advisable or right to’
Example : We’d better start early.
c. Request forms24
1. Could you is a very useful request form, and used to make informal
request.
Example : could you please show me the way to….?
2. Will you/would you (please)
Example : will/would you please count your charge?
Would is more polite than will and students are advised to use it.
3. Perhaps you would……...implies confidence that the other person
will perform this service.
22 Marianne Celce-Murcia, and Diane Larsen Freeman, The Grammar Book: An ESL/EFLTeacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), pp.233-234.
23 A S Hornby, Guide To Patterns and Usage in English :second edition, (New York :Oxford University Press, 1975), p.197.
24 A. J. Thomson and A. V. Martinet, A Practical English Grammar: third edition,(Oxford: Oxford University Press, 1981), p.248.
13
Example : perhaps you would let me know when your new
stock arrives = please let me know
4. If you would……is an extremely useful request form. It is used in
spoken English for routine-type request which the speaker is quite
sure will be obeyed.
Example : if you’d just put your address…..
5. I should/would be very grateful if you would………is a formal
request form found chiefly in letters but possible in speech:
Example : I should be very grateful if you would let me know
if you have any vacancies…..
6. Would you be good/kind enough to keep me informed….?
Example : would you be so kind as to keep me informed…..?
7. Would you mind + gerund
Example : would you mind signing this form?
8. You might can express a very casual request.
Example : you might post these letters for me.
The difference between command and a request lies in the speaker’s
tone of voice and the use of please. Please can come at the beginning
or end of a request25: Open the door please,
Please open the door.
The word please may be omitted. However, including please make the
request sentence more polite (please may also inserted at the end,
instead of the beginning, of the sentence.) the negative word not is
used in request sentences when let’s or would (or another auxiliary)
appears in addition to the main verb. Don’t is used in the first pattern.
Example: please don’t open the door. 26
25 Betty Schrampfer Azar, Fundamentals of English Grammar, ( Englewood Cliffs, NewJersey: Prentice hall, 1985), p.70.
26 Robert Krohn, English Sentence Structure, (USA: The University of Michigan, 1971),p.66.
14
If the request is short, the noun may also follow the request –open thedoor, Robert. 27
d. Advice forms28
1. Must, ought to and should can be used for advice:
Example : you must read this book
2. You had better + infinitive without to:
Example : you’d better take off your wet shoes3. If I were you I should/would
Example : if I were you I’d buy a small car.4. Why don’t you …..? (can be either advice or suggestion)5. It is time you + past tense
Example : it is time you bought a new coat.
6. By using don’t…..Example : don’t forget your mother’s day29
e. Direction, example: Go left at the next corner
Could you tell me how to get to the post office?
f. Prohibition, it is often indicated by means of brief announcement, e g
with no and a gerund.30 and it also can use don’t.Example : No smoking!
Smoking not allowed.
Parking prohibited between 8 am and 6 pm
Don’t pick the flowers.g. Warning, example: Watch out!
h. Procedures, example: add a teaspoon of baking powder to the flour
i. Invitation, this is always a question. It requires an answer like yes or
no.31 Example: Would you like to go to the movies?
27 Marcella Frank, Modern English :A Practical Reference Guide, (New York: Prentice-Hall, inc, 1972), p.58.
28 A. J. Thomson and A. V. Martinet, A Practical English Grammar: third edition,(Oxford: Oxford University Press, 1981), p.249.
29Marianne Celce-Murcia, and Diane Larsen Freeman, The Grammar Book: An ESL/EFLTeacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), pp.234.
30 A S Hornby, Guide To Patterns and Usage in English :second edition, (New York:Oxford University Press, 1975), p.195.
31 Robert Krohn, English Sentence Structure, (USA: The University of Michigan, 1971),p.66.
15
j. Threats, example : Watch your step
k. Wishes, the use of wish in such contexts often indicates that the
speaker cannot or does not expect to exact obedience.32
Example : I wish you’d be quite.
B. Total Physical Responses (TPR)
1. The Definition of TPR
Total Physical Response (TPR) is one of new methods developed
by James Asher, a professor of psychology at San José State University,
California, USA, to aid learning foreign language. TPR is a language
learning method created around the coordination of speech and action; it
attempts to teach language through physical activity. It draws on several
traditions, including developmental psychology, learning the theory, and
humanistic pedagogy.33 TPR method is in harmony with the human
biological program because it uses body movements before and after
speech appears and it does not require the learner to speak before he is
ready, when the students call responds to commands correctly, one of
them can start giving instruction to other classmates.34 In TPR classroom,
students respond to commands that require physical movement. Total
physical response method was developed in order to reduce the stress
people feel when studying foreign languages and there by encourage
students to persist in their study beyond a beginning level of proficiency.35
TPR combined a number of other insights in its rationale.
Principles of child language acquisition were important. Asher noted that
children, in learning their first language, appear to do a lot of listening
before they speak, and that their listening is accompanied by physical
32 A S Hornby, Guide To Patterns and Usage in English …, p.195.33 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language
Teaching: A Description and Analysis …, p.87.34 Jeremy harmer, English Language Teaching, (Edinburg Gate: Pearson Education
Limited, 2001), p.90.35 Diane Larsen-Freeman, Technique and Principle in Language Teaching, (Oxford:
Oxford University Press, 1986), p. 109.
16
responses (reaching, grabbing, moving, looking, and so forth). 36 TPR is
based on the premise that the human brain has a biological program from
acquiring any natural language in the world including the sign language of
the deaf. The process is visible when we observe how infants internalize
their first language. 37 Asher looks to the way that children combine both
verbal and physical aspects. A child responds physically to the speech for
the parent. The responses of the child are in turn positively reinforced by
the speech of the parent. For many months the child absorbs the language
without being able to speak. With TPR the teacher tries to mimic this
process in class.38
In TPR, students listen and respond to the spoken target language
commands of their teacher. If they can perform the teacher’s instructions it
means that they know the meaning of the words. TPR has become a
command and effective means of introducing children and adults to a
foreign language, and in particular to listening, especially in early stage of
instruction. Using Physical response is usually a lot of fun for students and
provides excellent practice in both listening comprehension and memory.39
From the explanation above, it can be assumed that TPR places
more emphasis on the link between word and action. The main activity in
TPR is the students obey the command where a command is given in the
imperative. Therefore, it will be easier for the students to recall the verbs
they have learned if they use their body in learning imperative sentences.
The powerful method of TPR is best applied to introduce new verbs, new
vocabularies and new grammatical feature at any level.
36 H. Douglas Brown, Teaching by Principle An interactive Approach to LanguagePedagogy: second edition, ( San Francisco: Longman, 2001), p.30.
37 www.tprsource.com/asher.htm.38 www.tprworld.com/organizing.39 Rebecca L. Oxford, Language Learning Strategies: What Every Teacher Should Know,
(New York: Newbury House Publishers, 1990), p. 108.
www.tprsource.com/asher.htmwww.tprworld.com/organizing
17
2. The Design of TPR
a. The Objectives
The general objectives of Total Physical Response are to teach oral
proficiency at a beginning level. 40 Comprehension is a means to an end,
and the ultimate aim is to teach basic speaking skills. TPR aims to produce
learners who are capable of an uninhibited communication that is
intelligible to native speaker.
TPR was developed in order to improve the better result of
teaching learning process of a new language. Teachers who use TPR
believe in the importance of having the students enjoy their experience in
learning to communicate a foreign language.
According to Freeman, TPR was develop in order to reduce the
stress people feel when studying foreign languages and there by encourage
students to persist in their study beyond a beginning level of proficiency.41
From the statement above, there are some objectives of Total
Physical Response:
• Teaching oral proficiency at a beginning level.
• Using comprehension as a means to speaking
• Using action-based drills in the imperative form
b. The syllabus
The type of syllabus Asher uses can be inferred from an analysis of
the exercise types employed in TPR classes. This analysis reveals the use
of a sentence-based syllabus, with grammatical and lexical criteria being
primary in selecting teaching items. TPR requires inititial attention to
meaning rather than to the form of items. Grammar is thus taught
inductively. Grammatical features and vocabulary items are selected not
according to their frequency of need or use in target language situation but
40 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in languageTeaching: A Description and Analysis, (Cambridge: Cambridge University Press, 1986), p.91
41 Diane Larsen-Freeman, Technique and Principle in Language Teaching, (Oxford:Oxford University Press, 1986), p. 113.
18
according to the situation in which they can be used in the classroom and
the ease with which they can be learned. 42
c. The Learners role
Learners in TPR have the primary roles of listeners and
performers. They listen attentively and respond both individually and
collectively. They have little influence over the content of learning since
the content is determined by the teacher who must follow the imperative
form for lesson43
According to Freeman, the students are imitators of the teacher’s
nonverbal model. There will be a role reversal with individual students
directing the teacher and the other students.44 In TPR, learners monitor and
evaluate their own progress. They are encouraged to speak when they feel
ready to speak that is when a sufficient basis in the language has been
internalized.
d. The Teachers role
In the teaching learning process using TPR method, teacher plays
an active and direct role. According to Freeman, teacher is the director of
all students’ behaviors.45
Asher as quoted by Richard and Rodgers, states “The instructor is
the director of a stage play in which the students are the actors”.46 It means
that teacher is the one who decides what to teach, who models and
presents the new material, and who selects supporting materials for
classroom use. Teacher is encouraged to be well prepared and well
organized so that the lesson flows smoothly and predictable.
42 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in languageTeaching: A Description and Analysis …, p.92.
43 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in languageTeaching: A Description and Analysis …, p.92.
44 Diane Larsen-Freeman, Technique and Principle in Language Teaching …, p. 113.45 Diane Larsen-Freeman, Technique and Principle in Language Teaching …, p. 113.46 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language
Teaching: A Description and Analysis …, p.93.
19
f. The Activities
Imperatives drills are the major classroom activity in TPR. They
are typically used to elicit physical actions and activity on the part of the
learners. 47 The 4 basic types of TPR exercise are:
1. Single commands and descriptions.
2. Action series (action sequences, dialogue, etc).
3. Natural action dialogue (role playing dialogue and skits).
4. Action role playing without prepare script.
3. The Principle of TPR
Before applying the TPR method for teaching a foreign language,
in this case is English, a teacher should understand its principles well so he
will be able to use it properly in the teaching learning process. According
to Freeman several principles of TPR are as followed:
a. Meaning in the target language can often be conveyed through action.
Memory is activated through learners’ response. The target language
should not be presented in chunks; not just word by word.
b. The students’ understanding of the target language should be
developed before speaking.
c. Students can initially learn one part of the language rapidly by moving
their bodies.
d. The imperative is powerful linguistic device through which the teacher
can direct student behavior.
e. Students can learn through observing actions as well as by performing
the action themselves.
f. Feeling of success and low anxiety facilitate learning.
g. Students should not be made to memorize fixed routines.
h. Correction should be carried out in an unobtrusive manner.
47 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in languageTeaching: A Description and Analysis …, p.92.
20
i. Students must not develop flexibility in understanding a novel
combination of target language chunks. They need to understand more
than the exact sentences used in training.
j. Language learning is more effective when it is fun.
k. Spoken language should be emphasized over written language.
l. Students will begin to speak when they are ready.
m. Students are expected to make errors when they first begin speaking.
Work on the fine details of the language should be postponed until
students have become somewhat proficient.48
According to the principles above, it can be assumed that students
will understand the meaning of the vocabulary items easily if they use
their bodies while they are learning. In the learning, students should feel
successful and they do not feel pessimistic. A teacher should be careful in
correcting the students’ mistakes. Correcting the mistakes improperly will
make the students fell desperate. Therefore, an English teacher must be
able to create flexibility in the class room. Another important thing is that
the new vocabulary should be presented in a context not word by word.
4. The Advantages of TPR
It is fun and easy. Students will enjoy getting up out of their chairs and
moving around.
Simple TPR activities do not require a great deal of preparation on the
part of the teacher. However, some other more complex applications
might.
It is good for kinesthetic learners who need to be active in the class.
It is a good tool for building vocabulary.
It is memorable. Actions help strengthen the connexions in the brain.
Class size need not be a problem.
48 Diane Larsen-Freeman, Technique and Principle in Language Teaching …, pp. 111-113.
21
TPR seems to work effectively for children and adults. There is no age
barrier." according to Asher.
5. The Disadvantages of TPR
Whilst it can be used at higher levels TPR is most useful for beginners.
It is also at the higher levels where preparation becomes an issue for
the teacher.
Students are not generally given the opportunity to express their own
thoughts in a creative way.
It is easy to overuse TPR. "Any novelty, if carried on too long, will
trigger adaptation." Asher writes, "No matter how exciting and
productive the innovation, people will tire of it."
The teacher may find that it is limited in terms of language scope.
Certain target languages may not be suited to this method.
It can be a challenge for shy students. 49
C. The Relevant Study
This section is devoted to the previous study specially those deal with the
teaching of grammar and vocabulary using total Physical Response (TPR), to
prove that teaching imperative sentences through TPR was succeed at MTs.
Islamiyah Sawangan, the writer gave two examples of people who used TPR and
all of them can achieve the target but in different material. They are:
Abdul Rohim (102014023775) 2009, Teaching Preposition of Location
Based on Total Physical Response (TPR) (An Experimental Study at SMP
Islamiyah Sawangan Depok). He has analyzed and evaluated an aspect in
teaching preposition location through TPR. It shown that the use of TPR in
teaching preposition location has good influence, and that all are indicated on the
49 http://en.wikipedia.org/wiki/Total_Physical_Response.
22
result of the research. It can be seen from different of mean score of the post-test.
TPR method can be understood easily in studying preposition of locations.50
In line with the Abdul Rohim’s findings, Rizqi Amalia (100014018045)
2009. Teaching Vocabulary through Total Physical Response (A Pre-
experimental Study at the third grade students of SDN Margajaya V Bekasi
Selatan). Her result of the research states that TPR has shown positive significant
difference in vocabulary teaching and learning process. It can be seen based on
the students’ post-test scores in learning vocabularies by using TPR are higher
than the students’ pre-test that don’t use TPR method. Next, TPR also can
improve the students’ interest in learning English vocabularies because the
students felt interest in learning, felt fun, enjoy and can reduce their stress in
learning English. 51
Different from the previous skripsi that have been explained above, the
writer focuses on the using Total Physical Response (TPR) of teaching imperative
sentences in conducting the Classroom Action Research (CAR) to develop
students’ ability in using imperative sentences.
D. The Conceptual Development of Action
There are many methods used in teaching language to children. Total
Physical Response, a method developed by Asher, is one of methods in teaching
language that may support to realize the expected situation. It can also be
presented by using a game that is appropriate to the learners’ characters. Total
Physical Response (TPR) was developed to reduce the stress people feel when
studying foreign languages. One of the primary ways this is accomplished is to
allow learners to speak when they are ready. As one of various grammatical
structures, imperative sentences should be taught and practiced as a means of
communication. To realize this goal, learning process of imperative sentence
50 Abdul Rohim. Teaching Preposition of Location Based on Total Physical Response(TPR) (An Experimental Study at SMP Islamiyah Sawangan Depok), (Jakarta: State IslamicUniversity, 2009), Unpublished Skripsi.
51 Rizqi Amalia. Teaching Vocabulary through Total Physical Response (A Pre-experimental Study at the third grade students of SDN Margajaya V Bekasi Selatan), (Jakarta:State Islamic University, 2009), Unpublished Skripsi.
http://en.wikipedia.org/wiki/Total_Physical_Response
23
should be appeared in a context of student’s life. By using the Total Physical
Responses, it is hoped that the teacher will be able to motivate them to learn and
pay attention to the material presented by the teacher, and finally, they are able to
understand English well, and it will encourage students to learn English more
effectively and help students to understand the concept of imperative sentences.
E. The Action Hypothesis
The action hypothesis that proposed in this research is “By using Total
Physical Response (TPR) method in teaching imperative sentences can develop
students’ ability in using imperative sentences at VII grade students of MTs
Islamiyah Sawangan Depok academic year 2010/2011”.
24
CHAPTER III
RESEARCH METHODOLOGI
This chapter presents the purpose of the study, the time and place of the
study, the method of the study, the subject and the object of study, the writer’s
role on the study, the research design, the classroom action research procedures,
the data and source of data, the instrument of data collection, the technique of
collecting data, the technique of data analysis. The trustworthiness of study, and
the criteria of action success
A. The Purpose of the Study
The purposes of this action research are ; first, to improve the student’s
ability in using imperative sentences through TPR at MTs Islamiyah Sawangan,
second, to solve the teacher’s problem in teaching imperative sentences, finally, to
improve aspects of the teaching or to evaluate the success of teaching learning
activities.
B. The Time and Place of the Study
This Study was carried out from July to September 2010. The place was at
VII grade students of MTs Islamiyah Sawangan Depok, academic year
2010/2011.
25
C. The Method of the Study
Based on the purposes of the research, the method used in this study is
Classroom Action Research (CAR) method. According to Kemmis and Mc
Taggart as quoted by Nunan state that action research is a group of activity and a
piece of descriptive research carried out by a teacher in his or her own classroom,
without changing the phenomenon under investigation.
There are some definitions of action research stated by some experts.
According to Kemmis quoted by D. Hopkins defined action research as following:
“Action research has been defined as a form of self-reflectiveenquiry undertaken by participants in social situations in orderto improve the rationality and justice of their own social oreducational practices, as well as their understanding of thesepractices and the situation in which these practices are carriedout”.52
Based on the statement above it can be concluded that action research is a
series of procedures, a group of activity and a piece of descriptive research carried
out by a teacher in the classroom in order to improve aspects of teaching or to
evaluate the teaching learning activities.
D. The Subject and the Object of Study
1. The Subject of Study
The subject that was observed in this study was the students of
Junior High School at grade VII MTs. Islamiyah Sawangan, academic year
2010/2011. The number of students consists of 24 (twenty four), 11 girls
and 13 boys.
2. The Object of Study
The object of this study is Total Physical Response (TPR) to
develop student’s ability in using imperative sentences.
52 D. Hopkins, A Teacher’s Guide To Classroom Research, (Bristol: University Press,1993), p. 44.
26
E. The researcher’s role on the Study
In this research, the researcher acts as teacher, planner, executor, and
reporter. The position of the researcher is the main executor. The researcher
making planning, doing the action planning, making test before CAR (Pre-test)
and after CAR (post-test) in each final cycle, observing, collecting and analyzing
the data and reporting the result of the research. Besides, the researcher is helped
by the English teacher and she acts as observer.
F. The Research Design
This action research would be carried out through two cycles. Each cycle
was consisted three meetings. Both cycles consisted of teaching and learning
process and tests. Before conducting the teaching and learning activity, the
researcher gave a pre-test, and post-test was given at the last of each cycle.
In order to be clear, the researcher would like to present the Kurt Lewin’s
action research design. It contains four phases: planning, acting, observing and
reflecting.
27
Figure 3.1
The Kurt Lewin’s Design
(Adapted from Wijaya Kusumah and Dedi Dwitagama)
Cycle 1
Observing
Cycle 2
Planning
Acting
Reflecting
Planning
Reflecting
Observing
Acting
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Figure 3.2
The Activity Phases of CAR modified by the writer
Cycle1
Cycle2
The teacher makes the lesson planShe Chooses the appropriate material and interesting
topicShe prepares the form of observationShe prepares the form of evaluation and post-test I
The teacher conducts the lesson planShe teaches the simple command,
positive and negative imperativeShe asks the students to perform the
dialogue in a pair.
The teacher observes the students’ activity,pronunciation and response, the class condition andsituation. Then she writes other additionalinformation on the field noteShe gives a post-test after conducting the last cycle
The teacher and the observerdiscuss collaboratively aboutstudents’ achievement and the resultof acting phaseThe teacher and observer evaluate
the teaching and learning processShe revises the action planning
The teacher and the observer revise the lesson plan,reselect the material and topicThe teacher prepares the form of observationPrepares the form of evaluation and post-test II
The teacher conducts the new lesson plan,she teaches a new material about the politeimperative by using please and suggestionby using let’s.
The teacher observes the students’ activityand class situation, she also rewrite otherinformation on the field noteShe gives the post-test II after the final
cycle II
The teacher and the observer discussthe result of the cycle II, if it isachieve the criteria of actionsuccess, the next cycle is stopped
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G. The classroom Action Research (CAR) Procedures
The Classroom Action Research using Kurt Lewin’s consists of four
phases within one cycle; those are planning, acting, observing and reflecting. To
make and to tell what happens in each phase, the researcher would like to give the
explanation one by one of the phases in order to make this research deeper, here
are the explanations:
1. Planning
In this phase, the writer as English teacher makes lesson plan based on the
issue in classroom. The writer and the observer conduct Action Research
collaboratively. The purpose of this phase is to develop students’ ability in using
imperative sentences. Before implementing it, the writer made some planning in
this phase, the planning as follows:
a. The researcher and the observer discuss about the steps which must be
done in this research.
b. The researcher planned the scenario of teaching learning based on the
curriculum and syllabus, such as:
Prepared the lesson plan based on the indicators.
Prepared an interesting topic
Chose the method that used in teaching imperative sentences
Prepared the media to support the teaching learning process
Prepared the form of observation
And prepared the form of test.
2. Acting
Acting performed by the researcher to solve or answer the problem by
analyzing classroom organization, or who needs to be a collaborator, and who will
take the test. Based on the planning above the researcher acted the scenario of
teaching learning process, with the material which has been planned.
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3. Observing
In this step, the researcher or the teacher writes what all happened in the
classroom during acting. In doing the observation, the researcher used field note
to support the data. It is about class situations, student’s participant and
pronunciation of the students. Collecting the data needs observation or assessment
format which is arranged to accurate of performing scenario acting from time to
time and the impact toward the process of teaching and learning activities in the
classroom.
4. Reflecting
Reflecting is a step for processing the data which the researcher finds
when acting observation. The data are interpreted and looked for explanation,
analyzed, and synthesized. In processing the data may involve collaborator as
happens during observing. The collaboration is done by the researcher and teacher
as the observer. His participation in this part just helps the researcher accurate to
do reflecting and evaluating. If the researcher still found the problem in this
phase, so she must continue to the next cycle concerning re-planning, re-acting,
and re-observing.
H. The Result of Action Intervention.
The successful of using Total Physical Response (TPR) are divided into
several categories. They are: first, by using TPR expected develop students’
understanding in learning imperative sentences, reduce their stress and create a
positive mood in teaching learning process. Second, it can develop students’
ability in using imperative sentences. Third, it can improve students’ score in pre-
test up to post-test. Finally, they can pass the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) sixty five (65).
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I. The Data and Source of Data
1. Data
Data in this study were about the observation of the data and the
research of the data. Observation of the data is the data which is used to
control the acting that was in line with the planning and the result.
Meanwhile, the research of the data is about the students’ ability in using
imperative sentences.
2. Source of Data
Source of data in this study was the VII grade students of MTs.
Islamiyah Sawangan, academic year 2010/2011. They consisted of 24
students, 11 girls and 13 boys.
J. The Instrument of Data Collection
The instruments of data collection that is used by the researcher are: first,
test. It was used to know the students’ achievement in understanding imperative
sentences, the teacher gave 3 tests, they are pre-test, post-test after cycle 1, and
post-test after cycle 2. The items were consisted of 20 items in multiple choices.
Second, observation, it was conducted before and after implementation of
Classroom Action Research (CAR), in doing this observation the researcher
prepared structured form of observation for each cycle, and the observer gave the
score by choosing “yes or no”. If he chose “yes” so the score is one (1). To know
the percentage result of this observation, the researcher used the formula: (See the
appendix).
The result of Percentage : Items number X 100% Maximum score
Third, interview, it was conducted before and after
implementation of CAR. The interview that was conducted before
implementation of CAR are to know the condition and problem in
teaching grammar, the students’ difficulties in learning grammar,
the teacher’s solution and method that used in teaching grammar.
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And the interview that was conducted after implementation of CAR
are to know the success of using TPR, the teacher’s opinion about
the method, the teacher’s feeling after knew the students’ result,
the teacher’s motivation for using TPR in teaching imperative
sentences. (See the appendix). Finally, field note, it was used to
observe and to know the activities of teacher and students in
teaching learning process. They were about the class situation, the
students’ participants and the students’ pronunciations.
K. The technique of Collecting Data
All kinds of researches need the data to support the investigation. This
study used some appropriate techniques based on the students’ condition and
environment. Techniques of collecting data used in this study are qualitative data
(experience-based), it consists of observation, interview and field note. Next
quantitative data (number-based), it consists pre-test and post-test, the completely
explanation as follows:
1. Observation
The observer conducted the observation directly toward English teaching
and learning-process in MTs. Islamiyah Sawangan 2010/2011 Academic Year
before implementing of The classroom action research to know the students’ and
teacher’s problem in teaching learning process. The writer observed students’
understanding in learning imperative sentences and the method that used by the
English teacher in teaching learning process.
2. Interview
The interview was conducted before doing an action, in order to know the
information about condition and problem in teaching and leaning activities. And it
also was done after accomplishing CAR to get data about success of
implementation TPR in teaching imperative sentences. First interview was
33
conducted to the English teacher on Wednesday 28th July 2010, and the second
interview was conducted on 3rd September 2010.
3. Field notes
Field notes are used to observe and to know the situation and the activities
during the teaching and learning process, such as how the teachers carry out the
material and the students’ response. In this study, there were three components
that the researcher would observe, they were:
a. The Class Situation
If there were a lot of students enthusiastically raising their hands when
she asked them, she would conclude that they gave much attention to her
explanation during the study.
b. The Participation of the Students
If the students did what the teacher ordered, she would conclude that
they were motivated to be active.
c. The pronunciation of the Students
If the students could pronounce the vocabulary given in the last of each
cycle better than in the beginning of each cycle, she would conclude that they
were in progress.
4. Test
Test is used for getting data of study result and student’s activity in
teaching and learning. The researcher used pre-test and post-test in this study. The
pre-test is done before implementing TPR method, the researcher gave 20 items, it
consists of 20 items in multiple choices. Meanwhile, the post-test is done after
implementing TPR method. The students would be tested by giving them 20
items; it consists of 20 items in multiple-choice. And it was conducted on every
second action of each cycle.
34
The aims of using these techniques above were to know the students’
responses during the activities, to support the action research, and to find out what
extent was the students’ achievement in learning imperative sentences using Total
Physical Response and their progress.
L. The technique of Data Analysis
The researcher used qualitative data in this study; it consists of observation
of student’s activities in teaching learning process, interview which is done beforeand after implementation of CAR and field note. The researcher tried to get the
mean of student’s score in learning imperative sentences in analyzing thenumerical data, it is used to know how far and well the student’s score for eachcycle, and the teacher will know how far the students understand and mastery
about the material that has been taught. It is done by the teacher per action within
each cycle. It used the formula:53
X = x
n
X = Mean
x = Individual score
n = numbers of students.
After that the researcher tried to get the class percentages which pass the
KKM 65 (sixty five). It used the formula:54
P = F X 100%
N
P = The class percentage
F = Total Percentage score
N = Number of students
53 Sudjana, Metode Statistika, (Bandung: PT. Tarsito, 2002), p.67.54Anas Sudjono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.43.
35
Finally, after getting mean of student’s score per action, the researcheranalyzed the student’s improvement score from post- test in each cycle. Inanalyzing that, the researcher used the formula:55
P = y1-y X 100%
y
P = Percentage of student’s improvement
y = Pre-test result
y1 = Post-test 1
P = y2-y X 100%
y
P = Percentage of student’s improvement
y = Pre-test result
y2 = Post-test 2
M. The Trustworthiness of Study
In Trustworthiness, the researcher will discuss about data collection in
every observation from performing action research cycles are analyzed
descriptively by using percentage to see tendency that happened in learning
activity.
In analyzing the test items, the writer uses four ways to know the
trustworthiness of the data as follow:
1. Difficulty item
The researcher analyzes the student’s test. Then categorized into high,
medium or low. In this study result the researcher compares the difficulty item
55 David E. Meltzer, The Relationship between Mathmatics Preparation and ConceptualLearning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:Department of Physics and Astronomy, 2008), p.3.
36
analysis by comparing students who answer correctly with all of students who
follow the test. The formula which is used is:56
P = R
T
P = Index of difficulty
R = The total number of students who selected the correct answer
T = The total number of students including upper and lower group.
The Criterion using as follows:57
Table 3.1
The Classification of Difficulty Level
ID REMARK
0 - 0.30 High
0.30 - 0.79 Medium
0.80 – 1.00 Low
2. Discriminating Power
In analyzing success grade and in analyzing the examine test items, the
researcher used discriminating power to know performance of the test through
distinguishing students who get high achievement and low achievement. Next the
researcher categorized in classification bad, ok, good and very good. Here is the
formula of discriminating power:58
56 Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall,1982), p.102
57 John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p.246.
58 Wilmar Tambunan, Evaluation of Students Achievment, (Jakarta: Depdiknas, 1998),p.139
37
D = U - L
N
D = The Index of discriminating power
U = The number of pupils in the upper group who answered the item
correctly
L = The number of pupils in the lower group who answered the item
correctly
N = Number of pupils in each of the group.
Then, the writer uses the criterion of discriminating power as follow:59
Table 3.2
The Classification of Discriminating Power
DISCRIMINATING
POWER
REMARK
0.6 – 1.0 Very good
0.4 - 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
3. Reliability of Test
Reliability refers to the consistency of evaluation results. If we obtain
quite similar scores when the same test administrated to the same group on two
different occasions, we can conclude that our result have a high degree of
reliability from one occasion to another. Reliability is intimately related to the
type of interpretation to be made. For some uses we may be interested in asking
59 J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
38
how reliable our evaluation result is over a given period of time, and for other.
How reliable they are over different sample of the same behavior.
After analyzed the data, to check the reliability of the test, the writer used
the formula:60
k St2 - Σpi.qi
rtt =k-1 St
2
rtt = The reliability of instrument
k = The total of number item
St2 = The total of varians
pi = The proportion of pupil answering each item correctly
qi = The proportion of pupil answering each item uncorrectly
(q = 1- p)
Σpiqi = The total of pi.qi
Table 3.3The Classification of Reliability test
Reliable Level REMARK
0.91 – 1.00 Very High
0.71 – 0.90 High
0.41 – 0.70 Enough
0.21 – 0.40 Low
< 0.21 Very Low61
4. Validity of Test
60 Mudjijo, Tes Hasil Belajar, (Jakarta: Bumi Aksara, 1995), p. 58.61 Suharsimi Arikunto, Dadar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2006),
p. 24.
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Basically validity is always concerned with the specific use to be made of
the result and with the soundness of our proposed interpretations. Validity is
always specific to some particular use, it should never be considered a general
quality. The substantial thing in evaluating the data of this research in order to
know that data is valid or not. There are three main strategies have traditionally
been used to investigate validity: content validity, construct validity and criterion-
related validity.62 In this research, the writer examines the test based on the
content validity. Content validity is considered with the material that the students
have learned. The test should concern with the materials that the students have
learned.
N. The Criteria of the Action Success
The researcher will know the students’ success and failure in doing this
action research by referring to the criteri
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