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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
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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: [email protected]

    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:[email protected]

  • 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

  • 28

    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

  • 29

    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.

  • 30

    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).

  • 31

    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.

  • 32

    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.

  • 39

    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