TOTAL PHYSICAL RESPONSE (TPR) METHOD USED BY KINDERGARTEN TEACHER AT LITTLE CAMEL MOJOKERTO THESIS By: ERIKA ADI PRASTYANI 201110100311312 UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH DEPARTMENT 2016
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
TOTAL PHYSICAL RESPONSE (TPR) METHOD USED BY
KINDERGARTEN TEACHER AT LITTLE CAMEL MOJOKERTO
THESIS
By:
ERIKA ADI PRASTYANI
201110100311312
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
2016
TOTAL PHYSICAL RESPONSE (TPR) METHOD USED BY
KINDERGARTEN TEACHER AT LITTLE CAMEL
MOJOKERTO
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
ERIKA ADI PRASTYANI
201110100311312
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
2016
ii
i
ii
MOTTO AND DEDICATION
“Never give up hope of Allah’s Mercy. Certainly no one despairs of Allah’s Mercy, except the people who disbelieve”
(2.S. Yusuf :87)
“Allah SWT would not change the one’s condition unless they change
themselves”
(Q.S. 13:11)
“I am only one, but I am still one. I cannot do everything, but still I
can do something, and because I cannot do everything I will not
refuse to do something that I can do”
(Hellen Keller)
DEDICATION
I dedicated my thesis to:
My beloved mother (Sri Nur Wahyuni), father (Suwadi)
Thanks for everything you give the best for me, for every support, prayer,
attention, and love. “I love you so much”
My little sister (Elva Dwi Kurnia), thanks for your support,
Be a good girl and get your success
My lovely man (Bripda M. Agus Arianto), thanks for your love and care
All my bestfriends, thanks for your support and pray
iii
iv
ACKNOWLEDGEMENTS
All my grateful prayers are praised to Allah SWT who has given the
opportunity to me to finish my thesis, also my prayers are praised too for my
beloved Prophet Muhammad SAW who has given powerful guidance from
uneducated era to the education era.
The writer would like to express her deepest gratitude to Dr. Sri
Hartiningsih, M.M., her first advisor and Riski Lestiono, M.A., her second
advisor, for their patience in providing careful guidance, helpful correction,
indefatigable advice as well as suggestion and encouragement.
Her sincere gratitude and appreciation are also extended to the head master
and teacher at Little Camel Islamic School who had given her the opportunity to
conduct the research.
Finally, a special thank goes to her beloved parents (Suwadi and Sri Nur
Wahyuni), her little sister (Elva Dwi Kurnia), her lovely man (Bripda M. Agus
Arianto), her close friends (Nova, Rifka, Finna, Arum, Sukma, Pras, Eka, Novi,
Astri) for love, prayer, motivation, attention, patience in providing careful
guidance and the unforgettable moments, so that she can finish this thesis.
Malang, February 2016
Erika Adi Prastyani
v
TABLE OF CONTENTS
APPROVAL ................................................................................................ i
LEGALIZATION ....................................................................................... ii
MOTTO AND DEDICATION .................................................................... iii
ORIGINALITY DECLARATION ............................................................. iv
ABSTRACT ................................................................................................. v
ACKNOWLEDGEMENTS ........................................................................ vi
TABLE OF CONTENTS ............................................................................. vii
CHAPTER I INTRODUCTION
1.1 Background of Study ...................................................................... 1
1.2 Statement of Problems .................................................................... 5
1.3 Purpose of Study ............................................................................. 5
1.4 Significance of Study ...................................................................... 5
1.5 Scope and Limitation ...................................................................... 6
1.6 Definition of Key Terms ................................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Language Teaching ........................................................................... 8
2.2 Teaching English for Young Learner ............................................... 10
2.3 Kindergarten ........................................................................................ 12
2.3.1 Definition of Kindergarten .................................................... 12
2.3.2 Characteristics of Kindergarten ............................................. 13
2.4 Teaching Method ............................................................................ 15
2.4.1 Grammar Translation Method ............................................... 16
2.4.2 Direct method ........................................................................ 17
vi
2.4.3 Audio-Lingual Method ........................................................... 17
2.4.4 Silent Way ............................................................................. 17
2.4.5 Desuggestopedia ..................................................................... 18
2.4.6 Community Language Learning ............................................. 18
2.4.7 Total Physical Response ......................................................... 18
2.4.8 Communicative Language Teaching ..................................... 18
2.5 Total Physical Response ................................................................. 19
2.5.1 Definition of Total Physical Response .................................. 19
2.5.2 Characteristics of Total Physical Response ............................ 19
2.5.3 Principles of Total Physical Response .................................. 21
2.5.4 Functions of Total Physical Response ................................... 22
2.5.5 Procedures of Total Physical Response ................................. 23
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................. 26
3.2 Research Subject ............................................................................. 27
3.3 Data Collection ................................................................................ 28
3.3.1 Instrument .............................................................................. 28
3.3.1.1 Observation Checklist ............................................... 28
3.3.1.2 Interview Guide ......................................................... 29
3.3.2 Procedures of Data Collection ................................................ 30
3.4 Data Analysis .................................................................................. 31
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ............................................................................ 32
4.1.1 The Way TPR Method was Implemented by Kindergarten
Teacher at Little Camel Mojokerto ....................................... 32
4.1.2 The Problems Faced by Kindergarten Teacher in Applying
TPR Method at Little Camel Mojokerto ................................ 45
4.1.3 The Way the Teacher Solved the Problems in Applying
TPR Method at Little Camel Mojokerto ................................ 46
vii
4.2 Discussion ........................................................................................ 47
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ...................................................................................... 50
5.2 Suggestions ...................................................................................... 51
5.2.1 For the English Department Students .................................... 51
5.2.2 For Kindergarten Teacher ....................................................... 51
5.2.3 For the Next Researcher ........................................................ 52
REFERENCES
APPENDICES
viii
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. Edisi
Revisi. Jakarta: PT. Rineka Cipta.
Ary, Donald; Jacobs, Lucy C & Razavieh. 2002. Intoduction to Research in
Education. Sixth Edition. New York: Holt, Rineharth, and Wadsworth,
Inc.
Ary, Donald; Jacobs, Lucy C & Razavieh. 2006. Intoduction to Research in
Education. Seventh Edition. New York: Holt, Rineharth, and
Wadsworth, Inc.
Ary, Donald; Jacobs, Lucy C & Razavieh. 2010. Intoduction to Research in
Education. Eigth Edition. New York: Holt, Rineharth, and Wadsworth,
Inc.
Beckman, Leslie, Opp & Klinghammer, Sarah J. 2006. Shaping the Way We
Teach English: Successful Practices Around the World. Eugene.
University of Oregon. Retrieved from http://www.uoregon.edu
Brown, Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language pedagogy. Second Edition. Addison Wesley Longman, Inc.
Pearson Education Company. San Fransisco State University.
Cameron, Lynne. 2005. Teaching Language to Young Learners. Cambridge.
Cambridge University Press.
Celce & Murcia. (Ed.). 2001. Teaching English as a Second or Foreign
Language. Third Edition. USA. Heinley & Heinley.
Cohen, Louis. Manion, Lawrence. Morrison, Keith. 2007. Research Methods in
Education: Sixth Edition. New York. Routledge.
Fadillah, Misra. 2010. The Effectiveness of Teaching Vocabulary through Total
Physical Response Method (An Experimental Study at the Seventh Grade
Students of MTs Khazanah Kebajikan Pondok Cabe Ilir). Jakarta.
Islamic State University of Syarif Hidayatullah.
ix
Fraenkel, Jack, R. & Wallen, Norman, N. 2004. How to Design and Evaluate
Research in Education: Seventh Edition. New York. McGraw-Hill
Companies, Inc.
Gordon, Jeanette. 2008. Total Physical Response: A Strategy for Beginning ELLs.
Illinois Resource Center. Retrieved from www.thecenterweb.org
Herlina & Indrati, Yuke. 2010. Sejarah Perkembangan Kurikulum Taman Kanak-
Kanak Di Indonesia Dari Masa Ke Masa. Jakarta. Pusat Kurikulum
Badan Penelitian Dan Pengembangan Kementerian Pendidikan Nasional
Larsen, Dianne & Freeman. 2000. Techniques and Principles in Language
Teaching: Second Edition. New York. Oxford University Press.
Maroto, Luisa, M. P., Garrido, Carlos, S., & Fuentes, Elena, M. 2010. Total
Physical Response Approach and Activities in the Language Classroom.
Masi. 2014. Intergrated Kindergaten Curriculum: A Holistic Approach to
Children’s Early Learning. Northwest.
Mcmillan, James H. 2001. Educational Research Fundamentals for the
Consumer: Third Edition. Virginia. Harper Collins Publishers Inc.
Patel, M. F. & Jain, Praveen. 2008. English Lnguage Teaching: Methods, Tools,
and Techniques. Jaipur. Sunrise.
Permatasari. 2014. A study on Total Physical Response (TPR) in teaching English
vocabulary to the first grade of SDN Gading – Kasri Malang. Malang.
University of Muhammadiyah Malang.
Richard, Jack, C. & Rodgers, Theodore, S. 1999. Approaches and Methods In
Language Teaching: A description and Analysis· Cambridge. Cambridge
University Press.
Richard, Jack, C. & Rodgers, Theodore, S. 2001. Approaches and Methods In
Language Teaching: Second Edition. Cambridge. Cambridge University
Press.
Scott, Wendy, A. & Ytreberg, Lisbeth, H. 2000. Longman Keys to Language
Teaching: Teaching English to Children. London. Longman.
________. 2014. The Kindergarten Guide 2014. Department of Education and
Early Childhood Development. Melbourne. Group State of Victoria.
Related Documents
