THE EFFECTIVENESS OF
TEACHING VERB BY
USING TOTAL PHYSICAL RESPONSE AT SEVENTH GRADE
IN SMP N 8
MATARAM
IN
ACADEMIC YEAR 2012/1013
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INTRODUCTION
1.1
Background
of the Study
Language
as a means of communication plays very important role in social relationship
among human beings. English as one of the international language is very
important since it requires as a bridge of comunication. In Indonesia, English
is one of the compulsory subjcts which is taught in junior high school, senior
high school and university as the first foreign language.
English is the first
foreign language taught to the students of junior high school. Teaching English
in junior high school especially in grade seventh at SMPN 8 Mataram has been
accepted in Indonesia in line with the government’s plan on the
nine-year-basic-education. In the junior high school, English is to be taught
as one of the prime content. The aim of teaching English in the junior high
school is to motivate them to be ready and have self-convident in larning English
at higher level of education.
According to the KTSP
curriculum, the objective of teaching English to the junior high school
students as a prime content course of study that they are expected to have the
skill of the language in simple sentence of English, with the emphasis to have
speaking skill using selected topics related to their environmental needs such
as tourism industry (Depdikbud, 2004: 2).
In this study, the
writer will focus on teaching English verb considering that verb constitutes
the knowledge of meaning which is one of the components of the language.
Learning the language cannot be separated from studying verb. It is very
essential to improve the four language skills that are very useful in
conducting communication and studying other language.
A verb, from the Latin verbum
meaning word, is a word (part of speech) that in syntax conveys an action (bring, read, walk,
run, learn), an occurrence (happen, become), or a
state of being (be, exist, stand). In the usual
description of English,
the basic form, with or without the particle
to, is the infinitive.
In many languages, verbs are inflected (modified in form)
to encode tense,
aspect,
mood
and voice.
A verb may also agree with the person,
gender,
and/or number
of some of its arguments, such as its subject,
or object.
In many languages, verbs have a present tense, to indicate that an action is
being carried out; a past tense, to indicate that an action has been done; and
a future tense, to indicate that an action will be done.
The verb is perhaps the most important part of the sentence. A verb or compound verb asserts
something about the subject of the
sentence and express actions, events, or states of being. The verb or compound
verb is the critical element of the predicate of a sentence. (http://en.wikipedia.org/wiki/Verb)
There are many methods
used in teaching language to students. Total physical Response, is a method
developed by James J Asher (1942), 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. The previous
research which was conducted by Wulandari (2002) has proven that there is
significant difference of the students’ achievement in mastering English verb
by using TPR.
Total Physical Response (TPR) Developed by James
Asher, TPR is a language learning method based on the coordination of speech
and action. It is linked to the trace theory of memory, which holds that the
more often or intensively a memory connection is traced, the stronger the
memory will be. There are six principles Asher elaborates: Second
language learning is parallel to first language learning and should reflect the
same naturalistic processes Listening should develop before speaking Children
respond physically to spoken language, and adult learners learn better if they
do that too Once listening comprehension has been developed, speech develops
naturally and effortlessly out of it. Adults should use right-brain motor
activities, while the left hemisphere watches and learns Delaying speech
reduces stress. Some of the objectives of Total Physical Response are: Teaching
oral proficiency at a beginning level Using comprehension as a means to speaking
using action-based drills in the imperative form TPR uses a sentence-based
grammatical syllabus. TPR main learning techniques and
activities are based on situations where a command is given in the
imperative and the students obey the command.
By using the Total
Physical Response Method, 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 master English well.
Based on the description
above, this study is intended to investigate the application of Total Physical
Response Method in teaching verb to the seventh grade of SMPN 8 Mataram.
1.2
Statement
of the Problem
The problem of investigation that is
carried out in this particular present study is:
1. To what extent is The
effectiveness of teaching verb by using Total Physical Response in seventh
grade at SMPN 8 Mataram?
2. Is teaching English by using
Total Physical Response effective in seventh grade at SMPN 8 Mataram?
1.3
Purpose
of the Study
Based on the formulation of the
problems mentioned above, the purpose of this study can be stated as follows.
1.
To
find out of The effectiveness of teaching verb by using Total Physical Response
in seventh grade at SMPN 8 Mataram.
2.
To
describe whether using Total Physical Response have effective in teaching verb
in seventh grade at SMPN 8 Mataram.
1.4
Significance
of the Study
The result of this study is expected
to give contribution theoretically and practically both for the writer and the
students:
1.
Theoretically
This study will be used as the primary additional knowledge
or information for the teacher in developing his/her daily teaching practice.
2.
Practically
Practically is the method in teaching verb in junior high
school. It will be the considerable suggestion for the teacher to apply the
Total Physical Response method in their teaching routines.
1.5
Limitation
of the Study
This study is limited to seventh grade students of SMPN 8
Mataram. The limitation includes on the subject and object of the study as
follows:
1.
The subject of this research is effectiveness of
teaching verb by using Total Physical Response.
2.
The object of this research is Seventh grade
students of SMPN 8 Mataram in Academic Year 2011/2012.
1.6
Assumption
of the Study
From this study, the researcher
considered it will important to draw assumption to avoid any factors which may
cause bias in the result. The assumptions are:
1.
In
teaching verb, there are many various efforts have been used by the teacher to
effectiveness using Total Physical Response for student.
2.
There
are some factors which may influence students’ achievement in teaching verb. It
is caused by strategy, method and technique and also approach.
1.7
Hypothesis
of the Study
The hypothesis of this study is
prepared as a tentative answer for the research problem stated previously. In
this case the alternative hypothesis (Ha) is read as follow.
“Total Physical Response have effect on teaching verb toward
seventh grade at SMPN 8 Mataram 2011/2012.
Because of statistical computation the alternative
hypothesis need to be changed into null hypothesis (Ho) as follow.
“Total Physical Response have not effect on teaching verb
toward seventh grade at SMPN 8 Mataram in Academic year 2011/2012.
1.8
Definition
of Key Terms
In
order to avoid misinterpretation or misunderstanding on the side of readers,
the writer should involve in this study are defined as follows.
1.
Effectiveness.
The
lexical meaning of the world “effect as presented by Hornby is taking effect.
The application, the realization of one thing to certain target (Hornby,
1986:421). The writer termed that the effectiveness is the circumstance of
learning process where there are student’s get more likely and struggler in
their learning to increase their achievement.
2.
Teaching
Hornby in oxford Advanced
learners dictionary defines “teaching” is give instruction, or give lesson to
know or be able to do something. According to Webster teaching is 1. the
act, practice, or profession of a teacher. 2: something taught
www.merriam-webster.com/dictionary/teaching
3.
Verb.
Verb
is word or phrase that expresses an action (eg: eat), an event (eg: happen) or
a state (eg: exist). (oxford), While according to (Marcella,
1972 : 47) the verb is the most complex part of speech, the verb has the
grammatical properties of prson and number,properties which require agreement
with the subject.
4.
Total
Physical Response.
Total Physical Response is a
language learning method which is based on the coordination of speech and
action (James Asher). It means that Total Physical Response is a method which
usually asks the students to make a movement (learning by doing). Students are
asked to be more active while studying.
CHAPTER
I
REVIEW
OF RELATED LITERATURE
2.1
Foreign
Language Learning and Teaching
Language is a foreign language is not as easy as
learning a native language. In learning a foreign language, the learners may
meet all kinds of learning problems dealing with vocabulary, sound system and
how to arrange the words into sentences that are quite different from those
native languages. In line with this, Ramelan (1994: 4) states:
“If someone wants to learn a foreign language, he will obviously meet
with all kind of learning problems. The difficulties have to do with the
learning of sounds system, the learning of new vocabulary items, and the
learning of the unfamiliar ways of arranging the foreign words into sentences”.
Like any other learners of English as a foreign
language, Indonesian learners also meet difficulties in learning English since their
native language is quite different from English. Learning a foreign language
which is quite different from native language is very difficult for Indonesian
learners. Consequently, the learners should have a great motivation. They
should be serious in learning English because learning actually needs a total
physical, intellectual, and emotional response.
In teaching a foreign language, a teacher should
have an objective. The common objective of teaching a foreign language is to
make learners to be able to communicate by using the target language orally and
written form. According to Brown (2008: 8), teaching is guiding and
facilitating learning, enabling, and setting the condition for learning.
There are some factors that should be considered
before teaching a foreign language such as English. Those factors are “age,
ability, aspiration and need, native language, and previous language
experience” (Finocchiaro, 1974: 14). By that statement, it can be conclude that
the material which is going to be presented should be based on the learners’
age, ability, aspiration and need, native language, and previous language
experience.
2.1.1 Teaching
Learning Process
Teaching Learning Process is the heart of
education. On it depend the fulfillment of the aims & objectives of
education. It is the most powerful instrument of education to bring about
desired changes in the students. Teaching learning are related terms. In
teaching learning process, the teacher, the learner, the curriculum&
other variables are organized in a systematic way to attain some
pre-determined goal. Let us first understand in short about learning, teaching
and then teaching-learning relation. (www.scribd.com)
Teaching is an active process in which one person shares information
with others to provide them with the information to make behavioral changes.
Learning is the process of assimilating information with a resultant
change in behavior.
Teaching-learning process is a planned interaction that
promotes behavioral change that is not a result of maturation or coincidence.
The present study examined whether the relative efficacy of two language teaching methods was
predicted by pretreatment subject characteristics. Forty
handicapped preschoolers were randomly assigned to two language
teaching methods (i.e., Milieu Teaching and the Communication
Training Program). No main effects of treatment were found. However,
seven statistical interactions between pretreatment subject
characteristics and language teaching method indicated that
lower-functioning children benefitted more from the Milieu method and higher
functioning children benefitted more from the Communication Training
Program. The results were discussed in relation to the extant
literature reporting subject-by-language-teaching method interactions. The importance of
replicating the present results and specific suggestions for subject
selection criteria and pretreatment subject characteristics
likely to interact with language teaching methods similar to
those used in this study are discussed.
2.1.2 Teaching and Learning Method
Many
children define themselves as good or poor readers at first grade. First grade
TPR teaching tricks help create a fun learning environmental for the kids. Most
children define themselves as a good or poor readers in first grade. Total
Physical Response (TPR) is a learning method that was originally developed by
James Asher in the late 1960’s to help students acquire a second languages.
TPR
teaching method relies on children responding physically to instructions and
can be an effective teaching method for beginning learners, such as
first-graders. First grade teacher adopt TPR teaching method in class to take
advantage of the fact that first grade children are less self-conscious and
more likely to responding physically by moving their bodies to instructions
when learning.
1.
The
Principles
TPR Method
follows the principle behind how children learn their mother tongue, that is,
through parent-to-child language and body conversations. Parents give
instructions, such as “Look at Mummy” and the child responds by physically
looking at “Mummy”.
Teachers assume the role
of parent in class when using TPR teaching method. They give simple
instructions that require the children’s physical response and demonstrate how
the action is completed, such as instructing “Clap your hands” and
demonstrating how to do it. By showing how to clap the hands and letting the
children repeat the action on their own, the teacher facilitates learning.
2. TPR Teaching Activities
Teachers adapt
TPR activities that suite different classroom situations to teach first grade
lessons. They are required to provide physical fan activities that teach
different first grade lessons in a practical way that is both fun and engaging
for the kids to participate in. creativity and imagination is vital for the
success of TPR teaching methods when teaching first-graders.
Among the
lessons teachers can use TPR teaching methods to teach include typical
classroom phrases and language, such as “Take out your pens, please?” Others
are common classroom commands and imperatives, such as “clap for her” or “stand
up;” language tenses, including present, past and future tenses, such as “I
walked to school today” and “I pray every night” and vocabulary related to
actions, such as “sit” or ”stand”.
TPR classroom
activities that include playing traditional games such as Charade and Simon
Says in class are used to teach first grade lessons. Teachers use TPR classroom
activities to teach different things, such as parts of the body. They can
achieve this by playing Simon Says with the children where the teacher gives
simple commands beginning with the phrase “Simon says….,” such as “Simon says
clap your hands” or “Simon says touch your toes.”
The teacher
then demonstrates the action for the children to follow. When children clap
their hands and touch their toes, they learn parts of their bodies. Other TPR
classroom activities that teachers can use in class include singing play-songs,
engaging in mime role-play and telling stories that have movements and mime.
TPR classroom
activities can be diversified to include more complex commands that teach
things such as directions and action verbs. Teachers can give instructions such
as “Simon says turn right/left” and demonstrating the action to teach
direction. Charade can be used to teach action verbs and sports. Teachers
introduce flashcards with a sport/action on the flashcards for the children to
identify the sport our loud.
This creates a
fan way for teaching the actions on the flashcards. Teachers may, however, need
to divide the class into teams for the kids to take turns pantomiming and
identifying different sport/actions on the flash cards out loud to each other.
TPR teaching method can facilitate long-term lessons retention and make it fun
for children to learn and develop their academic abilities. (http://david-kiarie.suite101.com)
2.2 Theory of Effective Teaching
Virtually everyone would agree that effective teaching is extremely important,
not just for individual children but for a society as a whole. There are many
theories of effective teaching, and they can be highly complex.
1. Features
Three basic features for effective teaching are summarized by
education scholar Chris Kyriacou as attentiveness, receptiveness and
appropriateness. Nearly all theories of effective teaching have these three
ingredients in common. Attentiveness is preparing students to learn, making
them excited about the process. Receptiveness is making the actual content of
learning interesting and close to their interests. Appropriateness is the
nature of the material and its closeness to students' present abilities and
cognitive capacity.
2. Function
The main function of theorizing about effective teaching is to
provide a framework to make learning easier and teaching more rewarding. Lev
Vygotsky (cited in Kyriacou) holds to a basic theory of the "Zone of
Proximal Development." Put in simpler language, this approach stresses
"appropriateness." This "zone" is that distance between a
child's actual state and his potential state relative to his present cognitive
abilities. This distance, this zone, is where the teacher will be the most
effective. The Proximal Development theory helps keep the teacher focused on
what is appropriate.
3. Benefits
The ultimate benefit to theorizing about effective teaching is to
make learning a lifelong vocation. For a student, school can be a harsh and
unwelcoming place. Effective teaching and "classroom management" can
reverse this problem, making school a place of discovery rather than authority
and coercion. More specifically, students see learning as a constant
development of their own store of knowledge, rather than disconnected
assignments or memorization. (www.ehow.com)
2.3
Verbs
The verb is
the most complex part of speech. Its varying arrangements with nouns determine
the different kinds of sentences-statements, questions, commands, exclamations.
Like the noun, the verb has the grammatical properties of person and number,
properties which require agreement with the subject.
2.3.1
Types of Verbs
According to
Marcella, (1972: 47) the types of verb my define into 5 types as follows.
1.
Predicating
or Linking Verbs
A predicating verb is the chief word
in the predicate that says something about the subject. The predicating word
(or predicator) has traditionally been called a verb of “action” (babies cry; She wrote a letter), but has actually been interpreted to include most
non-action verbs that are not linking verbs (for example, I remember him; She needs more money).
A linking verb is a verb of incomplete predication; it
merely announces that the real predicate follows. The important word in the
complement is usually an adjective
(The girl is pretty) or a noun (She is a pretty girl). The -ly adverbs of manner (quickly, angrily) are not used with linking
verbs. The more common linking verbs are appear, be, become, get (in the sense
of become), look, remain, seem.
2.
Transitive
or Intransitive Verbs
A
transitive verb takes a direct object (He is reading a book); an intransitive verb does not require an object
(He is walking in the park). Only
transitive verbs may be used in the passive voice (The book was returned by him
quickly). All linking verbs are intransitive.
3.
Reflexive
Verbs
A reflexive verb requires one of the
compounds with -self (reflexive pronoun) as its object-express oneself, wash
oneself, pride oneself, avail oneself. Some verb may be used with or without
the reflexive pronoun object-He washed (himself) and dressed (himself) quickly.
Reflexive verbs often have a non-reflexive use also, and can take objects that
do not refer back to the subject-She washed the child and then dressed him
quickly.
4.
Auxiliary
or Lexical Verbs
Two or more words may be joined
together into a single verb phrase that functions as the full verb of the
predicate. The first part of the verb phrase is the auxiliary (or auxiliaries),
and the second part is the lexical verb. The lexical verb carries the chief
burden of semantic content.
5.
Finite
or Non-Finite Verbs
The
form for these verbs in determined by the function which the verb has in a
sentence. A finite verb is a lexical verb with or without auxiliaries that acts
as the full verb in the predicate. Non-finite (or infinite) verbs are
incomplete verb forms that function as other parts of speech than verbs.
2.3.2
Function of Verb
The verb functions as the grammatical
center for the predication about the subject. As we have seen, it may be a
grammatical center expressing mere linkage, or it may be the strongest
predicating word in the central core of the sentence. The verb is so basic that
other functions (subject, object, complement) are determined in relation to it.
(Marcella, 1972: 51)
2.3.3
Position of Verbs
The verb is used after a subject, or
before an object or complement. The verb appears before the subject in most
questions, and in sentences or clauses that begin with certain types of
negative adverbs. (Marcella, 1972: 52)
2.4 Total
Physical Response
This section will only focus on the discussion of
Total Physical Response method which will be applied in the researcher. It
included the definition of Total Physical Response, the objective of Total
Physical Response, the teacher and learner role in Total Physical Response, and
the principles of Total Physical Response.
2.4.1
Definition of Total Physical
Response
Total
Physical Response (TPR) is one of new method developed by James Asher, a
professor of psychology at San Jose State University, California, USA, to aid
learning foreign language. TPR is a language learning method which is based on
the coordination of speech and action. It is linked to the trace theory of
memory, which holds that the more often or intensively a memory connection is
traced, the stronger memory will be. In TPR classroom, students respond to
commands that require physical movement.
Asher defines that the method of TPR
relies on the assumption that when learning a second language or a foreign
language, that language is internalized through a process that is similar to
first language development and that the process allows for long period of
listening and developing comprehension prior to production. (www.wikipedia.com)
Richard
and Rodgers (2001: 87) state that TPR is a language teaching method built
around the coordination of speech and action, it attempts to teach language
through physical (motor) activity.
Garcia
(2001: 1) explains that the two very important concepts in TPR are the notion
of Total Physical Response involvement and the role played by the right
hemisphere of the brain in learning a second language by action.
The first concept deals with the
idea of introducing second language by giving action response which has been
influenced by the way people acquire their first language. A baby would not
memorize a list of words or try to speak immediately. They just listen first to
the other family members and then act or do thing in response to their
utterances. In the next period he would speak if he was ready to. Nevertheless
at first, he would listen and carry out actions or respond physically to him.
The second one relates to the brain hemisphere. Our brain is divided into two
parts, left and right hemispheres. Scientist had found that the left and the
right hemisphere were two independent neurological entities having different
functions both account for different responsibilities (Garcia, 2001: 1).
Garcia explains further that the
TPR approach is a right brain method of learning a language because the
language is taught mainly through actions. In the other words, commands play as
the core of the course.
TPR
is based on the premise that the human 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 (www.tprsource.com/asher.htm). 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. (www.tprworld.com/organizing).
TPR is also named the comprehension
approach since of the importance given to listening comprehension. 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.
From the explanation above, the
writer concludes that TPR places more emphasis on the link between word and
action. The activity, where a command is given in the imperative and the
learners obey the command, is the main activity of TPR. Therefore, it will be
easier for the students to recall the words they have learned if they use their
body in learning verb items. The powerful method of TPR is best applied to
introduce new verb and new grammatical feature at any level. TPR can be varied
in any different activities such as storytelling, dialogue, games, or a pattern
drill.
2.4.2
The Objective of Total Physical
Response
A method or technique in teaching
and learning process must be developed in order to get a better purpose for a
better life. 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 Larsen-Freeman (2000:
113), TPR was developed in order to reduce the stress people feel when studying
foreign languages and thereby encourage students to persist in their study
beyond a beginning level of proficiency.
Richard
and Rodgers (2001: 91) say:
“The
general objectives of Total Physical Response are to teach oral proficiency at
a beginning level. Comprehension is a mean to a end, and the ultimate aim is to
give basic speaking skills. TPR aims to produce learners who are capable of an
uninhibited communication that is intelligible to a native speaker”.
From
the statement above, there are some objectives of Total Physical Response:
1)
Teaching
oral proficiency at a beginning level.
2)
Using
comprehension as a means to speaking.
3)
Using
action-based drills in the imperative form.
2.4.3
The Teacher and Learner Role in
Total Physical Response
In the teaching learning process
using TPR method, the learners and the teacher play different roles.
1)
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 lesson (Richard and Rodgers 2001: 93).
According
to Larsen and Freeman (2000: 113), 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.
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.
2)
Teachers
Role
In the teaching
learning process using TPR method, teacher plays an active and direct role.
According to Larsen and Freeman (2000: 113) teacher is the director of all
students’ behaviors.
Asher (1977) as quoted by Richard and
Rodgers, (2001: 93) states “The instructor is the director of a stage play in
which the students are the actors”. 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.
2.4.4
The Principles of Total Physical
Response
Before applying the TPR method
for teaching a foreign language, in this case is English, a teacher should
understand its principle well so he will be able to use it properly in the
teaching learning process. Asher as the developer of TPR elaborates the
principle of this method, they are:
a)
Second
language learning is parallel to first language learning and should reflect the
same naturalistic process.
b)
Listening
should develop before speaking.
c)
Children
respond physically to spoken language, and adult learners learn better if they
do that too.
d) Once listening comprehension has
been develops naturally and effortlessly out of it.
e)
Delaying
speech reduces stress. (www.tprsource.com/asher.htm)
Moreover, Larsen and Freeman
(2000: 111) describe several principles in teaching learning process by using
TPR upon which the teacher’s behaviors is based.
The
principles of TPR are as follow:
a)
Meaning
in the target language can often be conveyed through action. Memory is
activated through learner’s 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.
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.
According to the principles above, it can be concluded 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 feel desperate. Therefore, an English teacher must be able to
create flexibility in the classroom. Another important thing is that the new
method should be presented in a context not word by word.
2.4.5
Characteristics of Total
Physical Response
1.
Imperative
drills are the prominent classroom activity in TPR.
2.
Learners
monitor and evaluate their own progress.
3.
Learners
feel free to speak out whenever they are ready.
4.
Listening
and comprehension are emphasized over production in language learning.
5.
Vocabulary
and grammar are more emphasized than other language.
2.4.6
Advantages and Disadvantages of
Total Physical Response
a.
Advantages
·
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.
·
"TPR seems to work effectively
for children and adults. There is no age barrier." according to Asher.
·
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.
2.4.7
Strength and Weakness of Total
Physical Response
a.
Strength of Total Physical
Response
·
It
is a lot of fun and learners enjoy it.
·
It
is not required a lot of preparation or materials using the TPR.
·
It
works well with mixed ability classes.
·
It
is very effective with teenager and young.
·
It
is good for kinesthetic learners who need to be active in the class.
·
It
is very memorable. It helps students to remember phrases and words well.
·
It involves both left and
right-brained learning.
b. Weakness
of Total Physical Response
·
It
does not give students the opportunity to express their own thoughts in a
creative way.
·
It
emphasized too much on imperative mood. Students will be considered rude when
attempting to use this new method.
·
TPR
can be ineffective if the teacher uses it for a long period of time.
·
Teacher
will have troubles when teaching abstract vocabulary or expression.
·
Learners
feel tired of learning when teacher use to the some style.
2.4.8
Teaching Procedure of Total
Physical Response
Steps in Total Physical Response
·
Teacher
says command and performs the action.
·
Teacher
says command and both teacher and students perform the action.
·
Teacher
says command students perform action.
·
Teacher
tells one students to perform action.
·
Reverse
the roles or students give each other commands.
2.4.9
Goal of Using Total Physical
Response
·
Total
Physical Response was developed in order to reduce the stress people feel when
studying foreign languages and thereby encourage students to persist in their
study beyond in beginning level of proficiency.
·
This
method attempts to focus mainly on encouraging learners to listen and respond
to the spoken target language command of their.
(http://www.scribd.com/doc/23194878/Total-Physical-Respond-Tpr)
CHAPTER III
RESEARCH
METHOD
The methodology of the study related to Research Design, Population
and Sample, Technique of data collection, Instrument of the study, Method of
Data Collection, Techniques of Data Analysis.
3.1
Research Design
In research activity, the function of a method
is very important to determine the problem, purpose and hypothesis of the
investigation. This research is experimental research by using one group
design. Descriptive studies involve collecting data to test the hypothesis or
to answer the question concerning the current status of the subject of the
study. For data collection, a test might be need, as research described the
students’ comprehension.
In the sense of the research this study
is teaching verb by using Total Physical Response, the writer needs to conduct
on experimental method and the data will be analyzed statistically. The writer
used experimental method because this study intent to find out does teaching
verb by using Total Physical Response.
The study deals with two kinds of
variables, namely Total Physical Response that represents the independent variable
and Teaching verb which represent the dependent variable. For supporting this
research, it is focused in seventh grade at SMPN 8 Mataram in Academic Year
2011/2012.
3.1.1
Research Setting
The research are conducted at the school of SMPN 8 Mataram, which
addressed on Jendral Sudirman street No. 11 Rembiga Mataram.
3.2
Population
and Sample
3.2.1
Population
Population
is the entire subject of research.
If someone wants examine all the elements that exist within the study area, the research is the study
population. (Arikunto, 2010: 173)
The
subject of population in this
study are all students in seventh
grade at SMPN 8 Mataram in
academic year 2011/2012.
3.2.2
Sample
Representative sample is partially
or population studied. Named after the study sample
if we intend to
generalize the results of the study sample. That
the intent is
to generalize the conclusions raise as
a research applicable
to the population. (Arikunto,
2010: 174).
The sample in this
study is one class is a VII class. The sampling method used
is a random class. This method is used because
of concerns the limitations of the
researcher to conduct the
randomization of all students in grade VII. So
that only samples taken at random from the eight existing classes, namely VIIA class, VIIB class, VIIC class,
VIID class, VIIE class, VIIF class, VIIG class and VIIH class. Sample is VIIC class totaling 44 students.
3.3
Techniques of Data Collection
Variable
having the capacity of varying or changing, capable of alternation in any manner,
changeable. There are two types of variable, as follows:
1.
The dependent variable is
the variable that is being measured in an experiment. For example: in a study
on the effects of tutoring on test scores, the dependent variable would be the
participants test scores. In a psychology experiment, researchers are looking
at how changes in the independent variable cause changes in the dependent
variable. The dependent variable is plotted along the vertical Y is teaching
verb.
2.
The independent variable
is a factor that can be varied or manipulated in an experiment (e .g. time,
temperature, concentration, etc). It is usually what will affect the dependent
variable. The independent variable is plotted along the horizontal X is total
physical response.
There
are two types of independent variables, which are often treated differently in
statistical analyses:
a. Quantitative variables that differ in amounts or scale and can be
ordered (e. g. weight, temperature, time).
b.Qualitative
variables which differ in types and cannot be ordered (e. g. gender, species,
method).
3.4
Instrument of The Study
In
this research the instrument is used a kind of the test. The test is used by
the writer in this research is verb test. This case based on the consideration
that test is appropriate instrument to get data.
Arikunto
(in Asrul 2005: 27) states that research method is a manner that is applied to
collect the data, but instrument is tool used to collect the data. Base on this
opinion, the instrument which is used to collect data is verb test. This test
is about common topic known by the students. The consideration in using the
test is made the students explore their writing verb as much as possible.
3.5
Method of Data Collection
1.
Planning
The process of setting goals, developing strategies, and outlining tasks and schedules to accomplish the goals.
In this study data means
all information that is gathered from the subject. The data are the items
obtained from the student after doing the test (instrument) given to them.
The tests are made by researchers in the form of test.
In collecting, the writer use some steps as
follows.
- The researcher give a test
to the students to answer it.
- They are asked to write
their identity.
- Before doing the test, the
researcher explain the students to do answer.
- They are asked to finish
the test individually.
- They are asked to fill in
the blanks of paragraph with following some verbs, which write in the table by
resercher.
2.
Implementation
Implementation
is the carrying out, execution, or practice of a plan, a method, or any design
for doing something.
a.
Cycle 1
In this cycle, the students will be
given some verbs, because in this research the writer will apply TPR, the
writer will introduce the new verb in the form of command or short sentences
not in a word by word. The writer explains briefly about the method use in
teaching and learning process. The explanation is in two ways, students’ native
language and English as the target language so that the students have some
ideas about what they will do. She also provides some teaching aids to help the
students to know what they are going to demonstrate with. The writer explain to
her students with some example motion, and then the writer read the command of
verbs randomly and all the students repeat what the writer read, the activity
conducting 20 minutes.
b. Cycle 2
In this cycle, the students will be
given a paragraph. The writer explains briefly about the method use in teaching
and learning process. The explanation is in two ways, students’ native language
and English as the target language so that the students have some ideas about
what they will do. She also provides some teaching aids to help the students to
know what they are going to demonstrate with. The writer give instruction the
students how to answer the test, after that the students start to answer it
carefully. The writer give 15 minutes to students for answer the test.
3.
Evaluation
Evaluation
is the comparison of actual impacts against strategic plans.
To find the degree of the student achievement in each test,
the score of each student is conducted individually by using the following
formula:
Students score = Scores of right answer x 100
Maximum score
Point
about the difficulty level of classification.
|
Score
|
Criteria
|
|
80 - 100
|
Excellent
|
|
60 - 80
|
Good
|
|
20 - 40
|
Enough
|
|
0 - 20
|
Poor
|
4. Reflection
After all of the test
done, the writer calculates of the score from experimental and control group
for to know the sum of ability of the students in answer verbs test by using
Total Physical Response and without using Total Physical Response. So the
writer can to know, are Total Physical Response have effect for the teaching
verb or Total Physical Response have not effect for the teaching verb.
3.6
Techniques of Data Analysis
After obtaining individual scores of both groups, the writer
processes the score with the following steps:
2.
The writer calculated the means score of both
experimental control group.
3.
The writer draws standard deviation scores of
two groups.
4.
The writer testing the significance of two
deviations
a.
Find out the mean scores of two groups the
writer applied the following formula:
MX
= ∑X
N
And
MY
= ∑Y
N
Where :
M :
the mean score of the two groups
X : the
student final scores for experimental group
Y : the
student final score for control group
N : Is the number of sample
∑
: Is the sum of …
b.
Find out standard deviations of two groups. The
formula standard deviations as follows:
·
Find out the standard deviation of experimental
group.
The formula is:
Mx = ∑x
= ∑x2
– (x)2
Nx
Where:
X
: the standard deviation for experimental group
N
: the number of sample
∑ : Is the sum of …
·
Find out the standard deviation of control
group.
The formula is:
My = ∑y
= ∑y2 – (y)2
Ny
Where:
Y
: the standard deviation for control group
N
: the number of sample
∑ : Is the sum of …
c.
Finally, the last deep to know the significance
of the two variable being investigated by comparing the two mean scores and
it’s each standard deviation by using the following formula:
Mx - My
t-Test =
Where:
M : the mean score of each group
N : the number of sample
X : the standard deviation score of
experimental group
Y : the standard deviation score of control
group
∑ : Is the sum of …
: Is the
root of ….
( Arikunto,
1997: 306)
Method of Test
To find the degree of the
students achievement in each test, the score of each student is conducted
individually by using the following formula:
Students score = Scores of right answer x 100
Maximum score
Score of Testing Cycle 1
|
No
|
Item
|
Score
|
|
1
|
True 1
|
5
|
|
2
|
True 20
|
100
|
|
3
|
False 1
|
95
|
|
4
|
False 20
|
0
|
Score of Cycle 2
|
No
|
Item
|
Score
|
|
1
|
True 1
|
10
|
|
2
|
True 10
|
100
|
|
3
|
False 1
|
90
|
|
4
|
False 10
|
0
|
REFERENCES
Arikunto,
Suharsimi. 2010. Prosedur Penelitian. Ikip Yogyakarta: PT. Rineka Cipta.
Asher,
J. James. The Total Physical Response Approach to Learning Language. www.tprworld.com/organizing.htm. (Accessed on 20 March 2012)
Asher,
J. James. Organizing Your Classroom for Successful Second Language
Acquisition. www.tprworld.com/organizing.htm. (Accessed on 20 March 2012)
Hornby, AS.
1990. Oxford
Advanced Learners Dictionary. Oxford University Press.
Frank,
Marcella. 1972. Modern English “A Practical Reference Guide, New York University”.
Prentice-Hall, Inc. Englewood Cliffs, New Jersey.
Qadafi,
Mua’mar. 2011. The Application of Total
Physical Response to Develop English as a Foreign Language Student’s Vocabulary
Achievement: A Descriptive Study at Fourth Grade Student’s of SDN 18 Mataram in
Academic Year 2011/2012, Mataram: UMM.
Mawangsah,
Eti. 2010. Teaching Vocabulary Through
Games Increase The Student Reading Comprehetion At The Second Year Students’ of
SMP Negeri 10 Mataram in The Academic Year 2009/2010. Mataram: UMM.
Depdikbud.
2004. Kurikulum Tingkat Satuan Pendidikan. Jakarta.
Finocchiaro.
1974. English as A Second Language:
From Theory to practice. New York: Regent Publishing Company.
Garcia,
Robert. 2001. Applying Total Physical Response in the Classroom. Oxford: Oxford University Press.
Larsen,
Diane and Freeman. 2000. Technique and Principles in Language Teaching.
Second Edition. New York: Oxford
University Press.
Ramelan.
1994. English Phonetics Fourth Edition.
Semarang: IKIP Semarang Press.
Richards,
Jack C. and Theodore S. Rodgers. 2001. Approaches and Methods in Language
Teaching Second Edition. Cambridge:
Cambridge University Press.
www.wikipedia.com. (Accessed on March 2012)
http://www.scribd.com/doc/23194878/Total-Physical-Respond-Tpr.
(Accessed on June 2012)
http://www.englishclub.com/grammar/verbs-what.htm.
(Accessed on June 2012)
http://wiki.galbijim.com/Total_Physical_Response.
(Accessed on June 2012)
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