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Students : “sit down”
Teacher : “pinter, berdiri”
Students : “stand up”
Teacher : “pinter, sekali lagi” the teacher just do the „sit down‟ action
Students : “sit down”
Then, the teacher just did the „stand up‟ and „sit down‟ action without saying the word. The student said it. They repeated it twice.
The students did not understand the purpose activity of study. They kept quiet for a long time and failed to meet the teacher expectation.
4.2. Findings
This section contains analyzed data of the research. The findings will answer the problem of this study.
Teacher : „Thank you‟.” the teacher wanted the students to say „thank
you‟ too
Students : “thank you” in a very low voice
The dialogues above are the teaching learning activities happened in the class. This class used audio-lingual method. The teacher spelled the word first then
the students repeated it.
Students : “thank you”
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Teacher : “apa artinya? Ada yang tau?
Students : “ada Terima kasih” a girl answered it
After repeating the phrases for several times, the students had learned the meaning of this phrase in Bahasa. The students were not only able to perform the
phrase in English but also had known the meaning in their L1. In order be able to perform this phrase in actual conversation, the students must know the meaning.
Teacher : “thank you”
Students : “thank you”
Teacher : “apa artinya?”
Students : “terima kasih”
Teacher : “terima kasih apa artinya? Bahasa Inggrisnya?”
Students : “thank you” they answered but not in cohesiveness
This time the students had been able to perform and understand the phrase. The process of mimic and memorize in audio-lingual method so far did not face any
obstacle.
Students : “you are welcome”
Teacher : “apa artinya?”
Students : “terima kasih”
Teacher : “terima kasih kembali sama-sama”
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At this point, the teacher moved to another phrase „you are welcome‟ the students still mixed the meaning with both phrases. But they could spell the phrase
correctly.
Teacher : “sit down” while sitting down on a chair
Student : “sit down, duduk”
In the class that used TPR method, the teacher spelled the phrase while doing the action. The students repeated the phrase sit down and said the meaning
translation meaning in Bahasa duduk. The role in TPR class was for the teacher to spell the phrase and the student response was to do the action. In the beginning the
students were not obligated to say the phrase or the meaning. The response was only to do action, to perform the action of the phrase. When the teacher thought the lesson
wa s enough, they stopped and the teacher asked the meaning of „sit down‟ in Bahasa.
Teacher : “stand up” the teacher got up
Student : “berdiri” they got up too
In fact, the role of TPR method applied in this teaching-learning activity was missed. The students performed the action but they spelled the meaning of the phrase
in Bahasa. They did not spell the phrase itself.
Teacher : “apa terima kasih?”
Students : “thank you”
Teacher : “jawabannya apa? Yang tadi baru di bilang
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Students : “terima kasih”
Teacher : “iya terima kasih juga, kembali, apa jawabnya? Dah lupa?
Students : “you are welcome” only one student
Teacher : “you are welcome”
Students : “you are welcome” the other said it
This is the evaluation days in Audio-lingual method class. The teacher asked in Bahasa then the students answered it in English. For the second phrase only one
student answered it at first. The others answered it after it.
Teacher : “apa terima kasih?”
Students : “you are welcome” false
Teacher : “gak denger, apa terima kasih?”
Students : “you are welcome” false
The answered was not correct. The students still mixed the meaning of both phrases.
Teacher : “terima kasih, thank …”
Students : “you”
Teacher : “apa terima kasih?”
Students : “thank you”
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Teacher : “terima kasih kembali”
Students : “terima kasih kembali”
Again, the students failed to utter the phrase.
Teacher : “apa jadi jawabnya? Apa jawabannya?”
Students : one student mumbling something
Teacher : “kuat Bila, apa Bila?”
Nabila : “you are welcome”
The student answered it correctly
Teacher : “apa jawabnya Daffa?”
Daffa : “Belcome”
Teacher : “apa belcome-belcome. Apa jawabannya?”
Students : “you are welcome” two students answered, one by one
This time the teacher asked the students one by one.
Teacher : “coba Janar, apa Janar?”
Janar : “… welcome”
Teacher : “gak denger, coba apa?”
Students : “you are welcome” two students answered with a very loud
voice
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More students were exited with this lesson.
Teacher : “Rizki ajalah, apa Rizki? Apa tadi?
Rizki : “you are welcome”
This student was able to utter the phrase correctly
Teacher : “apa si Saskia?
Saskia : “you are welcome”
Teacher : “apa si Kirana?”
Kirana : “you are welcome”
Teacher : “apa si Tiara?”
Tiara : “you are welcome”
Teacher : “Gilang? Apa Gilang?
Gilang : “you are welcome”
Teacher : “Bunga? Apa Bunga?
Bunga : “you are welcome”
All students were able to utter the phrase. Only one last student did not utter it
Teacher : “Farish Apa Farish?”
Farish : the student did not answered
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Teacher : “Jaffa. Apa Jaffa?
Jaffa : “you are welcome”
Teacher : “sama – sama Satu, dua, tiga apa?”
Students : “you are welcome”
Teacher : “sekali lagi”
Students : “you are welcome”
Teacher : “terima kasih”
Students : “terima kasih thank you” some students said „terima kasih‟
the other „thank you‟ but more were correct
Teacher : “terima kasih”
Students : “thank you”
The overall of this evaluation; the students could utter the phrase in real life and could use it in actual conversation. Later the teacher conducted a role play in
which the students had to use the phrases given before.
Teacher : “ibu duduk bahasa Inggrisnya apa semalam? Bilang duduk, apa
semalem ibu bilang duduk? Sit…”
Students : “sit”
Teacher : “sit down”
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Students : “sit down”
Teacher : “apa?”
Students : “sit down”
This is the evaluation in TPR class. In the first dialogues, the teacher asked the children what was meant by
„duduk‟ in English while doing the action. The children responded it but they seemed did not know the answered. Based on the
dialogues above, it showed that the students did not know what to do.
Teacher : “stan…” the teacher stand up while spell the word
Students : “stan”
Teacher : “stand up”
Students : “stand up”
This time the students also failed to pronounce the phrase.
Teacher : “apa sekali lagi, duduk apa?” the teacher do the „sit down‟
Students : the students do „sit down‟ too but keep silent
Teacher : “apa? Sit down”
The children did not know this phrase too. They pronounced it after the teacher said it.
Students : “sit down”
Teacher : “apa duduk?”
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Students : “sit down”
The children had forgotten the phrases that they had already learned in two days. In contrast with Audio-lingual method class, this class needed a long time to
recover the lesson again. There was not any single student who still remembered the phrases.
Teacher : “berdiri, apa ya berdiri. Stand…” The teacher does the „stand
up‟
Students : “stand” do the „stand up‟ too
Again, the students could not perform the word.
Teacher : “up”
Students : “up”
Teacher : “stand up”
Students : “stand up”
Teacher : “apa berdiri?”
Students : “stand up”
After the teacher told them again, slowly they began to understand and grasp the phrase.
Teacher : “apa duduk?” the teacher does „sit down‟
Students : keep silent while do the „sit down‟ too
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No one answered the teacher, the children seemed nervous and worried. One student answered it then
Teacher : “iya sit down pinter. Berdiri” does the stand up
Students : they stand up but do not say the words
Teacher : “stand up”
Students : “stand up”
From these dialogues in the class, the students were able to pronounce the phrases and performed the action. The teacher needed a long time to retell the lesson.
It can be concluded that the students in Audio-lingual class can acquire English better than students in TPR class. There were many factors that caused this
phenomenon to happen. Those factors are listed in the next chapter as the students children response to both methods.
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CHAPTER V CONCLUSION AND SUGGESTION
