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3 Field-note
To help the researcher to know what happens during the process of implementing Total Physical Response in improving vocabulary, the researcher
uses field note. As this field note can record the students’ activities, the researcher can know the progress and consider what to do in the next meeting.
4 Video Shooting
The researcher uses video shooting to record the process of action research in the classroom so the real process of conducting the research can be observed in
detail and evaluated for the next meeting.
2. Action of Cycle One
The researcher carried out the actions of cycle 1 in four meetings. The topic is cleaning the classroom, daily routine, parts of the body, and object in the
classroom. The actions were focused on implementing Total Physical Response. The data were collected through classroom observation, video-tape, photographs,
questionnaires, and post-test. a.
First Meeting The lesson started at 11.00 A.M, the last period of the day. It ended at
12.20 A.M. The researcher and the collaborative teacher came to the class on time. In the first meeting the researcher introduced herself and then checked the
students’ presence in order to know the students’ name one by one.
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1 Warming up
The researcher, then, introduced TPR in teaching vocabulary. The students seemed to be curious as they never knew about the method before. So far, they
learnt vocabulary by memorizing list of words. The researcher started the class by giving simple instructions, for example: sit down, stand up, jump, etc. Some of the
students could do the instructions while others remained in their seat looking at each other. Lately, they realized that it was Total Physical Response.
2 Main Activities
• Aspect of meaning The researcher asked the students in English what they use to clean the
classroom. Some students answered loudly in English, and others answered in Bahasa Indonesia. Then, the researcher showed the tools for cleaning the
classroom that had been prepared. In the beginning, they just pointed the tool that was meant by the researcher. The sentence, for example: We use broom to sweep
the floor. Because almost all of them had already known the word “broom”, they spontaneously pointed to the broom. In this case, they perhaps did not know the
word ‘sweep”. Then, the researcher asked some volunteers to come to the front to do
some instructions. They were Ridho, Muslih, and Wahid. The other students paid attention while sitting in their seat. They were really enthusiastic and looked
motivated. After the volunteers did all of instructions, then the students followed them based on the volunteer’s instruction. When Muslih said “sweep the floor”,
Ridho and Wahid immediately moved their hands as if they swept the floor. Then
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Ridho asked all of the students to stand up and said “clean the blackboard”. They acted as they clean the blackboard.
• Aspect of spelling To improve the students’ ability in spelling, the teacher wrote some
instructions on the board and asked students to write them down on their book. Sweep the floor, dust the table, mop the floor, erase the board, throw the
rubbish . After the words were mastered well, the teacher cleaned the board.
Then, the teacher asked the students to write the instructions on the board and spell them along with her. Later, the teacher asked the students randomly to spell
the words alone. • Aspect of pronunciation
In improving the students’ ability to pronounce the new words related to cleaning the classroom, the teacher asked a student to be the instructor. Then, the
first student who became instructor gave instructions to the second student. From the first student, teacher could check the pronunciation, and from the second
student, teacher could check whether the meaning is correct. • Aspect of using word
The last step of improving English vocabulary mastery by using TPR was teaching how to use words. After the students were trained how to know the
meaning, the spelling, and the pronunciation of new vocabularies the teacher let them make new sentences based on the vocabularies given. The teacher asked the
students to make new imperative sentences by using words dust, clean, mop, and throw.
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3 Closing
The teacher gave a conclusion of the material given. The teacher asked them to practice some instruction including aspect of meaning, spelling, pronunciation,
and using the words in turn. Then, the teacher gave assignment to the students. b.
Second Meeting The second meeting was at the same time as the first meeting that was at
11.00 – 12.20 A.M. It was on Thursday, December 10
th
2009. The topic was daily routine by using VCD, hair dryer, comb, toothbrush, and dipper as the media.
After the teacher greeted the students and asked their condition, then the teacher told them that they would study about daily routine by using TPR as they did last
week. All of the students cheered and looked so happy at that hot noon. 1
Warming up The teacher played VCD about daily routines that were practiced by some
children through TPR. Some students imitated what they saw in Video. They laughed and seemed to be very happy because they never watched video in the
classroom before. 2 Main Activities
• Aspect of meaning In this meeting, the volunteers were three girls, they were: Heni, Luluk,
and Fadhila. The teacher gave the same instruction as the video showed: wash the face, go to the bathroom, etc
. They did all of instructions along with the teacher. Then, they did together with the volunteers without the teacher. Luluk asked
Fadhila, “Wash the face.” Then, Fadhila wiped her face with her palm-hands.
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Then, Fadila gave different command to the other volunteers. After they mastered the instructions, one of them gave instruction to the rest of the class.
• Aspect of spelling To improve the students’ ability in spelling, the teacher wrote some
instructions on the board and asked students to write them down on their book. Wash the face, brush the teeth, go to the bathroom, take a shower. After all of
the words were mastered well, the teacher cleaned the board. Then, the teacher asked the students to write the instructions on the board and to spell them along
with her. Later, the teacher asked the students randomly to spell the words alone. • Aspect of pronunciation
In improving the students’ ability to pronounce the new words related to cleaning the classroom, the teacher asked a student to be the instructor. Then, the
first student who became instructor gave instructions to the second student. From the first student, teacher could check the pronunciation, and from the second
student, teacher could check whether the meaning is correct. • Aspect of using word
The last step of improving English vocabulary mastery by using TPR was teaching how to use words. After the students were trained how to know the
meaning, the spelling, and the pronunciation of new vocabularies, the teacher let them make new sentences based on the vocabularies given. The teacher asked the
students to make new imperative sentences by using words wash, brush, go, and take.
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3 Closing The teacher gave a conclusion of the material given. The teacher asked
them to practice some instruction including aspect of meaning, spelling, pronunciation, and using the words in turn. After giving the assignment to the
students, the teacher closed the meeting. c.
Third Meeting The third meeting was on Thursday, January 7
th
2010. The topic was part of the body. The media was pictures. As usual, the teacher had been ready in the
classroom at 11.00 A.M. The teacher addressed the students and asked their condition.
1 Warming up
The teacher asked them whether they ever heard the song: Head, shoulder, knees, and toes
Knees and toes 2 X And ears, and eyes, and nose, and cheek,
Head, shoulder, knees, and toes Knees and toes 2 X
All of them answered that they never heard the song before. Then, the teacher asked volunteers to sing in front with her. The other students paid
attention to the volunteers by listening to the song while seeing the movement. The teacher sang and touched her parts of her body based on the song.
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2 Main Activities
• Aspect of meaning The teacher asked all students to sing along with her and the volunteers.
They had sung twice, and the teacher let the volunteers sing. Then, the teacher asked them to act based on the song: pull your ears, close your eyes, touch your
shoulder . There were still some mistakes because they did not know the meaning
of pull, close, and touch. After the same verbs were given for different parts of the body, they understood, pull your nose, touch your eyes, touch your knees, push
your nose. • Aspect of spelling
To improve the students’ ability in spelling, the teacher wrote some instructions on the board and asked students to write them down on their book.
Shake your head, nod your head, touch your shoulder, open your eyes. After all of the words were mastered well, the teacher cleaned the board. Then, the teacher
asked the students to write the instructions on the board and to spell them along with her. Later, the teacher asked the students randomly to spell the words alone.
• Aspect of pronunciation In improving the students’ ability to pronounce the new words related to
parts of the body , the teacher asked a student to be the instructor. Then, the first
student who became instructor gave instructions to the second student. From the first student, teacher can check the pronunciation, and from the second student,
teacher can check whether the meaning is correct.
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• Aspect of using word The last step of improving English vocabulary mastery by using TPR is
teaching how to use word. After the students were trained how to know the meaning, the spelling, and the pronunciation of new words, the teacher let them
make new sentences based on the words given. The teacher asked the students to make new imperative sentences by using words open, close, pull, push, and touch.
3 Closing
The teacher gave a summary of the lesson by asking the students to do some instructions in turn and gave an assignment afterward. Then, the teacher
closed the meeting. d.
Fourth Meeting The fourth meeting was on Thursday, January 14
th
, 2010. The topic was
objects in the classroom, and the media were stationeries and objects in the classroom. In the beginning, the teacher greeted and asked the students’ condition.
1 Warming up
The teacher asked what objects they can find in the classroom. The students answered, board, table, chair. Then, the teacher asked what they have got
in their bag. All students opened their bag in a hurry and answered,” ruler, book, bag, pencil, pen, etc
”. 2
Main Activities • Aspect of meaning
The teacher told the students that they were going to study about objects in the classroom
. As the students have already known about TPR, they immediately
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raised their hands when the teacher asked some volunteers. Three volunteers came to the front and brought their stationeries. Then the teacher gave instruction,
“open your bag”, “take your pencil”, “take your pen”, and “close your bag”. After they mastered the vocabularies, then they gave instruction to the other
students. Of course, they had been ready with their own bag in their hands. • Aspect of spelling
To improve the students’ ability in spelling, the teacher wrote some instructions on the board and asked students to write them down on their book.
Open your bag, take your ruler, take your book, and close your bag. After all of the words were mastered well, the teacher cleaned the board. Then, the teacher
asked the students to write the instructions on the board and to spell them along with her. Later, the teacher asked the students randomly to spell the words alone.
• Aspect of pronunciation In improving the students’ ability to pronounce the new words related to
objects in the classroom , the teacher asked a student to be the instructor. Then, the
first student who became instructor gave instructions to the second student. From the first student, teacher can check the pronunciation, and from the second
student, teacher can check whether the meaning is correct. • Aspect of using word
The last step of improving English vocabulary mastery by using TPR was teaching how to use words. After the students were trained how to know the
meaning, the spelling, and the pronunciation of new words, then the teacher asked them to make new sentences based on the words given. The teacher asked the
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students to make new imperative sentences by using words open, take, put, and close, write.
3 Closing
In this last meeting, the teacher gave conclusion of the material and gave an assignment. Then, the teacher closed the meeting.
3. Observing
