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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
In conducting this action research, the researcher cast a role as the teacher in conducting Total Physical Response. During implementing the method, the
researcher and her collaborative teacher observed the situation, facts, the students’ progress, and their response in each meeting. The following is the result of
observation in each meeting: a.
First meeting The result of the observation in the first meeting showed that the students
are less active to get involved in the teaching learning process. Only few students responded the teacher’s instruction. It took some time for the teacher to convince
them that they should not be afraid of being volunteers. Then, some students were willing to be volunteers and followed what the teacher said. Yet, some students
seemed to be ashamed to participate. They did not follow the instructions. Sometimes they looked busy talking to their friends.
In this meeting, the students learnt the four aspects, but because of limited time, the evaluation was only the aspect of meaning. The collaborative teacher
claimed that TPR could improve the students’ ability in mastering new words
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especially meaning aspect. In addition, the time allotment should be well managed in order that the time for evaluation is available.
b. Second meeting
In this meeting, the students were more responsive than in the previous meeting. The teacher did not need more time to have some volunteers. The
students who were still ashamed in the first meeting began to pay more attention to the teacher’s instruction. Also, those who talked each other in the previous
meeting seemed to begin to cope with teacher’s instruction. They involved themselves during the class.
c. Third meeting
Based on the observation, it can be said that the students were much more enthusiastic than before. The student began to be familiar with TPR. They cheered
and sang the song happily. When the teacher stopped singing, they asked more. They enjoyed the song much. In this meeting, they sang a song about parts of the
body. From the four aspects, aspect of meaning is well-understood by the
students, while for aspect of spelling, pronouncing, and using the words in a sentence, only half of students who could do them well. There were twenty two
students who could master the four aspects well. On the contrary, 3 students were still not able to master the four aspects. The collaborative teacher gave an advice
of using larger room in order that the students could move and act freely. d.
Fourth meeting It was recognized that the students could interact each other, as they
understood the material about objects in the classroom. Yet, some students were
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still ashamed to ask questions. The students understood the aspect of meaning. For aspect of spelling, there were thirteen students who still had problem in
pronouncing the words. For aspect of pronunciation, there were 13 students who were still got difficulties, and there were eleven students who still could not use
the words in a sentence. In this meeting, the students seemed to be noisier. That’s why; the collaborative teacher suggested handling the students’ noise.
Based on the observation in each meeting, it can be concluded that the students’ ability improved. The following was the improvement achieved by the
students in the first cycle. 1
The improvement of students’ ability in vocabulary mastery Based on the observation in each meeting in the previous, it was noticed
that the students were enthusiastic in following the lesson. It supported them to learn new words intensively. It can be said that there was improvement in
students’ vocabulary mastery particularly in aspect of meaning. Yet, some of the students were still ashamed in practicing spelling and pronunciation. At last, the
researcher and her collaborative teacher strongly agreed that Total Physical Response was good in improving students’ vocabulary mastery.
2 The improvement of student’s motivation, confidence, and involvement in
learning vocabulary The researcher and the collaborative teacher agreed that Total Physical
Response was successful in motivating students to learn vocabulary. Students memorized more words by using this method. One student expressed the
following opinion:
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“Saya senang belajar Bahasa Inggris dengan mempraktekkan, karena kata- katanya dapat diingat kembali. Belajar dengan cara seperti ini
menyenangkan, tidak membosankan”.
The researcher also noticed that the movement and action could improve the students’ confidence in learning new words. They were not afraid of making
mistake in responding what the teacher said. They felt that English was easier than they thought. It was important as it could give them more motivation to learn
about English in the next level. Some students who were not interested in English stated that learning
English through TPR was enjoyable. They could memorize words easily.
4. Reflection of Cycle 1
