The Effectiveness of Using Total Physical Response toward the Students' Imperative Sentences Mastery"(An ExperimentaSl tudya t the Fir,ct Yearo f SMPN 2 Tangse

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ENDORSEMENT SHEET

The "Skripsi" (Scientific Paper) entitle "The Effectiveness of Using Total Physical Response toward the Students' Imperative Sentences Mastery"(An Experimental Study at the Fir,ct Year of SMPN 2 Tangsel), written by YULIS TIANINGSIH, student's registration number 208014000085 was examined in the examination session ot the Faculty of Tarbiyah and Teachers' Training, SyarifFlidayatullah State Islamic University Jakarta on September,'24th 2013. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of Strata I (S.Pd.) in English I-anguage Education at the Department of Enelish Education.

Jakarta, September 24!h 201.3'

EXAMINATION COM

CHAIRMAN : D rs. SlaukL[A,&L

NrP. 1964t2t2 199103 | 002 SECRETARY: Zaharil Anasy. M.Huii!.

NrP. 19761007 200710 I 002

EXAMINERS:

1. Dr,_A!sk

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NIP. 19690912 200901 I 008 2. Zaharil Angsy-M.[Ium. NIP. 19761007 200710 1 002

Acknowledged by:

Dean of Tarbiyah and Teachers' Training Faculty

Nqrlena R.ifa'i. M.A.. Ph"D. NIP. 19591020 198603 2 001

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TEACHING IMPERATIVE SENTENCES BY USING TOTAL PHYSICAL RESPON

(An Experimental Study in thefirst year of SMPN 2 Tangsel ₎

A "Skripsi"

Presented to ihe Faculty of Tarbiyah and Teacher's Training in a Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By:

YULIS TIANINGSIH 208014000085

Approved by the Advisor

IP.19690912200901 1 008 NIP.

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

t

t

Dr. HiN[. Farkhan M.Pd. NIP. 19690912 200901 1 008

/_I I

Saya yang bertanda N a m a

tangan di bawah ini,

: YTILIS TIANINGSIH : Lebah 4 November 1988 : 208014000085

: Pendidikan Bahasa Inggris

: The Effectiveness of Using Total Physical Response tou'ard the Students' Imperative Sentences Mastery (An Experimental Study at the First Year of SMPN 2 Tangsel) : Dr. H. M. Farkhan M.Pd.

Yenny Rahrnawati I\4-Ed. Tempat/Tgl.Lahir

NIM Jurusan Judul Skripsi

Dosen Pembimbing

Dengan ini menyatakar: bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jarvab secara akademis atas apa yang saya tulis.

Fernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 03 Oktober 2013 Mahasiswa Ybs.

YULIS I'IANING$IH NrM.208014CIffn8s KEMENTERIAN AGAMA

UIN JAKARTA FITK

Jl. k. H. J@r& No Cip.tbt 15112ln&tes;a

FORM (FR)

No. Dokumen : FITK-FR-AKD,089 Tgl. Terbit : 1 Maret 2010

No. Revisi: : 01

Hal 1 t 1

i

Study at the first year of SMPN 2 Tangerang selatan) Skripsi, English Education Department, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Dr. H. M. Farkhan. M.Pd. and Yenny Rahmawati M.Ed.

This research has aim to know the effectiveness of using TPR toward

students’ imperative sentences mastery for the first year class students of SMPN 2 Tangsel. The subjects of this study were consisted of 80 students. 20 students for experimental class from VII.VI class, and 20 students for control class from VII.V class who were chosen randomly.

The method used in this study was an experimental study and including in quantitative by collecting data from the test. The researcher taught Imperative sentences using TPR in VII.VI class whereas the researcher taught Imperative Sentence without using TPR in VII.V class. The study carried out in six meeting during two months. The data were gathered in this study through observation and test (Pre-test and Post-tes).

From the statistical calculation, it was obtained that the value of to (t-observation) was 4.25 and the value of tt (t-table) from the df = 38 on the degree of significance of 5% and 1% was 2.02. it means that the value of to is higher than the value of tt. Based on the result, the null hypotheses alternative hypothesis (Ha)

is accepted, it means that using total physical response is effective toward the students’ imperative sentences mastery. Null hypothesis (Ho) is rejected, it means

that using total physical response is no effective toward the students’ imperative sentences mastery.

ii

ABSTRAK

YULIS TIANINGSIH. 2013. The Effectiveness of Using Total Physical Response toward the Students’ Imperative Sentences Mastery (An Experimental Study at the First Year of SMPN 2 Tangerang selatan) Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing Dr. H. M. Farkhan, M.Pd. dan Yenny Rahmawati, M.Ed.

Penelitian ini bertujuan untuk mengetahui keefektifan dalam menggunakan TPR terhadap penguasaan siswa dalam imperative sentences pada kelas satu SMPN 2 Tangsel. Penelitian ini dilaksanakan pada 80 siswa, 20 siswa untuk kelas experiment dari kelas VII.VI, dan 20 siswa lagi untuk kelas control dari kelas VII.V yang dipilih secara acak.

Metode yang digunakan dalam penelitian ini adalah metode eksperimen dan mencakup dalam bentuk quantitative dengan mengumpulkan data dari test yang diberikan. Peneliti mengajarkan imperative sintences menggunakan total pisikal respon di kelas VII.VI, sebaliknya peneliti mengajarkan imperative sentences tanpa menggunakan total pisikal respon di kelas VII. V. Penelitian ini dilaksanakan dalam delapan kali pertemuan selama kurang lebih dua bulan. Pengumpulan data dalam penelitian ini melalui observasi dan test ( Pre-test dan Post-tes).

Berdasarkan hasil statistik, telah didapatkan nilai to (t-observation) yaitu sebesar 4.25 dan nilai tt(t-table) dari df= 38 pada taraf signifikan 5% dan 1% yaitu sebesar 2.02. dari hasil tersebut jelas bahwa nilai to lebih tinggi dari pada nilai tt selanjutnya dapat ditarik kesimpulan bahwa hyphotesis alternative diterima, ini berarti bahwa menggunakan total physical response lebih efektif untuk kemampuan siswa dalam penguasaan imperative sentences. Hypothesis null ditolak, ini berarti bahwa menggunakan total physical response tidak efektif untuk kemampuan siswa dalam penguasaan imperative sentences.

iii

All praise be to Allah SWT the Almighty, who gives the writer chance in seeking HIS blesses, and guidance always given to the writer so she could finish this “skripsi”. Peace and blessing be upon our prophet Muhammad SAW, his family, his companions and his followers.

This skripsi is presented to the English Education Department of Tarbiyah and Teaching Sciences Faculty of UIN SyarifHidayatullah Jakarta as a partial fulfillment of the requirements for Strata 1 (Bachelor of Art).

The writer would like to extend best regard and his gratitude to her beloved parents Mr. Dulmuin and Mrs. Siti Robia’h and the whole of her family who have give her all of their love, prayer, and support to finish this paper. She also would like to express her great respect and gratitude to Dr.H Farkhan M.Pd and Yenny Rahmawaty M.Ed as her advisor who have patiently aimed during guidance until finishing this paper.

Her gratitude also goes to those who helped her in finishing her work, among others:

1. Nurlena, M.A., Ph.D., the dean of the faculty of Tarbiyah and Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., and Zahril Anasyi, M.Hum. as Head and Secretary of the English Department.

3. Drs. Nasrun Mahmud, M.Pd. who accept writer’s paper title.

4. All lecturers in the English Department, for teaching and sharing knowledge, motivation and patient. Thank you for amazing study experience.

5. Drs. H. Antasa, M.Pd, the head master of SMPN 2 Tangsel who has allowed the writer to conduct this research in SMPN 2 Tangsel, and all teachers and administration staffs of SMPN 2 Tangsel who have helped and supported the writer in finishing this research.Especially for first grade students (7 6 and 7 5) for their cooperation as the sample of the research.

iv

6. Marfu’ah S.Pd, the English teacher of SMPN 2 Tangsel who has given her ideas and times and also has guided, advised the writer in the process of doing this research.

7. Her best gratitude to her beloved little brother Risqi Firmansyah and beloved cousin Siti Aisyah and beloved close friend Muhammad Nasir Al-Khatiri, who always pray, remind her and give supports, motivation, to finish this research paper completely.

8. Her best friends in English Education Department, Aisyah Annas, Nurhayati Syafi’i, Lulu Fauziati Hidayat, Fajriah Amali, Reni Raudatul M, Nur Rif’atul Izzah, Yuni Fitria, thank you for being helping, sharing many knowledge and the happiness that felt together andEnglish Education Department Students 2008- C Class.Last, but not least thank to all the writer’s friends and teachers in Jakarta.

May Allah, the Almighty bless them all. Amin.

Finally, the writer realizes that this “skripsi” still has some weaknesses and lacked. Therefore, she would be grateful to accept any suggestions and corrections from anyone for better writing.

Jakarta, September 2013

v

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Scope and Limitation of the Problem... 4

C. Formulation of the Research ... 4

D. Objective of the research ... 5

E. Significance of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK A.Imperative Sentences ... 6

1. Definition of Imperative Sentences ... 6

2. The Form of Imperative Sentences ... 8

3. Verb in Imperative Sentences ... 11

B. Total Physical Response ... 13

1. Background of Total Physical Response ... 13

2. Design of Total Physical Response ... 14

a. The Objectives ... 14

b. The Syllabus ... 14

c. Type of Learning and Teaching Activities ... 14

d. Learner Roles ... 14

e. Teacher Roles ... 14

3. Principles of Total Physical Response Method ... 15

4. Procedure of Total Physical Response Method ... 15

5. Advantages of Total Physical Response ... 15

6. Disadvantages of Total Physical Response ... 16

C. Teaching Imperative Sentences By Using Total Physical Response ... 16

D. Conceptual Framework ... 18

CHAPTER III RESEARCH METHODOLOGY A. Research Design ... 19

B. Place and Time of the Research ... 19

C. Method of the Research ... 21

D. The Population and Sample ... 21

E. The Techniques of Collecting Data ... 21

F. The Techniques of Analyzing the Data ... 22

vi

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Data Description ... 24

B. Data Analysis and the Test of Hypotheses ... 25

1. Data Analysis ... 27

2. The Comparison between t-score and t-table ... 29

3. The Test of Hypotheses ... 29

C. Data Interpretation ... 30

CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusion ... 31

B. Suggestions ... 32

BIBLIOGRAPHY ... 34

viii

LIST OF APPENDICES

Appendix 1 Rencana Pelaksanaan Pembelajaran

(Experiment Class Using Total Physical Response) ... 35 Appendix 2 The Instrument of Research, Pre Test , Post Test ... 42 Appendix 3 Answer Key of Pre-Test, Post Test ... 48

1

research, formulationof the research, objective of the research, significance of the study, method of the research.

A.

Background of the Study

Language is one culture that is an integral part of human life. According to Edward Sapir in Rianti (2007) “There is a close relationship between culture and language, it will be difficult to understand other people's culture without having the knowledge of the languages and vice verca”.1. It is the truth that there is a close relationship between culture and language that people should have the science to understand the culture of others.Languageis also one of the tools to communicate with every one in this world.

Nowadays,English has an important role in this world. Many countries apply it as a first language while other countries apply it as a foreign language. In Indonesia, English is also functioned as a foreign language. As a foreign language English has become an important part in educational system in the country as it is taught from primary to university level.In addition, English has been applied into the curriculum and be mastered by the students whether they like it or not. As Jeremy Harmer stated that "Probably the greatest number of language students in the world do it because it is on the school curriculum whether they like it or not".2It means whether the student likes or not in mastering English but in other they must be learning English in their school.

As we know, basically the studentshould be able tomaster thefourbasic skills of English, namely listening, reading, speaking, andwriting. The four basic should be completely understood well by students. There are manyfactors that influence students' improvement in English; one of them show students understand the learning strategies, because the roleis very importantin the learning

1

Rahayu Dwi Rianti, dkk., Cross Cultural Understanding,( Jakarta: English Education Departmen 2007), p. 12.

2

Jeremy Harmer. The Practice of English Language Teaching New Edition, (London and New York: Longman Group UK Limited, 1991), p. 1.

2

strategies and language learningas Rebecca L Oxford said “learning strategies are step taken by students to enhance their own learning. Strategies are especially important for language learning because they are tool for active, self directed involvement, whish is essential for developing communicative competence”.3

Therefore, teaching strategies are always options for a teacher to apply it because will make the learning environment more effective and more fun until the students felt comfortable when they were learned as said by Rebecca L. Oxford "learning strategies are specific actions taken by the learner Easier, faster, more enjoyable, more self-directed, more, and more transferrable to new situations".4

Second , the teacher and methodology are also factors contributing to the development of English language methodology Because without them being two things are important in improving the English languages, students will have difficulty or even seem bored in understanding the subject.

In addition, the fact shows that learning English is not easy, because the students felt bored and finally made them in pressure, whereas the most important in learning English is avoid of stress as said by Jack C. Richard and Theodore S. Rodgers “An important condition for succesful language learning is the absence of stress”.5

Therefore, there must be a solution to make the pupils to be easy to understand and create a good atmosphere and learning environment must be improved. For this reason, the teacher must be able to adjust materials in teaching methods which are suitable to needs of students.

Based on above explanation there is significant methods used in teaching foreign languages. Total Physical Response (TPR) is one of various methods and created by Dr. James Asher. It functions on the same as principles as the children learn their mother tongue. In the classroom the role is taking by the teacher, the teachers say an instruction and demonstrate it.Afterwards the teacher says it again

3

Rebecca L. Oxford, Language Learning Strategi, What EveryTeacher Should Know, ( New York: Heinle & Heinle Publisher, Inc. 1990), p. 1.

4

Ibid., p. 8. 5

Jack, C. Richards and Theodore S. Rodgers, Approaches and Methods In Language Teaching: A Description and Analysis, ( New York: Cambridge University Press, 1990), p. 91.

and all the students are to do theaction. After a few repeating processes, students are able not only demonstrate thephrase but also to repeat it in words. It surely improved in classroom and reduces the stress of students when they studying foreign languages and it called TPR method, as said by Diane Larsen-Freeman “Total Physical Response method was developed in order to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in the is study beyond a beginning level of proficiency”.6

This paper is trying to show the benefits of using one method. According to Jack C Richards and Theodore S. Rodgers, Total Physical Response ( TPR ) is a language teaching method built around the coordination of speech and action; it attempts to teach language through TPR activity.6

There are many kinds of material for grammar, such as structure and sentences, one aspect in grammar is Imperative sentences.There are many problems in learning Imperative Sentences. First; Many student felt difficult when they learn Imperative sentences by listing and memorizing the verbs as their teacher has been teaching them,because between both listing and memorizing will be boring. Students can easily get what they learn if they are interested in material and the way it is presented to them. Second; many students in Indonesia have difficulties in learning grammar, especially in imperative sentences. This condition makes the students not being be able to read, speak, listen, and write well. Therefore, Imperative sentences are suitable for using in TPR method because imperative drills are fundamental in the classroom activity. Jack, C. Richards and Theodore S. Rodgers noted that “Imperative drills are the major classroom activity in Total Physical Response”.7

Finally from the background above the writer used the experimental study. In this case the writer used TPR method in teaching imperative sentences.. the title of the research is :

6

Ibid., p. 87. 7

Jack, C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching: Second Edition, (New York: Cambridge University Press, 2001), p. 76.

4

“The Effectiveness of Using Total Physical Response toward the Students’ Imperative Sentences Mastery”(An Experimental Study at the First Year of SMPN 2 Tanggerang Selatan).

B.

Scope and Limitation of the Research

The writer limits the problem and focuses of on”teaching imperative sentences by using Total Physical Response method at SMPN 2 Tangsel”.

C.

Formulation of the Research

Based on the descriptions above, the writer formulated the problems as:“Is there any effect of using TPR technique toward of students’ imperative sentences mastery?”

This skripsi formulated by the specific research as follow ; “ Is using TPRtechnique effective toward the students’ imperative sentences mastery.

D.

Objective of the Research

According to the formulation of the problem stated above, the general objective of this study are :

1. To know the effect of using TPR and the effectiveness toward students’ imperative sentences mastery for the first year class students of SMPN 2 TanggerangSelatan.

E.

Significance of Study

It is hoped that the result of this research will give advantages for peoplewho read it, especially:

1. For Researcher

To provide beneficial information about implementation of TPR in teaching imperative sentences at SMPN 2 Tanggerang selatan.

2. For Teacher

To enrich the teachers’ knowledge in teaching English using TPR method and in teaching imperative sentences at seventh year of students SMPN 2

Tanggerang selatan. It can inspire the English teachers to develop their teaching strategies to make students easy in learning grammar, especially Imperative sentences.

3. For Students

To give better and useful input for the students and their English language especially, imperative sentences.

6 CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer explained about definition imperatives sentences which consist of kinds of imperative sentences and verb in imperative sentences, Total physical response and teaching Imperative sentences by using Total physical response andconceptual framework.

A. Imperative sentence

1. Definition of Imperative Sentence

There are many explanations in imperative sentence. According to Betty Schrampfer Azar “Imperative Sentences are used to give command, make polite requests and give direction.”1

It seems that the uses of imperative are wide and many variety. Another explanation from Eugene J. Hall Imperative Sentences are used to give a command or to make the request. The word imperative comes from a Latin verb meaning “to command”.2

Another assumption from James R. Hurford “An Imperative Sentence is of the sort typically used to give a command or order.”3 It means that many specific to give a command or order to other people.In English, imperatives are normally missing of subject, though all othe normal parts of the sentence are present.the verb in an English imperative is base form of the verb, without endings of any kind.Another explanation comes from John E. Matriner in English Grammar and Composition “An Imperative sentence gives a command or makes a request”.4

It seem with the first explanation from Betty. From those explanations above, it can be concluded that imperative sentences are used in several utterances. It can be used for giving command, giving request, giving direction, giving order.

1

Betty Schrampter Azar, Fundamentals of English Grammar: Third Edition, (New York: Pearson Education,2003 ), p. 213.

2

Eugene J. Hall. Grammar for Use: A Realistic Approach to Grammar Study For Immediate and Practical Application (USA: Natural Textbook Company, 1993), p. 224.

3

James R. Hurford, Grammar a student’s guide, (New York: Cambridge University Press, 1994), p. 95.

4

John E. Warriner, English Grammar and Composition, (New York: Harcourt, brace & World. INC 2003), p. 29.

We have known that sentences consist of subject and predicate and imperative sentencealso consists of a subject followed by a subject andpredicate.5Automatically imperative sentence, it consists of subject and predicate. As noted, English imperatives lack subjects, but in them an implicit second person subjectyouis normally understood.6It means whether we say please go away, the person or the people we are speaking to naturally understands that he or she is the person who is to go away, even though we don’t say you.

2. The Form of Imperative Sentence

The simple form of a verb is used in imperative sentences. The understood subject of the sentence is you (meaning the person the speaking is talking to you).7

The simple imperative, as in give, open, antedates inflection form which along with interjection, like O! Ouch! belong to the oldest forms of spoken speech.8Although the oldest imperatives form, it is still used wide, but now it is only one of many forms. For today the expression of one’s will is no longer a simple matter as in the earliest period when men were less differentiated and less sensitive.

Traditional grammarians have referred to underlying subject of imperative sentence as the “understood you.” In other words, the subject always missing of an imperative is the second person singular or plural subject pronoun, you.9

The basic forms of imperatives are:

a. The imperative does not usually have a subject, but it can be used with one a noun or pronoun if it is necessary to make it clear who is being spoken to.10 Example : Somebody clean the window

5

Rodney Huddleston and Geoffrey K. Pullum, A Student’s Introduction to English

Grammar, (Cambridge: Cambridge University Press, 2005), p. 12.

6

James R. Hurford, loc. cit.

7

Betty SchrampferAzar, Fundamentals of English Grammar, (Englewood Cliffs, New Jersey: Prentice hall, 1985), p. 70.

8

George O. Curme. English Grammar, New York: Barnes and Noble, Inc., 1966), p. 249.

9

Marianne Celce - Murcia, Diane Larsen Freeman, the Grammar Book: an ESL/EFL Teacher course: second edition (New York:Heinle and Heinle publishers, inc, 1999), p. 228.

10

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 314.

8

Acing, come forward

b. An imperative can be made more emphatic by putting do before it.

The form with do is also employed in entreaties and as an emphatic prohibition or negative command, here usually with stressed.11

Example : Do clean up Do sit down

c. Negative imperatives are constructed with do not or don’t Example : Don’t open the door

Do not, my friends, consider that all is lost.12

Negative imperative are somewhat more complicated than their affirmative counterparts. Three types of negative imperatives occur.13

1) Don’t you be late 2) Don’t be late 3) Do not be late

d. Always and never come before imperative.14 A final observation is that it is possible to produce negative imperative by using the preverbal adverb of frequency. “never” in initial position without the do verb.15

Example : Always remember me Never be late again!

e. Although do is not normally used with be to make questions and negatives, do is used to make negative or emphatic imperatives of be.

Example : Don’t be lazy! Don’t be late! Don’t be noise

11

Curme,op.cit, p. 250.

12

Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, Jan Startvik, A Comprehensive Grammar of the English Language, (New York: Longman Inc., 1985), p. 830.

13

Murcia, op. cit., p. 140.

14

Swan, loc. cit.

15

Marianne Celce - Murcia, Diane Larsen Freeman, the Grammar Book: an ESL/EFL Teacher course: second edition (New York: Heinle and Heinle publishers, inc, 1999), p. 231.

f. Some languages have a first person plural “imperative” form used to suggest that the group one is with should do something. English does have not this, but there are stucture with let us (or let’s + infinitive which has a similar meaning.16

Example : Let’s go to the movies Let’s have a party

Negative form let’s not go to the movies

g. Passive imperatives are often constructed with get Example : Get vaccinated as soon as you can

h. There is some question tag that is used in imperative sentence, the question tag are will you? Won’t you? Would you? Can you? Can’t you? And could you?

Example : Open the window, would you? Do sit down, won’t you?

i. There is a special way os using the imperative (followed by and....) in which it is similar to and if-clause.17

Example: Walk down our street any day and you’ill see beautiful panorama.

1. Verb in Imperative Sentences

There are five signals show that a sentence is an imperative.18

1. Many imperatives do not have grammatical subjects. Unlike that other sentence, there is nothing in the subject (s) part of the clause.

Write your name at the top of the page.

S V DO

The imperative is, incidentally, the only pattern in formal English where the subject is not expressed. In other environments, the subjects might be omitted in informal speech in a conversational context. Where sentence fragments, or utterance, were being used in place of complete, formal sentences.19

16

Swan, op. cit., p. 315.

17

Ibid.

18

Irwin Feigrnbaum. The Grammar Handbook, (Oxford University Press, 1985), p. 32.

19

10

2. The verb form is the simple form (sometimes called the base form or the infinitive without to)

Be on time for the test

Answer all the questions on the test

The negative is formed by adding do not or don’t

Don’t begin to work before 8.30

3. Polite words or phrases are often used in imperative sentences, especially if they are requests or suggestions.

Please bring me your note book

Sometimes the word “let’s” is used in an imperative sentence. This shows that the person who is speaking plans to join the action.

4. The usual end punctuation for a written imperative sentence is a period. However, when the imperative is very strong, the end punctuation is an exclamation mark.

Sit down!

5. The usual intonation for an imperative is falling intonation at the end Be on time for the interview

However when the imperative has grammar structure of a yes no question, the intonation may be rising of falling.

The imperative commands and request takes no subject as 'you' is the implied subject. The imperative form ends with either a period (.) or an exclamation point (!)”.20

Open the door, Finish your homework, Pick up that mees

As mentioned above, in the second signal, the verb that is used in imperative sentence is the simple form. Here are some verbs that are used in imperative sentence:

Stand up—close Sit—Hit

20

http://khairuddinhsb.wordpress.com/2008/07/24/sentence/downloaded on April 17th 2012 at 08.20 p.m Sunday

Walk—Throw Cry—Write Jump—Push

B. Total Physical Response

1. Background of total Physical Response

Total physical response is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity, developed by James Asher, a professor of psychology at San Jose State University, California. Total physical response method was developed in order to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in their study beyond beginning level of proficiency.

In a developmental sense, Asher sees successful adult second language learning as a parallel process to child first language acquisition. He claims that speech directed to young children consist of commands, which children respond to physically before they begin to produce verbal responses. Asher feels adult should effort to processes which children acquire their mother tongue.

TPR has become a command and effective means of introducing children and adults to a foreign language, and in particular to listening, especially in early stages of instruction. By using physical response is usually a lot of fun for students and provides excellent practice in both listening comprehension and memory.21

In TPR, teachers interact with students by delivering commands, and students demonstrate comprehension through physical response.22

21

Rebecca L. Oxford, Language Learning Strategy, What Every Teacher Should Know, ( Boston: Heinle and Heinle Publishers,1990), p. 108.

22

Helena Anderson Curtain and Carol Ann Pasela, Language and Children-Making the match: Foreign Language Instruction in the Elementary School, (Addison-Wesley Publishing Company, Inc.,1988), p. 127.

12

From the statemennt above, the writer concluded that TPR ( Total Physical Response) is a language teaching method built around speech and action, which the teacher give a command and the student can respond physically.TPR combines a number of other insight in it’s rationale.23

2. Design of Total Physical Response

a. The Objectives

The general objectives of Total Physical Response are to teach oral proficiency at a beginning level.24

TPR was developed to improve the better score of teaching learning process of a new language; also the teacher who use TPR method believe that the students enjoying their experience in learning the new language.

Freeman stated that “TPR was developed in order to reduce the stress people feel when studying foreign languages and there by encourage students to persist in their study beyond a beginning level of proficiency. Based on statement above, there are some objectives of Total Physical Response.

b. The Syllabus

The type of syllabus Asher uses can be inferred from an analysis of the exercise types employed in TPR classes. This analysis reveals the use of the sentences – based syllabus, with grammatical and lexical criteria being primary in selecting teaching items.

c. Types of learning and teaching activities

1) Imperative drills; these are the major classroom activity in TPR. They are typically used to elicit physical actions and activity on the part of the learners. 2) Conversational dialogues; but these are delayed until after about 120 hours of instruction. Asher’s rational for this is that “everyday conversations are

23

H. Douglas Brown, Teaching by Principle an Interactive Approach to Language Pedagogy, (San Pransisco: Prantice Hall-Inc; 1994), p. 64.

24

Jack, C. Richards and Theodore S. Rodgers, Approaches and Methods in language Teaching A Description and Analysis, (Cambridge: Cambridge University Press, 1986), p. 91.

highly abstract and disconnected; therefore to understand them requires a rather advanced internalization of the target language” (1977:95).

3) Role-play; it centers on everyday situations.

4) Slide Presentations; these are used to provide a visual center for teacher narration, which is followed by commands. And for questions to students, such as “which person in the picture in the salesperson?”

5) Reading and writing activities; it may also be employed to further consolidate structures and vocabulary, and as follow-ups to oral imperative drills.

d. Learner Roles

Learners in TPR have the primary roles of listener and performer. They listen intensively and response physically to commands given by the teacher in the school. Learners are required to response between individually and collectively. Learners monitor and could evaluate their own progress. They are being able to speak when they ready to speak that is. When a sufficient basis in the language has been internalize.

e. Teacher Roles

The teacher plays an active and direct role in TPR. It is the teacher who decides what to teach who models and present the new materials, and who selects supporting materials for classroom use.

f. Principles of Total Physical Response Method

The principles of TPR method are very important to be noticed and here are several of them that stated from Dian Larsen-Freeman:

1) Meaning in target language can be often be conveyed through action memory is activated through learner response.

2) The students understanding of the target language should be developed before speaking.

3) The imperative is a powerful linguistics device through which the teacher can direct students’ behavior.

14

4) Students should not be made to memorize fixed routines 5) Spoken language should be emphasized over written language. 6) Students are expected to make errors when they first begin to speak.25

g. Procedure of TPR

The course was for adult immigrants and consisted of 159 hours of classroom instruction. The sixth class in the course proceedge in the following way:

1) Review. This was a fast-moving war-up which individual students were moved with commands.

2) New command. These verbs were introduced

3) Role reversal. Students readily volunteered to utter commands that manipulated the behaveiour of the instructor and other students.

4) Reading and writing. The instructor wrote on the blackboard each new vocabulary item and a sentence to illustrate the item, then she spoke each item and acted out the sentence. The students listened as she read the material. Some copied the information in their notebooks.

h. Advantages of Total Physical Response

TPR has some advantages and disadvantages. Its advantages include: 1) It is a lot of fun. Learners enjoy it, and this method can be a real stirrer in the

class.

2) It is very memorable. It does assist studnets to recognize phrases or words. 3) It is good for kinesthetic learners who are required to be active in the class 4) It can be used both in large or small classes. In this case, it isno matter to

have how many students you have as long as you are prepared to take the lead.

5) It works well with mixed-ability classes. The physical actions get across the meaning effectively so that all the learners are able to comprehend and apply the target language;

25

6) It is no need to have a lot of preparation or materials using the TPR. In this regard, as long as you are competent of what you want to practice (a rehearsal beforehand can help), it will not take a lot of time to get ready;

7) It is very effective with teenagers and young learners; and 8) It involves both left and right-brained learning.26

i. Disadvantages of Total Physical Response

1) Students who are not used to such things might find it emberrasing. This can be the case initially but I have found that if the teacher is prepared to perfome the action. The students feel happier about copying.

2) It is only really suitable for beginner levels.

3) Whilst it is clear that it is far more useful at lower levels because the target language lends itself to such activities I have

4) also used it Successefully with intermediate and advanced levels.27

C. Teaching Imperative Sentences By Using Total Physical Response

TPR is a method that requires students to listen to teacher’s command comprehensively. Later, students observe teacher’s performance and perform what teacher commands. The role is taking by the teacher; he said an instruction and demonstrates it. Afterwards the teacher says it again and all the students are to do theaction. After a few repeating processes, students are able not only to demonstrate the phrase but also to repeat it in words. It can be seen while the students learnedin classroom moreover it can reduces the stress of students when they studying foreign languages.

TPR is a kind of method that involves students’ body in performing the action; they listen to teacher’s command, and then perform it well.

26

http://.wordpress.com/2012/02/21/teaching-children-using-a-total-physical-response-tpr-method-rethinking/downloaded on August 15th 2012 at 01.50 p.m Tuesday

27

http://www.tpr-world/benefits.htmldownloaded on April 17th 2012 at 02.20 p.m Sunday

16

The statement above is based on Thornburry stated that reinforcing a situational presentation with picture, board drawings, or gesture makes it more intelligible, and perhaps more memorable.28

In addition,the mainof this method are very lively lessons and students who easily retrieve the language. This method makes the students listen and respond to the spoken target language commands of their teacher. They can perform the teacher’s instructions it means that they knowing the words. there are many endorser of TPR believe in the importance of having their students enjoy their experiences in learning target language, it can reduce their stress in learning foreign language.

TPR method surely influence students in learning foreign language, it is able to understanding in learning target language through its principles, such as students observe teacher’s performance, listen to teacher’s command, perform teacher’s command, and they can reduce the stress through its activity.

D. Conceptual Framework

There are many method used in language teaching. Total Physical Response is a method developed by Asher and suitable for using in the classroom and students can learn through observing actions as well as by performing. It can be presented by using game that is reasonable to learners’ character. Total Physical Response was developed to reduce stress people when studying foreign language. The teacher use TPR also believe in the importance having the students enjoy the experience in learning how to communicate in a foreign language. As one of grammatical structures, imperative sentence should be taught and practiced along in communication. To realize the goal and learning process of imperative sentence should be visible in context of students’ life. By using the Total Physical Responses, it can hoped that the teacher be able to motivate them in learn and pay attention to the material are given by the teacher in classroom.

28

Scott Thornbury, How to Teach Vocabulary, (England: Pearson Education Limited, 2002), p. 82.

Finally, the students are able to understand well and encourage toe learn English more hard. As the whole, the students will understand the concept of imperative sentences.

18

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The researcher used the subject of this experiment is students at grade VII of SMPN 2 Tangsel, the researcher also used 2 classes at grade VII which is VII 6 and VII 5 . the class VII 6 as an experiment class while VII 5 as a control class.

In addition, for this affect the researcher decided to choose of treatment that is VII 6 class as an experiment class and for this class the researcher used Total Physical Response in her teaching English Imperative Sentences, beside that, VII 5 class as a control class for this study and in this class the researcher didn’t use Total Physical Response in teaching english imperative sentences.

B. The Place And Time of The Research

The research of this study was held at SMPN 2 Tangsel, Banten, which is located on Jl. Cirendeu Raya, Tanggerang, Banten. The writer conducted this research about eight days for two meeting.The reseacrh was held February,4th to 28 March 2013 for eight meeting every class(experiment and contolled classes), consisting fo presenting and giving the test. After data were collected, the writer began to analyze them.

C. Method of the Research

In doing the research, the writer used experimental research by teaching imperative sentences in two different teaching techniques. In the experiment class, the writer taught using TPR (Total Physical Response) technique and in control class, the writer taught without using TPR method.

D. Instrument of the Research

To collect data, the writer gives a written test to the first year of the students of SMPN 2 Tangsel focused on imperative sentences. The instrument of the research is objective test. The test consist of 40 questions of multiple choices.

E. Population and Sample

In this research the writer takes a role as the researcher which is take the population at VII grade students SMPN 2 Tangsel. The quantity students of seventh grade students SMPN 2 Tangsel Banten, are 400 students, namely class VII 1, VII 2, VII 3, VII 4, VII 5, VII 6, VII 8, VII 9, VII 10 which consist of 40 students every class. In This research, the writer takes sample of research is two classes, they are 80 students. The writer was taken random aboutsample technique decide the sample. Class VII 6 which is employed 40 students as the experiment class and VII 5 which is employed 40 students as the control class. It will be taken only 20 students from each class. The writer collect the data by giving the students the same test 20 questions for both experiment class and control class.

F. The Technique of Collecting Data

One the important thing in this research is collecting data. To collect the data, the writer used the test. The test was done to know the effectiveness of using TPR toward students’ imperative sentences mastery. It can determine the result of the research. In the experiment and control class the writer gives the pre-test to the students both of two classes. While the post-test arranged to determine to growth of learning outcomes with two methods used in this research. This some explain about the writer doing in collecting data:

1. Pre-test

The writer gave the pre-test to the students in the beginning of attending both experiment and control class. The test consist of 40 items multiple choices. This test used to know the students’ knowledge of the material which will be taught

2. Post-test

The writer gave the post-test to the students experiment class and control class in the end of lesson. The tests are similar with the test in the beginning of pre-test, but the test was same consist of 40 items

20

multiple choices. There are 40 ( forty ) items in the test and the whole are multiple choices. If students answered a question correctly, they would be given score 2.5 for complete sentences. So the score of students for the whole, if they answered are 100.

G. Technique of Analyzing the Data

Analyzing the Data is the last step in the procedure of experiment, in this case, processing the data. Data processing is the step to know the result of both the experiment class and control class and also their differences.

In analyzing the Data, the writer compares the score between pre-test and post-test of bot the experiment class and control class to find out the differences score of student’s achievement in teaching imperative sentences by using TPR. This research was analyzed by using T-test.1

��= �1 −�2 ���1−�2

M1 = Mean of variable X

M2 = Mean of variable Y

SE = Standard Error

The procedures of calculation were as follows. a. Determining Mean of Variable X, with formula:

M1= X N₁

b. Determining Mean of Variable Y, with formula M2=

Y N2

c. Determining Standard of Deviation Score of Variable X, with formula: SD1 =

X2

N1

1

Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2002), p. 297.

d. Determining Standard of Deviation Score of Variable Y, with formula: SD2 =

Y2

N2

e. Determining Standard Error of Mean of Variable X, with formula: SEM1 =

SD1

N1−1

f. Determining Standard Error of Mean of variable Y, with formula: SEM2 =

SD2

N2−1

g. Determining Standard Error of Mean of Mean of variable X and variable Y, with formula:

SE M1-M2 = SEM 1 1

+ SE_{M 2}2

h. Determining to with formula:

��=

M₁−M₂ SE_{M 1}−SE_{M 2}

i. Determining t-table in significance level 5% and 1% with degree of Freedom (df)

df = (N1+N2)-2 H. The Testing of Hypothesis

The statistic hypothesis stated:

 Ha : Using total physical response method is effective toward the students’ imperative senteces mastery.

 Ho : Using total phyisal response is not effective toward the students’ imperative sentences mastery.

According to the statistiacl hypothesis, Ha accepted if the average

score of calculation to (t-observation) is higher than tt (t-table). Meanwhile,

Ha rejected if the average score of calculation to (t-observation) is smaller

23

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Data Description

The writer collected the data from students pre-test and students post-test from both of classes. The data described into two tables. The students’ score imperative sentences mastery presented in table 4.1 and the students’ score imperative sentences mastery presented in table 4.2.

The pre-test same as with post-test consist of 40 (forty) items in the test. It’s all question are multiple choice, if students answered a question correctly, they would given 2.5 for multiple choice. Then the scores for the whole of items are 100. To know the scores of the test, it was presented in table below.

Table 4.1The Scores of the Students in Experiment Class

No Students Pre-Test (X1) Post-Test (X2) Gain (X2-X1)

1 65 72 7

2 60 77 17

3 60 77 17

4 75 82 7

5 67 75 8

6 65 72 7

7 67 75 8

8 67 75 8

9 65 72 7

10 75 77 2

11 70 77 7

12 62 75 13

13 75 85 10

14 60 75 15

15 67 80 13

16 65 74 9

17 55 72 17

18 70 85 15

19 67 77 10

20 65 72 7

Note :

X1 : Pre-test Score X2 : Post-test Score Gain : X2—X1

From the table above, it can be seen that, in pre- test there is one student who got score 55, three students who got score 60, one student who got score 62, five students who got score 65, five students who got score 67, two students who got score 70, and three students who got score 75, and there wasn’t any student who didn’t get a gained score.

The students’ scoresin post- test were higher than in the pre- test. It can be seen in the table above that the highest score in post- test was 85 and there wasone student who got it. There were three students who got 72(the lowest score).

The next following table is the result of the students in Control Class without using Total Physical Response.

Table 4.2 The Scores of the Students in Control Class

No Students Pre-Test (X1) Post-Test (X2) Gain (X2-X1)

1 55 60 5

2 55 57 2

3 60 65 5

4 50 57 7

5 55 60 5

6 60 67 7

7 52 60 8

8 55 60 5

9 60 67 7

10 50 65 15

11 62 67 5

12 65 72 7

13 55 60 5

14 60 72 12

15 55 60 5

16 50 55 5

17 45 55 10

18 40 60 20

19 50 57 7

20 57 70 5

25

Based on the table above,, in pre-test there was onestudentwho got 40, one student who got 45, four students who got 50, one student who got 52, six students who got 55, one student who got 57, four students who got 60, one student who got 62, and the last one student who got 65.

After post- test, their scores were higher than pre- test. It can be seen that the highest score in post- test was 72(two students who got it) and the lowest score was 55(there were two students who got it). Whereas their average score for the pre-test is 54.55, and the average score for the post-test is 62.3. Moreover, the average gain score is 7.35.

From the table above the writer can summarize the experiment class (learning imperative sentences using TPR method) got the higher score than the control class (without TPR method when they learnt imperative sentences).

The next table shows the result calculation of the post-test both Experiment Class using Total Physical Response and Control Class without using Total Physical Response.As mentioned before, that in analyzing the data from the result of pre- test and post- test, the writer used statistic calculation of the t- test formula with the degree of significance 5 % and 1 %.

Table 4.3 Standard Deviation Table

No X Y x y x2 y

2

1 7 5 -3.2 -0.35 10.24 0.1225

2 17 2 6.8 -5.35 46.24 28.6225

3 17 5 6.8 -2.35 46.24 5.5225

4 7 7 -3.2 -0.35 10.24 0.1225

5 8 5 -2.2 -2.35 4.84 5.5225

6 7 7 -3.2 -0.35 10.24 0.1225

7 8 8 -2.2 0.65 4.84 0.4225

Note:

X = the students’ gained score in experimental class Y = the students’ gained score in control class x = X – MX

y = Y – MY

A. Data Analysis and Test of Hypothesis 1. Data Analysis

The procedures of calculation were as follows. a. Determining Mean of Variable X, with formula:

M1=

X N₁

= Σ

204

20

=

10.2

No X Y x y x2 y

2

9 7 7 -3.2 -0.35 10.24 0.1225

10 2 15 -0.2 7.65 0.04 58.5225

11 7 5 -3.2 -2.35 10.24 5.5225

12 13 7 2.8 -0.35 7.84 0.1225

13 10 5 -0.2 -2.35 0.04 5.5225

14 15 12 4.8 4.65 23.04 21.6225

15 13 5 2.8 -2.35 7.84 5.5225

16 9 5 -1.2 -2.35 1.44 5.5225

17 17 10 6.8 2.65 46.24 7.0225

18 15 20 4.8 12.65 23.04 160.0225

19 10 7 -0.2 -0.35 0.04 0.1225

20 7 5 -3.2 -2.35 10.24 5.5225

27

b. Determining Mean of Variable Y, with formula: M2=

Y N₂

= Σ

147

20

=

7.35

c. Determining Standard of Deviation Score of Variable X, with formula: SD1 =

X2

N₁

=

Σ

102 2

20

=

10.404

20

=

52.02 = 7.21

d. Determining Standard of Deviation Score of Variable Y, with formula: SD2 =

Y2 N₂

=

Σ

7.35 2 20

=

54.0225

20

=

2.701125 = 1.64

e. Determining Standard Error of Mean of Variable X, with formula: SEM1 =

SD₁ N₁−1

=

7.21 20−1

=

7.21

19

=

0.37 = 0.61

f. Determining Standard Error of Mean of variable Y, with formula: SEM2 =

SD₂ N₂−1

=

1.64 20−1

=

1.64

19

=

0.08 = 0.28

g. Determining Standard Error of Mean of Mean of variable X and variable Y, with formula:

SE M1-M2 = SEM 1 1

+ SE_{M 2}2

₌

0.61 2_{+ 0.28} 2

0.3721 + 0.0784 ₌ 0.45 _{= 0.67}

h. Determining to with formula:

��

=

M1−M2

SE_{M 1}− SE_{M 2}

=

10.2−7.35 0.67

=

2.85

0.67

=

4.25

i. Determining t-table in significance level 5% and 1% with degree of Freedom df:

df = (N1+N2)-2 = ( 20 + 20 ) – 2 = 38 The writer gained t-table:

Degree of significance 5% = 2.02 Degree of significance 1% = 2.71

2. The comparison between t-score and t-table

In the table of significance or in t-table , we can see on the df = 38 and on the degree of 5% and 1%, the result is 2.02 and 2.71 t-score is 4.25 so we see the differences between t- score and t-table, and t-score is higher than t-table,there is affect of using TPR in experimental class, it can be concluded that the null of hypothesis (Ho) is rejected and the Ha is accepted.

3. The Testing of The Hypotheses

To give evidence the hypothesis, the data obtained from the experiment class and the control class was calculated by using the t- test formula with the assumption

The hypotheses to be tested areas follow

t0>tt : The alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means,using total physical response method is no effective toward the students’ imperative sentences mastery.

t0<tt : The alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted. It means, using total physical response method is effective toward the students’ imperative sentences mastery.

Based on the result of calculation above, it is obtained that the value of tois

4.25 and ttvalue on degree of significance of 5% and 1 %, are 2.02 and 2.71. The

comparison between the value of ttand the value of to is 2.02 < 4.25 > 2.71. It can

29

rejected. In other words, it can be said that there is effectiveness of using TPR in the experimental class and the control class scores.

A. Data Interpretation

The writer using Total Physical Responsemeans to help the students cope with difficulties when they learn Imperative sentences by listing and memorizing the verbs as their teacher have been taught them. The role is taking by the teacher; he said an instruction and demonstrates it. Afterwards the teacher says it again and all the students are to do theaction. After a few repeating processes, students are able not only to demonstrate the phrase but also to repeat it in words. It can be seen while the students learnedin classroom moreover it can reduces the stress of students when they studying foreign languages.

Total Physical Response is based on expert that the more active learning and more effective in teaching Imperative sentences. Firstly, this method suits the kinesthetic learners who need to be active in the class. The TPR help them pay attention and listen to the teacher and behave in appropriate way. This method can improve the students’ courage especially for some shy students in the classroom of SMPN 2 Tangsel, it can more helpful.

Secondly, the mainof this method are very lively lessons and students who easily retrieve the language. This method makes the students listen and respond to the spoken target language commands of their teacher. They can perform the teacher’s instructions it means that they knowing the words.

Thirdly, using TPR is usually a lot of fun for the students in SMPN 2 Tangsel, this method become the alternative in teaching Imperative Sentences; the students become more interesting and enjoying in learning Imperative Sentences. It can seen from the forth chapter

Fourthly, According to the result of hypothesis, it is known that teaching Imperative Sentences by using TPR can give a significant achievement to the first year of SMPN 2 Tangsel especially in their understanding. In other words, the score of experiment class is higher than control class. In addition using technique

(TPR) students has enjoyed and can reduce their stress in learning Imperative Sentences.

Finally the writer concluded that using TPR method in teaching imperative sentencescan also be applied to other grades of students of junior and senior high school, even for children’s classes, as long as the context is suitable for the students.

30

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

By having conducted this research, then the writer presents some conclusions as follow:

After analyzing the result of the research, the writer got the data that using total physical response is effective toward the students’ imperative sentences mastery.The value of ttand the value of to is 2.02 < 4.25> 2.71. It can be seen that

tois higher than tt, so it is concluded that alternative hypothesis (Ha) is accepted, it

means that using total physical response is effective toward the students’ imperative sentences mastery. Null hypothesis (Ho) is rejected, it means that using

total physical response is no effective toward the students’ imperative sentences mastery

B. Suggestions

Considering the result of this study, the writer would like to give some suggestions. They are as follows:

1. The English teacher should create a good atmosphere in the classroom to make their students felt happy and comfort, and it not only just felt and comfort but make them surely understand about the material especially in mastering grammar (Imperative Sentences).

2. The English teacher should make their student’s spirit increased in learning Imperative Sentences even though they felt tired and sleepy because by learning Imperative Sentences make the students fun and relax to response the command by their action.

3. The English teacher should not only focus on the new verb for beginner level, but also how to apply and conditioned Imperative Sentences by using TPR in intermediate levels.

4. To help students to understand the new vocabulary toward students’ imperative sentences mastery by using total physical response.

5. The teacher should motivate the students by giving rewards so that students are able to do the task correctly.

6. School should prepare a right tool and a kind labor to achieve and support in learning activities.

33

BIBLIOGRAPHY

Azar, Betty Schrampter, Understanding English Grammar, Englewod Cliffs, New Jersey: Prentice – Hall, Inc., 1989.

_____, Fundamentals of English Grammar, Englewood Cliffs, New Jersey: Prentice hall, 1985.

Brown, H. Douglas, Teaching by Principle an Interactive Approach to Language Pedagogy, San Pransisco: Prantice Hall-Inc., 1994.

Celce, Murcia and Diane Larsen Freeman, The Grammar Book: An ESL/ EFL Teacher’s Course Rowly, Massachusetts: Newbury House Publishers, Inc., 1983.

Curme, George O, English Grammar, New York: Barnes and Noble, Inc., 1996. Edward L. Vockell and J. William Asher, Educational Research, New Jersey:

Englewood Cliffs, 1995.

Feigrnbaum, Irwin, The Grammar Handbook, Oxford: Oxford University Press, 1985.

Fraenkel, Jack R and Norman E Wallen, How to Design and Evaluate Research in Education Second Edition, New York: McGraw- Hill Inc., 1993.

Hall, Eugene J, Grammar For Use: A Realistic Approach to Grammar Study For Immediate and Practical Application, USA: Natural Textbook Company, 1993.

Harmer, Jeremy. The Practice of English Language Teaching Third Edition Completed Revised and Updated. Essex: Longman, 2001.

Harmer, Jeremy. English Language Teaching, Edinburg Gate: Pearson Education Limited, 2001.

Helena Anderson Curtain and Carol Ann Pasela, Language and Children-Making The Match: Foreign Language Instruction in the Elementary School, Addison-Wesley Publishing Company, Inc., 1988.

Hornby, A.S, Oxford Advenced Learner’s Dictionary of Current English, Oxford University Press, 2000.

Khaeruddinhsb—wordpress, “Sentences”, www.khairuddinhsb.wordpress, 17th April 2013.

Larsen-Freeman, Diane. Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 1986.

L Oxford, Rebecca, Language Learning Strategi, What Every Teacher Should Know, New York: Heinle & Heinle Publisher, Inc., 1990.

Marianne Celce - Murcia, Diane Larsen Freeman, The Grammar Book: An ESL/EFL Teacher Course Second Edition, New York: Heinle and Heinle publishers, Inc., 1999.

Pullum, Geoffrey K and Huddleston Rodney, A Student’s Introduction to English Grammar, Cambridge: Cambridge University Press, 2005.

Rahayu Dwi Rianti, dkk., Cross Cultural Understanding, Jakarta: English Education Departmen, 2007.

Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, Jan Startvik, A Comprehensive Grammar of The English Language, New York: Longman Inc., 1985.

Richard,Jack C., and Theodore S Rodgers, Approach and Methods in Language Teaching Description and Analysis, Cambridge: Cambridge University Press, 1986.

R Hurford, James, Grammar a Student’s Guide, New York: Cambridge University Press, 1994.

Swan, Michael, Practical English Usage, Oxford: Oxford University Press, 1980. Teaching Children Using a Total Physical Response, www.wordpress, 15thAugust

2012.

Thornbury, Scott, How to Teach Vocabulary, London: Pearson Education Limited, 2002.

TPR world, "Total Physical Response", www.tprworldbenefit.html, 17th April 2013.

Warriner, John E.English Grammar and Composition, New York: Harcourt, brace & World, Inc., 2003.

35

RENCANA PELAKSANAAN PEMBELAJARAN (Eksperiment class)

SMP/MTs : SMP Negeri 2 Tangsel

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : 1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar : 1.1 Mengungkapkan makna gagasan dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat

Indikator : Siswa dapat:

 Siswadapatmengerjakan soal-soal yang telah diberikan mengenai materi yang berkaitan dengan “Imperative Sentences” dengan benar. (pre test)

 Siswa dapat merespon ungkapan – ungkapankalimatperintah (imperative sentence) dalambentukmemberiperintah (giving command).

 Siswa dapat membuat ungkapan-ungkapan kalimatperintah (imperative sentence)dalambentuk memberi perintah (giving command).

 Siswa dapat menentukan pola kalimat imperative dalam bentuk larangan atau (prohibition).

 Siswa mampu membuat contoh kalimat imperative dalam bentuk larangan atau prohibition sesuai dengan artinya.

 Siswa mampu melengkapi kalimat dengan kata kerja yang sesuai.

 Siswa mampu memperagakan beberapa kalimat imperative (polite request) sesuai dengan artinya.

 Siswa mampu menyusun pola yang diacak dalam imperative sentence (politerequest).

 Siswa dapat menentukan pola kalimat imperative yaitu : suggestion.

 Siswa mampu memberikan respon yang tepat mengenai imperative sentence yang diberikan guru tentang suggestion.

 Siswa dapat menuliskan contoh kalimat imperative suggestion. Tema : Command, Prohibition, Polite Request, Suggestion Aspek/Skill : Vocabulary, Speaking, Listening,

Command

Untuk memberi perintah kepada seseorang atau sesama sebaya, dapat dilakukan dengan cara berikut

Kalimat positif (positive imperative sentence)

1. Verb -1 = go, hurry, open 3. Verb – 1 + preposition

2. Verb-1 + noun sit down, stand up , get

out, come in

Open the door 4. Verb – 1 + adverb

Open the window stop here, stay here, stay here 5. Be + adjective

Be quite, be diligent, be nice , be calm Kalimat negatif ( negative imperative sentece)

Untuk membentuk negative imperative cukup menambahkan don’t di depan verb 1 atau be

Prohibition (negative imperative) a. Don’t + V – 1

Don’t go, don’t wait, don’t stop, don’t run b. Don’t + V- 1 + Noun

Don’t open the window Don’t open the refrigulator Don’t close the door c. Don’t + V-1 + preposition

Don’t sit down Do’t come in

Don’t get out Don’t stand up

d. Don’t + V-1 + keterangan tempat Don’t come here

Don’t stop here Don’t stay here

e. Don’t be + adjective / kata sifat

Don’t be stupid Don’t be quick Don’t be arrogant Don’t be sad Don’t be angry

37

Request

Pola request menambahkan please didepan atau dibelakang kata perintah (command )

Please close the door Close the door please.

Request dengan will dan would

Polanya : will + would + S + V infinitive without to + O/C Would + S + mind + verb+ing +O/C

Examples :

Will you come to my house? Will you come to my house please? Would you show shuflle dance?

Would you mind singing beside the class?

Untuk merespon bisa menggunakan ungkapan-ungkapan dibawah ini

- _{Yes, alright Kecuali dengan would you mind untuk merespon}

dengan ungkapan

- _{Yes, certainly No, not at all} - _{Yes, of course}

- _{Yes, sure}

 Using Let’s to express the suggestion

Pattern : Let’s (let’s us) + infinitive + verb 1 = positive imperative (suggestion)

Example : Let’s go to the library

Pattern : Let’s (Let’s us) + not + infinitive + verb1 = negative imperative (suggestion)

Example : Let’s not go to the library

 See the dialogue about suggestion, then practice it Ami : what happened with you ? are you sick? Uliz : it is ok, I just have a stomachache Ami : Let’s go home

Uliz : No, I will finish my exercise first Nini : It’s rain today

2. Metode Pembelajaran: TPR

3. Sumber belajar

Sumber : Buku teks yang relevan dan internet Alatpembelajaran : Gambar – gambar relevan, infocus.

4. Langkah-langkah Kegiatan

 Pertemuan pertama

a. Kegiatan pendahuluan

b. Mengucapkan salam pembuka dan memberikan cerita singkat kisah kesuksesan seseorang seperti Chairul Tanjung

c. Kegiatan inti

 Guru memberikan soal pre-test tentang Imperative Sentences.

 Guru memeriksa hasil pre-test dari siswa.

 Guru dan siswa berdiskusi tentang soal pre-test tentang Imperative Sentences yang telah diberikan kepada murid.

d. Kegiatan penutup

 Guru menjelaskan apa itu Imperative Sentences

 Pertemuan ke - dua

a. Kegiatan Pendahuluan

 Mengucapkan salam pembuka dan bernyanyi sebelum dimulainya pembelajaran

 mengkondisikan siswa untuk belajar.

 Guru menanyakan kembali apa itu imperative sentences (giving command)

b. Kegiatan Inti

 Siswadimintauntuk mendengarkan terlebih dahulu sebelum mengulangi kosa kata yang diberikan dengan mempraktekan arti kosa kata tersebut.

 Guru menunjuk beberapa siswa untuk membuat contoh imperative sentences (giving command)

 Guru meminta siswa untuk melakukan apa yang di perintahkan oleh guru dalam materi yang berkaitan dengan giving command “sitdown on the chair”

39

 Guru meminta siswa untuk membuat contoh tentang imperative sentences (giving command).

c. Kegiatan Penutup

 Guru bertanya jawab tentang hal-hal yang belum diktahui siswa.

 Menyimpulkan materi pembelajaran.

 Mengucapkan salam penutup.

 Pertemuan ke-tiga-ke-empat

a. Kegiatan pendahuluan

 Mengucapkan salam pembuka dan tebak - tebakan untuk memberikan semangat dalam belajar

 mengkondisikan siswa untuk belajar. b. Kegiatan inti

 Guru bertanya kepada siswa tentang materi imperative sentences yang telah dipelajari (giving command)

 Guru meminta siswa untuk mencari 5 kata kerja dan mengumpulkannya dimeja guru, kemudian guru mengembalikan lagi kepada teman sebangku siswa dan seterusnya.

 Guru menyuruh salah satu siswa untuk membuat contoh imperative sentences (prohibition).

 Guru meminta siswa memilih salah satu temannya untuk memperagakan ungkapan larangan dalam imperative sentences.

 Guru meminta siswa untuk mencocokkan kalimat dengan ungkapan dalam bentuk imperative sentences “prohibition”

 Siswa diminta untuk melengkapi kata kerja apa yang sesuai dalam kalimat ungkapan imperative sentences (prohibition)

c. Kegiatan penutup

 Guru meminta siswa untuk membuat kesimpulan tentang pelajaran hari ini.

 Guru memberikaan salam penutup kepada siswa.

 Pertemuan ke-lima

a. Kegiatan pendahuluan

pulpen kepada teman sebangkunya dan seterusnya sambil bernyanyi, kemudian ketika lagunya selesai maka siswa yang terakhir masih memegang pulpen untuk menyusun kalimat acak sehinggga menjadi benar dalam bentuk imperative sentences “polite request”. Selanjutnya siswa tersebut menunjuk temannya dan seterusnya.

b. Kegiatan inti

 Guru memberikan text percakapan

 Guru memperagakan kalimat imperative sentences “polite request”

 Siswa diminta untuk mengidentifikasi kalimat imperative sentences apa saja yang ada dalam text percakapan tersebut.

 Guru menerangkan kosa kata apa saja yang ada dalam text percakapan tersebut dan maksud percakapan tersebut.

 Siswadiminta untuk membuat percakapan sesuai dengan contoh yang telah diberikan.

c. Kegiatan penutup

 Memberikan PR (siswa diminta untuk membuat text percakapan tentang Imperative Sentences “ Polite Request”)

 Guru memberi salam penutup.

 Pertemuan ke-enam – ke-tujuh

d. Kegiatan pendahuluan

 Guru memberi salamdanmenyapasiswa

 Guru menanyakan PR sebelumnya

 Games: siswa dimintauntuk menjawab ungkapan “suggestion” denganmemainkan peran seperti “ perutku sakit dan ungkapannya adalah sebaiknya kamu pergi untuk membeli obat”. Siswa memainkan peran dengan teman kelompoknya 4 orang.

e. Kegiatan inti

 Guru menghubungkan kegiatan tersebut dengan kalimat ungkapan mengenai imperative sentences “suggestion”.

 Guru membagi siswa kedalam beberapa kelompok, satu kelompok terdiri dari 5/5 orang

41

 Siswa membuat ungkapan “suggestion” dari setiap kalimat dan teman kelompoknya memperagakannya setiap kalimat yang diajukan

 Siswa diminta untuk memberikan contoh percakapan sesuai dengan pola ungkapan “suggestion” dan memperaktekkan.

 Siswa diminta untuk mendengarkan kalimat yang benar dari contoh percakapan tentang “suggestion”.

 Guru memberikan hadiah kepada siswa yang memberikan penampilan terbaik.

f. Kegiatan penutup

 Guru menanyakan kesulitan siswa selama proses kegiatan belajarberlangsung

 Guru menyimpulkan materi pembelajaran

 Guru mengakhiri kegiatan belajar mengajar

 Pertemuan ke-delapan

g. Kegiatan pendahuluan

 Guru memberi salamdan menyapa siswa

 Guru bertanya tentang materi pelajaran yang lalu

 Guru menanyakan materi imperative sentences kepada siswa. h. Kegiatan inti

 Guru memberikan “post test” kepada siswa i. Kegiatan penutup

 Guru menanyakan kesulitan siswa selama proses kegiatan belajar berlangsung

 Guru mengakhiri kegiatan belajar mengajar

Mengetahui: Ciputat, 3 April 2013

Guru Bahasa Inggris Guru Praktek

Nama Sekolah : SMP NEGERI 2 TANGSEL Alokasi Waktu : 45 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (dua puluh)

Kurikulum Acuan : KTSP 2006 Semester : II (genap)

Standar Kompetensi Kompetensi Dasar Indikator Jenis

Soal Butir Soal Jumlah Soal

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana

untuk berinteraksi dengan

lingkungan terdekat

3.1 Melakukan interaksi

dengan lingkungan terdekat yang melibatkan tindak tutur orang yang menyapa yang

belum dikenal,

memperkenalkan diri

sendiri/orang lain, dan

memerintah atau melarang

1. Siswa mampu menentukan beragam ungkapan dan pola

kalimat dalam bentuk

command, request, suggestion. 2.Siswa mampu menentukan Pola

negative dalam kalimat

imperative atau prohibition 3. Siswa mampu menentukan verb

(kata kerja) sesuai dengan konteks

4. Siswa mampu menyusun

kalimat acak dalam bentuk kalimat imperative menjadi kalimat yang baik dan benar.

5.Siswa mampu menentukan

kalimat perintah sesuai dengan gambar MC 1,2,21,22 3,4,23,24 5,6,7,25 8,9,10,26,27,28,29 11,12,13,14,15 30,31,32,33,34 16,17,18,35,36,37 19,20,38,39,40 40

43

THE INSTRUMENT

Pre – Test / Post – Test

Name : Class :

A. Choose the best answer a , b , c or d!

1. ………… careful! You almost spilled your tea

a. Don’t be c. You be

b. Be d. You must be

2. _{The teacher asks you to write your name on the blackboard!} a. Walk to the blackboard and write your name on it b. Write your name on it

c. Write your name on the book d. Write your name on the table

3. Aziz :We’ll have English course this semester Mom, ... , please.

Mother : Iam not sure, because we don’t have enough money a. Could you buying me a dictionary

b. Could you bought me a dictionary c. Could you buy me a dictionary d. Could you buys me a dictionary

4. The teacher stars to divide the examination paper.

The teacher said: ………?

a. Close the books, please c. open the bags, please b. Close the bags, please d. open the books, please 5. Acing and Aziz are in Bali for holiday

Acing : I want to buy something for my mother when I come home Aziz : ... to the souvenir shop downstairs, you can buy everything you like for your mother

a. Let’s move c. Let’s go

b. Let’s take d. Let’s come

6. Kiki : I’m afraid of watching action movie

Ade : ……….. ! (Giving suggestion) I have other choices for watching love movie

Kiki : that’s good idea

a. Don’t worry c. Alright b. You don’t worry d. No problem

7. Mother : ..., it is11 pm, and you have to go to AB institute tomorrow

48

a. In your pocket put the tape c. Put in your pocket the tape b. The tape put in your pocket d. Put the tape in your pocket 38.

What does the sign mean ?

a. Don’t turn here c. No left turning b. No right turning d. Don’t left turning 39.

What does the sign mean ?

a. Let’s park here c. Don’t Park Here

b. Turn right d. Don’t stop here

40.

what does the sign mean ?

a. Phone area c. No Phone ringing b. Let’s use Phone d. Turn here

49

The Answer Key of Pre-Test / Post-Test

A.

1. B 11. B

2. A 12. D

3. C 13. C

4. A 14. D

5. C 15. A

6. A 16. C

7. C 17. D

8. B 18. B

9. B 19. A

10.B 20. A

21. A 31. A

22. A 32. C

23. B 33. C

24. D 34. D

25. B 35. B

26. C 36. D

27. D 37. D

28. B 38. B

29. D 39. C

/_I

I

Nomor : Un.01iF.1lKM.01 3l.L*1L12012

Lamp. : Outline/Proposal

Hal : Permohonan lzin Penelitian

T e m b u s a n : 1 . D e k a n F I T K

2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan

Jakarta. 01 November 2012

Kepada Yth.

Kepala Sekolah SMPN 2 Tangsel

d i Tempat

Assal am u' al a i ku m wr.wb.

Dengan hornrat kami sampaikan bahwa,

N a m a N I M J u r u s a n Semester

T a h u n A k a d e m i k

Jucjui Skripsi

: Yulis Tianingsih :208014000085

: Pendidikan Bahasa Inggris

: l X ( S e m b i l a n ) : 2 0 1 1 1 2 0 1 2

: " Teaching imperative Sentence by using TPR "

adalah benar mahasiswaii Fakultas llrnu Tarbiyah dan Keguruan UIN Jakarta yang

sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di

instansi/sekolah/madrasah yang Saudara pimpin.

l.,Jntuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut

nrelaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al ai ku m wr.wb.

KEMENTERIAN AGAMA

UIN JAKARTA FITK

Jl. Ir. H. Juanda No 95 Ciputat 1 5412 lndonesia

l ;

! * w w @ l i W w & & l

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

Tgl. Terbit : 1 Maret 2010

No. Revisi: : 01

H a l 't t1

S U R A T

P E R M O H O N A N

I Z I N P E N E L I T I A N

kan Bahasa Inggns

rM.Pd

,T

1 KEMENTERIAN AGA.MA

UIN JAKARTA FITK

Jl. lt H. Juadt No e6 Cieutat 15112lndoreda

FORM (FR)

: FITK-FR-A

Jakarta" 26Maret2012

SURAT BIMBINGAN

SKRIP.SI

Nomor : Un.01/F.1^(M.01 .3/ .Aqhl2012

Lamp. :

-Hal : Bimbingan Skripsi

Kepada Yth.

Yenny Rairmawati, M.Ed

Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.

Nama NIM Jurusan Sernester Judul Skripsi

Tembusan: 1. Dekan FITK 2. Mahasiswa ybs.

Assalamu' al aikum wr.wb.

Dengan ini drliarerpkan kesediaan Saudara untuk menjadi pembimbing UII (rrrateri/tekni s) penulisan slripsi mahasi swa :

Yulis Tianingsih 208014000085

Pendidikan B ahasa Inggris VIII

Tearching Imperative Sentencrls By Using Totai Physical Response Method ( TPR ).

Judul tersgbut _{telah disetujdi -olenluruSan yang berSangkutan} pada tanggal26 lvlaret 2An . Saudari dapat melakukan perubahan .redaksional pacla judul.tersebut, Apabila perubahan .. ' subsiansial dianggap perlu, mohon pembimbing menllrubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat diperpanjang selama 6 (enarn) bulan berikutnya tanpai surat perpanjangan.

Atas perhatian dan l<erja sama Saudari, kami ucapkan terima kasih.

Wassalamu' alaikum wnw b.

Inggrir i. M.Pd

Tgl. Terbit : 1 Maret 2010 No. Revisi: : 01

1.\:_\--',\*

t I

FoRM (FR)

S U R A T B I M B I N G A N

S K R I P S I

Nomor : Un.01/F.llKIvI.Ol .31 *9.12./2012

Lamp. :

-Hal :Bimbingan Skripsi

Kepada Yth. '

Dr. M. Farhan. M.Pd

Nama NIM Jurusan Semester Judul Skripsi

Tembuszur: 1. Dekan FITK 2, Mahasiswa ybs.

Jakarta, 26 Maret 2AD

Pemblrnbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. As s alamu' al aikum wr.wb.

Dengan ini diharapkan kesediaan (materVtekni s) penulisan skripsi mahasiswa :

Sauciara ultuk menjadi pernbimbi II

Yulis Tianingsih 2 0 8 0 1 4 0 0 0 0 8 5

Pendidikan Bahasa Inggris VIII

Teaching Imperative Sentences By Using Total Physical Response

Method ( TPR ).

iudul tersebut felah disefujui oleh Jurusan ya-ng bersangkutan pada tanggal 26 Muet 2012 Saudari clapat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu. Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat diperpanjzurg selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dzur kerja sama Saudari, kami ucapkan terima kasih. Wossalamu' _{alaikum wr "wb.}

a.n. Dek

Kd

idikan Bahasa lnggris

-t

, M.Pd

I

Drsr8y,

NIP. 1.9

No. Dokumen : FITK-FR-AKD-081 K E M E N T E R I A N A G A M A

UIN JAKARTA FITK

Jl. lr. H. Juada No 95 Ciputat 15412 l&onosia

Tgl. Terbit : 1 Maret 2O1O

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PEMERINTAH KOTA TANGERANG SELATANDINAS PENDIDIKAN

SMP NEGERI2

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S U R A T K E T E R A N G A N

NOMOR | 070 _{/ 421.3/} 0221ISMPN 2/ 2013

Y*g bertanda tangan di bawah ini Kepala SMP Negeri 2 Kota Tangerang Selatan dengan ini menerangkan :

Nama NIRM

Progam Studi Jenjang Pendidikan PerguruanTi"gg

YULIS TIANINGSIH 208014000085

Pendidikan Bahasa Inggris

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Universitas Islam Negeri Syarif Hidayatullah Jakarta Nama tersebut di atas benar telah melakuican penelitian di SMP Negeri 2 Kota Tangerang selatan pada tanggal 04 Februari s.d. 28 Maret 2a1Z ganapenyusurum skripsi yang berjudul :

" Teaching hnperatiue sentences by lJsing Total physical Response ( TpR. (An

Expeimental Research _{in the First Year Class of SMPN 2 Kota Tangerang Selatar{'}

Demikian Surat Keterangan sebagaimana mestinya.

lcami buat, untuk dapat dipergunakan

Selatan,08 April2013

MM. Pd