collaborator satisfied because of their score result was good. Furthermore, the students could response the writers’ command easily and they enthusiastic
and enjoyed during teaching and learning process. Based
on the students’ score from pretest to post test 2 there was a good achievement that was achieved by the students. There were 32 students
or 86.48 who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM. After achieving the target reserach of where
minimally 75 who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM, so that the writer and observer decided stop the
Classroom Action Research CAR. The writer and the observer concluded that the total physical response TPR could improve students’ ability in using
imperative sentences.
4. Findings after Implementing the Classroom Action Research CAR
a. Result of Post Interview
After implementing total physical response TPR method, the writer carried out the interview with the teacher. It was conducted on Friday,
February 18th 2011. After finishing cycle 2. It started at 10.00 A.M and finished at 10.30 A.M. The writer wanted to know the teacher opinion about
total physical response TPR method in teaching learning process of imperative sentences. In this case, the writer divided three categories
questions in the interview. There were the students’ condition in teaching and learning process of imperaive sentences in the classroom, the method that was
use in the classroom, and teachers’ opinion about total physical response.
First category was the students’ condition in teaching and learning process of imperative sentences in the classroom , t
eacher said that students’ condition was good, anthusiastic in getting material, and had motivation for
speaking English. Next, the s tudents’ participation was good enough in
learning imperative sentences because they usually speak English in teaching learning English process. Finally, the students more happy and active in
learning imperative sentences, they were not bore. See appendix 2b, items number 1, 2, and 3 of interview
Second category was the method that was use in the classroom. The difficulties that faced by the students when the writer used the total
physical response TPR in learning imperative sentences was the class management uncontrolled and to solve this problem, see the students and
repeat the instruction which has deliver by the writer in teaching and learning process. Next, the total physical response
method can improve students’ ability in using imperative sentences, it was dirrectly practice to speak and
response the instructions. The last, the teacher ever implemented the total physical response method and she has a motivation to use it in the classroom
activities. See appendix 2b, items number 4, 5, 6, 7, and 8 of interview The
last category teachers’ opinion about total physical response. Teacher said the Total Physical Response TPR method was effective for
learning imperative sentence, this method can improve students’ ability in using imp
erative sentences. The teachers’ suggestion as the teacher we have to use total physical response in teaching and learning process every meeting
in order that the students know and comprehend in imperative sentences. See appendix 2b, item number 9 and 10 of interview
b. Result of Post Questionnare
The post-questionnare was conducted to know about students’
response after learning imperative sentences through total physical response. The questionnare used in this research was open queastionnare. The
questionnare was given to the seventh grade students of SMP Islam Ruhama Cireundeu Ciputat Timur on Friday, February 18
th
2011. This questionnaire has ten questions. The following was the description of the result of post
questionnaire. 1.
Total physical response helps the students to make, use and act the imperative sentences.
The result of first question showed that 100 the students answer “Yes” or 37 students agree about total physical response helps the
students to use and act the imperative sentences. Based on the
