sentence command and request properly. So, their friends could response the command or request properly. Then, when they had a
group work they could work together. Furthermore, when they were given exercises by the teacher, they did it individually without
cheating one another. According to the teacher’s performance, he showed some improvements. He talked quite clear and slow so the
students got the point from what he explained and got the instruction clearly and gave more attention to the students who still keep asking
when doing the act of verb and doing the exercise. Next, related to the students’ response, they also had a good improvement, they could to
do the act of verb of imperative sentence. The act of verb made the students know the verb that was used in imperative sentence and more
active when the teaching learning process. In conclusion, most of students seemed improve in their understanding on the imperative
sentence that could be seen from the result of the posttest 2. In the second action of cycle two, the teacher was conducted
the posttest 2 regarding the students’ improvement on understanding of imperative sentence. Based on the result of the posttest 2, the mean
score of the class in the imperative sentence test gained 64.84 in which there were 29 students who achieved the minimal mastery level
criterion or Kriteria Ketuntasan Minimal KKM score 60.
d. Reflecting
After finishing each phase in cycle 2, the writer and the teacher discussed the conclusion of the action of cycle 2. This phase
was carried out after getting the score result of imperative sentence test. The writer and the teacher felt satisfied because their effort to
improve students’ understanding of imperative sentence was successful. From the result test, it could be seen that students could
understand the imperative sentence well. It was proven by their improving score from pretest 1 to posttest 2. Furthermore, they could
response what the teacher commanded easily. They also seemed enthusiastic and fun in doing the action.
According to students’ score from pretest to posttest 2 there was a significant improvement that was shown by the students; it was
76.31 students or 29 students who achieved the minimal mastery level criterion or Kriteria Ketuntasan Minimal KKM score. It means,
the writer and the teacher’s effort were successful to improve students’ understanding of imperative sentence. After achieving the target
research that was minimally 70 students who achieved the minimal mastery level criterion or Kriteria Ketuntasan Minimal KKM,
therefore the writer and the teacher decided to stop the Classroom Action Research.
Based on the result of the evaluation and reflection between the writer and the teacher, it could be concluded that using Total
Physical Response method in improving students’ understanding of imperative sentence that implemented in Classroom Action Research
was very effective and suitable to solve the problem.
4. Findings after Implementing the Classroom Action Research CAR a. The Result of Post Interview
The unstructured interview with the teacher was conducted after implementing the Total Physical Response method in improving
the students’ understanding of imperative sentence and after accomplishing cycle 2. It was conducted on Wednesday, January 19
th
2011.It started at 10.00 A.M and finished at 10.30 A.M. It was conducted to know the teacher’s response after the teacher
implemented the Total Physical Response method in teaching imperative sentence. In this case, the writer divided into three
categories of questions. Those were the general condition in English class during Classroom Action Research, the difficulties in
