5. Procedures of Total Physical Response
The teacher in total physical response TPR should foster an atmosphere of general euphoria. It is important to ease as much as possible
the tension of performing the commands in front of their peers.
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The teacher gives a lot command to the students with the old and the new word. Those
procedures are review, new command, role reversal, reading and writing.
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a. Review. This was a fast moving warm up which individual students
were moved with commands.
b. New commands. These verbs were introduced.
c. Role reversal. Students readily volunteered to utter commands that
manipulated the behavior of the instructor and other students.
d. Reading and writing. The instructor wrote on the whiteboard each
new vocabulary item and a sentence. The students listened as she read the material. Some copied the information in their book.
6. How to Teach Imperative Sentence through Total Physical
Response. a.
The teacher gives a command in the target language and performs it with the students.
b. The teacher gives the command quite quickly.
c. The teacher sits down and issues commands to the volunteers.
d. When the students make an error, the teacher repeats the command
while acting it out. e.
The teacher says, “Jump to the desk.” Everyone laughs; language learning is more effective when it is fun.
f. The last, teacher writes the new commands on the whiteboard. Each
time she writes a command, she acts it out. The students copy the
sentences from the whiteboard into the notebooks.
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Ag. Bambang Setiyadi, Teaching English as a Foreign Language …, p. 132.
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Jack C. Richards and Theodore S. Rodgers, Approaches and Methods …, pp. 95-96.
CHAPTER III RESEARCH METHODOLOGY
A. Purpose of the Research
The writer chose action research because it is “a flexible approach to
research and professional development, its applications to the field of language teaching are potentially numerous. As the research focus is on the
classroom and on immediate practical concern in teaching, action research also holds promise as a site for building theories about language teaching
which teachers are potentially of value and interest to others ”.
1
Therefore the writer implemented classroom action research at the seventh grade students of SMP Islam Ruhama. The purpose of this research is
i mproving students’ ability of imperative sentences through total physical
response.
B. Place and Time
This action research is in SMP Islam Ruhama, the location is at Jl. Tarumanegara No. 67 Cireundeu Ciputat. This research was started from
January 2011 to February 2011.
1
Anne Burns and Dewi Rochsantiningsih, Conducting Action Research in Indonesia: Illustration and Implication.” Indonesian Journal of English Teaching. Volume 2, Number 1, May
2000, p. 23.
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