6 3. The further researcher
This study expected to give a new knowledge of the further researcher to do the better research of teaching and learning cases.
F. The Organization of Writing
This research is divided into five chapters. Chapter one is introduction. In this chapter the writer explains the background of study, the identification of the
problem, the limitation and the formulation of the problem, the objective of study, the significance of study, and the organization of writing.
Chapter two is reference of area theory and research focus, it presents the definition of imperative sentences, the form of imperative sentences, the uses
of imperative sentences, and reference of action intervention chosen, it presents the definition of TPR, the design of TPR, the principle of TPR, the advantages
and disadvantages of TPR. Then, this chapter presents the relevant study, the conceptual development of action and the action hypothesis.
Chapter three is research methodology. It presents the purpose of the study, the time and place of the study, the method of the study, the subject and the
object of study, the writer’s role on the study, the research design, the classroom action research procedures, the data and source of data, the instrument of data
collection, the technique of collecting data, the technique of data analysis. The trustworthiness of study, and the criteria of action success
Chapter four is description, data analysis, result interpretation and discussion. It consists of pre-implementing the action; it is about the result of pre-
observation, pre-interview and pre-test. Implementation of conducting the action cycle 1 and cycle 2, discussion of the data analysis after CAR, it is about the
result of post interview, the result of field note, and the result of post-test 1 in cycle 1 and post-test 2 in cycle 2. Finally, consists of the interpretation of the test
result. Chapter five is the last chapter in this study; it contains the conclusions of
the study and the suggestions made on the bases of the research finding that made by the writer.
7
CHAPTER II THEORETICAL FRAMEWORK
This chapter presents the definition of imperative sentences, the form of imperative sentences, the uses of imperative sentences. The definition of Total
Physical Response TPR, the design of TPR such as: the objectives, the syllabus, the teacher’s role, the learner’s role, and the activities. Then, it presents the
principle of TPR, the advantages and the disadvantages of TPR, the relevant study, the conceptual development of action and the action hypothesis.
A. Imperative Sentences
1. The Definition of Imperative Sentence
According to Murcia and Freeman imperatives are commands, also known as directives, whose function is to get someone to do
something.
4
Swan states imperative has exactly the same form as the infinitive without to; it is used for giving orders, making suggestions,
and encouraging people to do things
5
According to Azar, imperative sentences are used to give commands, make polite requests, and give directions.
6
4
Marianne Celce-Murcia and Diane Larsen Freeman, The Grammar Book: An ESLEFL Teacher’s Course: second edition, New York: Heinle and Heinle Publishers, inc. 1999, p.232.
5
Michael Swan, Practical English Usage, New York: Oxford University Press, 1980, p.314.
6
Betty Schrampfer Azar, Fundamentals of English Grammar, Englewood Cliffs, New Jersey: Prentice hall, 1985, p.70.
