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47 also proposed this technique in teaching vocabulary especially to young learners.
They mentioned that children often linked a physical response with the spoken word when they were acquiring the first language. Thus the writer decided to use
TPR on her teaching.
C. Research Implementation
The research implementation of using Total Physical Response in improving students’ vocabulary included two cycles. Every cycle was held in
several meetings. In the first cycle, the researcher used colors and shapes as the topics. It was held in three meetings and each of them took 35 minutes. It was
held on January, 11
th
until 26
th
, 2011. Meanwhile, the second cycle was held on February 1
st until
9
th
, 2011. In the second cycle the researcher used fruits and vegetables for the topics.
Every cycle in this research consisted of a series of steps, namely identifying the problem, planning the action, implementing the action, observing
or monitoring the action, evaluating and reflecting the result of the observation, and revising the plan. They could be explained in the following parts.
1. CYCLE 1
a. Identifying the Problems
As what the writer mentioned before, the problems which referred to the students’ vocabulary mastery that was still low were caused by three
things. Those three problems were: 1 the students’ get difficulties in
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48 pronouncing the English words; 2 the students get difficulties in
internalizing and grasping the words meaning, since English is a new language for them; and 3 the students have short attention and
concentration span in learning vocabulary.
b. Planning the Action
After found the facts that the students’ vocabulary mastery was still low, the researcher would improve it by conducting TPR. She selected the
materials of two topics and arranged the lesson plan based on the procedure of TPR which proposed by Richard and Rogers 2001. They are Review,
New Commands, Role Reversal, and Reading and Writing. She made three lesson plans for one cycle or three meetings. In this research, the researcher
was helped by the English teacher who did observation when the researcher was conducting the teaching and learning process by arranging field notes.
Before conducting the research, the writer shared with teacher related how to make the field notes and what she could do to help the researcher in the
research. The researcher also prepared teachers’ diary, photographs, and the media she used to conduct the teaching learning process.
c. Implementing the Action
The implementation of TPR was described for each meeting below:
1 The First Meeting
In the first meeting, the researcher explained about the colors. It was conducted on Tuesday 11
th
January 2011.
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49 a
Review The lesson started at 08.15 in the morning. The researcher greeted
the students by asking, “Assalamu’alaikum Wr. Wb” then almost all of the students answered the greeting. After that, she continued
by asking “Good morning students? How are you today?” then most of students answered the researcher, Good Morning Miss, I
am fine”. After greeted the students, she checked the students’ attendants by asking who was absent that day. Then she began to
introduce the material by talking about colors Red, Yellow, Green, Blue, Grey, Violet, Black, White, Pink, and Brown.
b New Commands
The researcher began to conduct the students by instructing some of the students randomly to show the pictures of colors on the
blackboard. Then she gave commands to point each pictures of colors. It was followed by the translation in Indonesia. While she
was pointing the colors, the students followed her. After that, the researcher continued to introduce other new commands. For
examples, touching the red paper and taking the red paper. Every command which the researcher gave followed by the meaning in
Indonesia. On this part, the researcher gave some new commands to a group
of the students. She said, “Put the green paper” Then a group of
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50 the students putting to the green paper. Besides introduced some
new commands, she wrote it on the blackboard. c
Role Reversal At first, the researcher gave commands to the students. She said
“show the blue paper” Some students, especially female students showed blue paper, but the others run into the wall and take the
blue paper. Then, the researcher asked one of the students as a volunteer to come to the front of the class to give command to their
friends. The researcher helped that student by giving a model before she gave command to their friends. This activity was
repeated until the students were familiar with the colors in English. d
Reading and Writing In this stage, the researcher wrote kind of colors on the blackboard.
She, then, pronounced the colors correctly and the students had to repeat them after the teacher says. After that, the students copied
those kinds of colors on their own book.
2 The Second Meeting
In this meeting, the researcher taught the topic of shapes. She introduced kind of shapes: Square, rectangle, circle, oval, diamond, and
triangle. It was conducted on Tuesday, 18
th
January 2011.
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51 a
Review After greeting, the researcher checked the students’ attendance.
Then, she mentioned the topic for today. She asked the students to mention kind of shapes. After that, she distributed the students’ books and their
pencils. b
New Commands The researcher began introducing the materials by giving some
commands such as: “take the green circle paper” and she took the green paper. The students followed her until all materials were delivered. Having
recognized the materials given, the students got some commands, but at that time, the researcher did not act them. The students had to do those
commands. c
Role Reversal In this stage, the researcher asked one of the students to come to
the front of the class to give some commands to his friends and the other students had to do their commands. After that, the researcher helped him
in pronouncing the command. Then, the researcher asked to the other students one by one to do the same activity but by mentioning kinds of
shapes. d
Reading and Writing The researcher wrote the command sentences on the blackboard
while the students copied only the words that were underline on their
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52 paper. Then, she read those commands. After that, the researcher asked the
students to draw the kinds of shapes beside the words they copied. She also gave the students homework.
3 The Third Meeting
In the third meeting, the researcher taught the topic of color and shapes. She introduced: Red, Yellow, Green, Blue, Grey, Violet, Black,
White, Pink, and Brown; Square, rectangle, circle, oval, diamond, and triangle. It was conducted on Tuesday, 25
th
January 2011. a
Review The lesson started at 08.15. The researcher greeted the students and
asked their attendance. Then, she reviewed the lesson of the previous meeting by pointing colors and shapes. She asking question to the
students, such as: “Touch the red square” the students responded her. b
New Commands The researcher distributed some paper including the pictures of
colors and shapes. Then, she asked to the students: “put the white rectangle” The researcher mentioned one by one the name of the colors
and shapes based on the picture followed by the students. After mentioning the name of colors and shapes, the researcher
gave some commands to the students. She asked: “Take the Black circle”
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53 and they took the black circle, while the students did the writer’s
command. Then, she asked: “Show your pink square” and they showed the pink square. Finishing introducing all materials, the researcher gave
some commands to the students again without acting them. The commands were the same as what she had explained previously. When the researcher
gave commands, the students had to do the researcher’s commands. c
Role Reversal The researcher asked to one student as a volunteer to come on the
front of the class to give commands to their friends. The other students responded their friends’ command. For example, the researcher showed
certain picture of color and shape. Then, she asked to a students standing in front of the class to give commands to their friends by repeating what
the researcher asked to her. After that, the researcher asked to the other students to do as the previous activity.
d Reading and Writing
The researcher wrote all sentences about the colors and shapes on the blackboard and underlined just the name of colors and shapes. Then,
she asked to the students to copy the words that were underlined on their paper. She, then, read those commands one by one and acted them out. In
other hand, the students were busy in writing the words. Finally, the researcher gave homework to the students. The homework was given in
order to know whether the students had mastered the materials given.
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54
d. Observing and Monitoring the Action
