Improving students' ability in using prepositions of place through total physical response (TPR) (a classrom action research at first grade of SMPN 10 kota Tangerang selatan)

IMPROVING STUDENTS’ ABILITY IN USING PREPOSITIONS OF

PLACE THROUGH TOTAL PHYSICAL RESPONSE (TPR)

(A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan) “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 in English Language Education

By:

Rif’atul Mahmudah

106014000343

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACH

ERS’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

IMPRO

VING STUDENTS’ ABILITY IN USING

PREPOSITIONS OF

PLACE THROUGH TOTAL PHYSICAL RESPONSE (TPR)

(A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan)

“Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fulfillment of the Requirements

for the Degree of Strata 1 in English Language Education

By:

RIF’ATUL MAHMUDAH 106014000343

Approved by the Advisor

Drs. Sunardi Kartowisastro, Dipl. Ed. NIP. 19440719 196510 2 001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ENDORSEMENT SHEET

The “Skripsi” (Scientifis Paper) entitle “IMPROVING STUDENTS‟ ABILITY IN USING PREPOSITIONS OF PLACE THROUGH TOTAL PHYSICAL RESPONSE” (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan), written by RIF’ATUL MAHMUDAH, student‟s registration number 106014000343 was examined in the examination session of the Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta on August 19th, 2011. The “Skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd”, (Bachelor of Arts) in English Language Education at English Education Department.

Jakarta, August 19th 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, M.Pd ( )

NIP. 19730625 199903 2 001

EXAMINERS : 1. Dr. Atiq Susilo, M.A ( )

NIP. 19491122 197803 1 001

2. Drs. Bahrul Hasibuan, M.Ed ( )

NIP.

Acknowledged by:

Dean of the Faculty of Tarbiyah and Teachers Training

Prof. Dr. Dede Rosyada, MA NIP. 19571005 198703 1 003

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All prises be to Allah, Lord of the world who has given the Mercy and Blessing upon the writer in completing this “skripsi”. Peace and salutation be upon the prophet Muhammad, his family and his followers.

In this occasion, the writer would like to express her greatest appreciation, honor and gratitude to her beloved parents Bambang Arief Afaqih (alm) and Neng Anah S. Pd, her beloved little sister (Aidatul Izzati), and her beloved fiance (Deni Solahudin Al-Hamdani, S. Pd) for their valuable supports and moral encouragements in motivating the writer to finish her study.

The writer also would like to express her deepest gratitude to Sunardi Kartowisastro, Dipl. Ed. For his advices, corrections, and suggestions for this “skripsi”.

Her gratitude also goes to:

1. All lecturers of Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M. Pd, the Head of Department of English Education.

3. Neneng Sunengsih, M. Pd, the secretary of Department of English Education. 4. Prof. Dr. Dede Rosyada, M.A, the Dean of Faculty of Tarbiyah and Teachers‟

Training

5. Dra. Hj. Elly, Wijayanti, the headmaster of SMPN 10 Kota Tangerang Selatan, who has given a great chance to the writer to carry out the research at school she leads. 6. Hilman Suwarno, S. IP., M. Si, the English teachers of SMPN 10 Kota Tangerang

Selatan who have helped her conducting the reseacrh.

7. All her friends in Department of English Education Academic Year 2006/2007, especially to Isti, Oci, Nana, Dila, Hani, Ulvi, Fivi and Ezha for sharing their knowledge, time, care, and supports.

8. To any other person whose names are too numerous to be mentioned one by one for their contribution to the writer during finishing her “skripsi”. The words are not enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this skripsi better. She also hopes that this “skripsi” would be beneficial, particularly for her and for those who are interested in it.

Jakarta, May 23rd, 2011

ABSTRACT

Rif’atul Mahmudah, 2011. Improving Students‟ Ability in Using Prepositions of Place through Total Physical Response (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan), „Skripsi‟ Department of English Education,

Faculty of Tarbiyah and Teacher‟s Training, Syarif Hidayatullah State Islamic University, Jakarta.

Advisor : Drs. Sunardi Kartowisastro, Dipl. Ed.

Key words : Prepositions of Place, Total Physical Response, SMPN 10 Kota Tangerang Selatan.

This research has purpose to know whether students‟ ability in using prepositions of place could be improved through Total Physical Response. It is also to discuss how Total Physical Response improve students‟ ability in using prepositions of place at first grade of SMPN 10 Kota Tangerang Selatan.

The resarcher used Classroom Action Reseacrh (CAR) to solve students‟ problem in understanding prepositions of place. The Kurt Lewin‟s model which consists of four phases, planning, acting, observing and reflecting is implemented in this study. The data in this research can be derived from test, questionnaire, observation, and interview. The reaseacher used descriptive analysis and statistic analysis to know the result of implementation the CAR to the VII.8 students of SMPN 10 Kota Tangerang Selatan.

The findings of this research show that the implementation of CAR is successful since the criterion of success is achieved. The improvement of the students‟ understanding of prepositions of place can be seen clearly in the improvement of their achievement in pretest and posttest. The mean of pretest score is 51.7 meanwhile the minimal mastery criterion (Kriteria Ketuntasan Minimal/ KKM) is 68. It means that there are only 22.5% students could pass the KKM. Next, the mean of posttest 1 and posttest 2 score are 72.7 and 84. At last of the reasearch showed that the percentage of students who could get the score above the KKM is 90%. Besides, the significant improvement can be seen from the students‟ response in teaching learning process. The result of observation and interview showed that students were active involved in the classroom.

ABSTRAK

Rif’atul Mahmudah, 2011. Improving Students‟ Ability in Using Prepositions of Place through Total Physical Response (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan), Skripsi, Jurusan pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.

Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.

Kata Kunci : Prepositions of Place, Total Physical Response, SMPN 10 Kota Tangerang Selatan.

Penelitian ini bertujuan untuk mengetahui apakah prepositions of place dapat meningkatkan kemampuan siswa melalui Total Physical Response. Penelitian ini juga untuk mendiskusikan tentang penerapan Total Physical Response dalam meningkatkan kemampuan siswa kelas satu di SMPN 10 Kota Tangerang Selatan.

Peneliti menggunakan jenis Penelitian Tindakan Kelas (PTK) untuk mengatasi permasalahan siswa dalam pemahaman prepositions of place. Model Kurt Lewin yang terdiri dari empat fase yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Data dalam penelitian ini dapat diperoleh dari angket, obsevasi, dan wawancara. Peneliti menggunakan analisa deskriptif dan analisa statistik untuk mengetahui hasil dari pelaksanaan PTK. Pada siswa kelas VII.8 SMPN Kota Tangerang Selatan.

Hasil penelitian ini menunjukkan bahwa penerapan dari PTK yang telah dilakukan berhasil. Peningkatan kemapuan siswa akan prepositions of place dapat dilihat dengan jelas dari pencapaian mereka dalam hasil pretest dan posttest. Rata-rata nilai pretest adalah 51.7 dimana Kriteria Ketuntasan Minimal (KKM) adalah 68. Ini artinya hanya 22.5% siswa yang dapat melampaui KKM. Selanjutnya, hasil rata-rata nilai posttest 1 dan posttest 2 adalah 72.7 dan 84 Hasil penelitian ini menunjukkan bahwa persentase siswa yang mendapat nilai diatas KKM adalah sebesar 90%. Disamping itu, terlihat juga peningkatan yang signifikan dari respon siswa terhadap proses belajar mengajar. Dan hasil dari observasi dan wawancara menunjukkan bahwa siswa terlihat lebih aktif di dalam kelas.

TABLE OF CONTENTS

TITLE ... i

SURAT PERNYATAAN KARYA SENDIRI ... ii

APROVEMENT SHEET ... iii

ENDORSEMENT SHEET ... iv

ACKNOWLEDGMENT ... v

ABSTRACT ... vii

ABSTRAK ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I: INTRODUCTION ... 1

A. The Background of Study ... 1

B. The Limitation of Study ... 4

C. The Statement of Study ... 4

D. The Objective of Study ... 4

E. The Significance of Study ... 4

F. Definition of Key Terms ... 5

CHAPTER II: THEORETICAL FRAMEWORK ... 6

A. Prepositions ... 6

1. The Understanding of Prepositions ... 6

2. The Types of Prepositions ... 7

a. Prepositions of Location ... 7

b. Prepositions showing Place or position ... 8

c. Prepositions showing Direction ... 11

3. The Function of Prepositions ... 12

B. Total Physical Response ... 13

2. The Characteristics of Total Physical Response .... 14

3. Design of Total Physical Response... 15

a. Method ... 15

b. The Language Objectives ... 15

c. The activities ... 16

4. The Principles of Total Physical Response ... 16

5. The Advantages of Total Physical Response ... 17

6. The Disadvantages of Total Physical Response ... 17

CHAPTER III: RESEARCH METHODOLOGY ... 19

A. The Research Method ... 19

B. Time and Location of the Research ... 20

C. Subject and the Object of the Research ... 20

D. The Writer‟s Role on the Research ... 20

E. The Research Design ... 21

F. The Classroom Action Research (CAR) Procedures ... 22

1. Planning ... 22

2. Acting ... 22

3. Observing ... 22

4. Reflecting ... 23

G. The Techniques of Collecting Data ... 23

1. Interview ... 23

2. Observation ... 23

3. Questionnaire ... 24

4. Test ... 24

H. The Techniques of Data Analysis ... 24

I. The Validity of Data ... 26

J. The Criteria of Action Success ... 26

CHAPTER IV: RESEARCH FINDINGS ... 28

A. Before Implementation the Action ... 28

1. The Result of Pre Interview ... 28

3. The Result of Pre Test... 30

4. The Result of Pre Questionnaire ... 30

B. The Implementation of CAR ... 32

1. Cycle 1 ... 33

a. Planning ... 33

b. Acting ... 33

c. Observing ... 35

d. Reflecting ... 35

2. Cycle 2 ... 36

a. Planning ... 36

b. Acting ... 37

c. Observing ... 38

d. Reflecting ... 39

C. The Discussion of the Data after the Action ... 40

1. The Result of Post Interview ... 40

2. The Result of Post Test ... 40

3. The Result of Post Questionnaire ... 48

CHAPTER V: CONCLUSION AND SUGGESTION ... 50

A. Conclusion ... 50

B. Suggestion ... 51

BIBLIOGRAPHY ... 52

LIST OF TABLES

a. Table 4.1 The Result of Pre Questionnaire ... . 30 b. Table 4.2 The Students‟ Score of Pretest, Posttest 1, and Posttest 2 ... . 41 c. Table 4.3 The Result of Post Questionnaire ... . 48

LIST OF FIGURES

1. Figure 3.1 The Kurt Lewin‟s Design of CAR ... 21 2. Figure 4.1 The Improvement of Students‟ Mean Score ... 47 3. Figure 4.2 The Improvement of Class Percentage of the Students Who Passed the

LIST OF APPENDICES

Appendix 1 Rencana Pelaksanaan Pembelajaran

(1st Meeting of Cycle 1) ... 54

Appendix 2 Rencana Pelaksanaan Pembelajaran (2nd Meeting of Cycle 1) ... 59

Appendix 3 Rencana Pelaksanaan Pembelajaran (1st Meeting of Cycle 2) ... 65

Appendix 4 Rencana Pelaksanaan Pembelajaran (2nd Meeting of Cycle 2) ... 70

Appendix 5.a Lembar Observasi Guru (1st Meeting of Cycle 1) ... 75

Appendix 5.b Lembar Observasi Guru (2nd Meeting of Cycle 1) ... 76

Appendix 5.c Lembar Observasi Guru (1st Meeting of Cycle 2) ... 77

Appendix 5.d Lembar Observasi Guru (2nd Meeting of Cycle 2) ... 78

Appendix 6.a Lembar Observasi Siswa (1st Meeting of Cycle 1) ... 79

Appendix 6.b Lembar Observasi Siswa (2nd Meeting of Cycle 1) ... 80

Appendix 6.c Lembar Obervasi Siswa (1st Meeting of Cycle 2) ... 81

Appendix 6.d Lembar Observasi Siswa (2nd Meeting of Cycle2) ... 82

Appendix 7.a The Outcome of Interview before CAR... 83

Appendix 7.b The Outcome of Interview after CAR ... 86

Appendix 8.a The Questionnaire for Students (Before CAR) ... 87

Appendix 8.b The Result of Pre Questionnaire ... 88

Appendix 9.a The Questionnaire for Students (After CAR) ... 89

Appendix 9.b The Result of Post Questionnaire ... 90

Appendix 10 Kisi-Kisi Penulisan Soal Kelas VII Penelitian Tindakan Kelas (PTK) ... 91

Appendix 11 The Instrument of Pretest ... 93

Appendix 12 The Instrument of Posttest 1 ... 97

Appendix 13 The Instrument of Posttest 2 ... 101

Appendix 14 Answer Key ... 105

Appendix 15 Item Analysis of English Test ... 106

Appendix 16 Pedoman Penilaian Validitas Soal ... 107

Appendix 17 The Students‟ Achievement of Pretest, Posttest 1 and Posttest 2 ... 109

CHAPTER I

INTRODUCTION

This chapter presents and dicusses the background of study, the limitation of study, the statement of study, the objective of study, the significant of study, and definition of key terms.

A.The Background of Study

English is one of the international languages learned in almost all of the countries in the world. We know that English is very important to be learnt at every level in our country from elementary school until university.

Learning English means that we learn not only the four basic skills, namely, listening, speaking, reading, and writing but we also learn its components in order to speak and write English correctly. One of the most important language components is grammar. The students who study English need to learn grammar so that they can use English well.

It is not easy to learn a language, and it is not easy to teach a langugage as well. Every language especially English has its own rules and its own skills, and grammar has a great role on one‟s acquisition in English which is different from Indonesian language. The problem now is how far the students understand and can apply those rules.

As we know there are eight parts of speech in English grammar, namely noun, pronoun, adverb, verb, adjective, conjunction, preposition, and interjection.

As one of parts of speech, preposition is used in communication and preposition is a problem for most English learners that often get confused due to what Martinet Said : “The students have two main problems with preposition. They have to know whether in any construction a preposition is required or not, and which preposition to use when one is required.”1

Although English has been taught since the fourth grade of Elementary School, many Indonesian students still do not understand and cannot apply those rules especially in using prepositions. The preposition is a problem for most English learners that often make students confused. Unfortunately, many teacher still teach the students using a list of words and explanation of uses that can be boring as well as an ineffective technique. For instance, many of them translate literally from Indonesian into English. For example “in” equals to di dalam, “on” equals to di atas. “behind” equals to di belakang, “under” equals to di bawah, etc. This method really makes the student feel bored and sometimes make the students uninterested in their learning process.

Prepositions are as important as other materials, but in fact the students still find some difficulties in learning them. It naturally happens because learning English prepositions is not easy.

The process of learning a new language can be quite difficult. However, the reward for the learner is being able to communicate with a whole new country or culture of people. For that reason, many factors influence students‟ achievement in English, one of them is teaching with strategy. For carrying out the various curricular decisions, the teacher must learn how to employ a wide range of teaching strategies that is, methods of approaching the students.2 Learning a new language should be fun, interactive, and exciting so, strategies are very important for language learning because they are the tools which are essential for developing communicative competence.

1

A.J.Thomson and A.V.Martinet, A Practical English Grammar, (London:Oxford University Press,1985), p.9

2

Joyce R. Bruce and Harootunian Berj, The structure of Teaching, (Chicago: Science Research Associties, Inc, 1967), p.3

Based on the observation that concluded by the writer about teaching prepositions of place at first grade of SMPN 10 Kota Tangerang Selatan, the writer found that the most of students have problem to remember of each meaning of prepositions of place very well, so they felt difficult to remember of each meaning of prepositions of place. In addition, the writer also found that the teacher taught prepositions of place deductively, he explained about the each meaning of prepositions of place and after that gave the example. Finally, the teacher gave tasks to them, even though some students still look confuse and don‟t understand the material. This teaching way make the students get bored and also forgot the each meaning of prepositions of place, the students seemed much suppressed by feeling passive and unmotivated tio learn.

Based on the problem above, the writer above, the writer assumed that the students‟ problem in learning prepositions of place not only come from students but also from the teacher‟s method that used in teaching prepositions of place.

TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through TPR activity.3 Through TPR, the input is usually immediately comprehensible in the first presentation, and then the students demonstrates comprehension by carrying out the command.4 James Asher offered the Total Physical Response (TPR) as one alternative to the audiolingual approach which was popular at the time. His method, based on techniques advocated much earlier by Harold and Dorothy Palmer, which involves giving commands to which students react.5

The main aim of English teaching in Indonesia, especially for Junior High School, they are listening, speaking, reading, and writing. To master these skills, students cannot avoid studying grammar. This is hoped to make their English good F.L. Billow State: “The Pupils must firmly grounded in the exercise of correct grammar, if he is to attain any skill or effective of the language, but he need not know consciously formulated rules to account to him for what he does unconsiously correctly.6

3

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching.

(London: Cambridge University Press, 2001), p.87

4

John W. Oller And Patricia A. Richard-Amato, Methods that work – A Smorgasbord of Idea for Langague Teachers. (Cambridge: New Bury House Publisher Inc, 1983), p.59

5

Using Physical Response can bring out usually a lot of fun for students and provides excellent practice in both listening comprehension and memory.7 It is claimed that with TPR a student can easily learn around 25 items in one hour long with a variety of structures.

From the statement above it can be concluded, that without mastering grammar, the students can not speak, read, listen or write well. Grammar has an important role in learing English. And the writer intended to study more and choose her topic about “Improving Students’ Ability in Using Prepositions of Place Through Total Physical Response.” (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan) B. The Limitation of Study

In this paper, the writer limits and focuses her study on improving students‟ ability in using prepositions of place at SMPN 10 Kota Tangerang Selatan through TPR. The writer limits the study only by applying TPR in teaching prepositions of place to the seventh grade students at SMPN 10 Kota Tangerang Selatan.

C. The Statement of Study

Based on the identification of the problems, the writer formulates the research problem on this paper by asking: “Can TPR improve students’ ability in using prepositions of place?”

D. The Objective of Study

The objective of the research are:

1. To know whether TPR can improve students‟ ability in using prepositions of place for the seventh grade class students of SMPN 10 Kota Tangerang Selatan.

E. The Significance of Study

The findings (results) of this study are expected to give further conception to 3 (three) groups of people namely: (a) English teacher, (b) Students, and (c) The Further Researcher. Especially the teacher‟s perception can be developed to something useful for

6

F.L. Billow, Teaching Techniques of Language Teaching, (London: Longman Group Limited, 1961), p.154

7

Rebecca L. Oxford, Language Learning Strategi, What Every Teacher Should Know, (Boston: Heinle and Heinle Publishers, 1990), p.108

them English teachers especially those of Junior High School to improve their way of teaching English at Junior High School.

F. Definition of Key Terms

For clarification, some terms in the study need to be defined as follows:

(1) SMPN 10 Kota Tangerang Selatan, refers to State Junior High School 10 Kota Tangerang Selatan, which is under the supervision of the National Education Department of Indonesia.

(2) Total Physical Response, refers to a language teaching method built around the coordination of speech and action.8

(3) Preposition, are as subordinate conjunctions and also as the connecting a noun or pronoun to another word, usually a noun, verb or adjective.

8

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (London: Cambridge University Press. 2001), P.87

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses the understanding of prepositions, the types of prepositions, the function of prepositions, the understanding of TPR, the characteristic of TPR, design of TPR, the principles of TPR, and the advantages of TPR and the disadvantages of TPR.

A. Prepositions

1. The Understanding of Prepositions

According to Frank preposition is classified as part of spech in Traditional grammar. However, prepositions as well as conjunctions differ from other parts of speech that (1) each is composed of a small class of words that have no formal characteristics endings; (2) each signals syntactic structures that function as one of the other parts of speech.9

Mark Foley and Diane Hall defined that preposition describes the relationship between two or more things. It can link noun, verbs or adjectives before the preposition with a noun or pronoun after it. 10 A preposition describes a relationship between other words in a sentence. In itself, a word like “in” or “after” is rather

9

Marcella Frank, Modern English: A Practical Reference Guide, (New York: Prentice Hall, Inc, 1972), p. 163

10

Mark Foley and Diane Hall, Advanced Learner’s Grammar: A self-study reference & practice book with answers, (Harlow: Longman, 2003), p.280

meaningless and hard to define in more words.11 Majorie Farmer stated that preposition is a word that introduces a phrase modifying another word or a part of a sentence.12 Greenbaum defined that prepositions are closed of items connecting two units in a sentence and specifying a relationship between them.13

From the statement above the writer concludes that preposition is a word that can not be changed shape and are usually in place in front of the noun to show a certain relationship with other words in the sentence.

2. The Types of Prepositions

There are many kinds of prepositions. Some of them are the simplist form. Many of them are monosyllabic such as in, at, up, to, by, of, out, with, from, down, over, into, after, before, since, behind, above, etc. According to Marcella Frank there are types of prepositions as follows:

a. Preposition of Location

The common preposition used to indicate location or places are14:

- in being surrounded by something (=di dalam)

E.g: in the swimming pool; in the house

- at presence, around (=di sekitar)

E.g: at the supermarket; at the swimming pool - on in contact with the surface of another object (=

di atas)

E.g on the desk; on the ground

11

http://www.uazone.org/friens/es14rus/preposition, December 13th, 2010

12

Majorie Farmer and Friends, Composition and Grammar II, Steps in the Writing Process, (Texas: Laidlaw Brothers Publisher, 1985), p.338

13

Sidney Greenbaum and Randolph Quirk, A Students’ Grammar of English Language, (Harlow: Longman, 1990), p.188

14

Drs. Nasrun Mahmud. English for Muslim University Students, Third Edition. (Jakarta: Pusat Bahasa Dan Budaya Universitas Islam Negeri, 2003), p.79

- across opposite from (= di seberang)

E.g: across the street; across the river - around near or all sides of (= di sekeliling)

E.g: around the house; around the room

- between in the space separating two things (= di antara) E.g: Jack is sitting between Dick and Tom; The bank is between the hotel and the post office. - among with or surrounded by (= di antara)

E.g: Mary was standing among the girls; His little house is among the big and beautiful ones in the village

- throughout in all parts, all over (= di seluruh)

E.g: He looked for his pen throughout the room - over/above higher than; up in perpendicular direction from

the sky is over (above) our head

- under/beneath lower than, down in perpendicular direction from (= di bawah)

E.g: under (beneath) the table - below at the point lower than (= di bawah)

E.g: below the sea level. b. Preposition showing Place or position

There are many kinds of prepositions that show the place or position, they are:

b.1. The point it self

In or inside Hang your coat in the closet. (in gives the area of something enclosed-a container, a drawer, a room, a building, the world)

There was no one inside the house. (inside emphasizes the containment)

On put the dishes on the table. (0n indicates the surface of something – a floor, a wall, a ceiling, a desk, a street).

On top of –He‟s standing on top of the desk. (On top of emphasizies the uppermost horizontal surface. It is used with an object that has some height).

At he‟s at school (at church, at the store). (At refers to general vicinity. Were presence at the place is indicated).

At is also used for addresses with street number- He lives at 200 park Avenue (but he lives on Park Avenue).

After the verb arrive, at refers to a place smaller than a city or town-He has arrived at the airport (or the station, the library); in refers to a place larger than a city or town- He arrived in California (or Brazil, Europe). For a city, in is more usual. But at may also be used, especially in reference to traveling-the plane arrived in (or at) Singapore an hour late.

b.2. Higher or lower than a point b.2.1. Higher

Over The plane flew over the mountains. (Over is felt to be generally higher than a point).

Above He lives on the floor above us. (Above is felt to be directly higher than a point).

This distinction between over and above is not always carefully observed.

Under A subway runs under this street. (Under is felt to be generally lower than a point).

Underneath He swept the dirt under(neath) the rug.

(underneath express the idea of close under, especially so as to be hidden).

Beneath Beneath a tree lay a dog fast asleep. (Beneath, express the idea of directly under, with some space between).

Below He lives on the floor below us. (Below is felt to be directly lower than a point).

The distinction between under and below is not always carefully maintained.

b.3. Neighboring the point

Near He lives near the University. (Near has the most general meaning of neighboring a point). By is a synonym for near. Close to means very near. Next to The theather is right nextto the post office (with

nothing else between them).

Alongside The tug pulled up alongside the tanker.

(Adjoining persons or things considered as lined up, or side by side).

Beside He sat beside his wife during the party. (on each side of person or thing that has two sides). Between He sat between his two sons. (on each side of a

person or thing that has two sides)if more than two persons or things are positioned around a point, among is used- He sat among all his grandchildren.

Opposite The museum is just opposite the post office. (directly facing someone or something else).15

15

c. Preposition showing Direction

The kind of movement designated by each preposition given below is illustrated by the diagram below.

To form He always walks to school from his home

To From

Toward(s) The pilgrims headed toward(s) Mecca

Toward(s) Away from

In(to)-out of He ran into the house quickly. After a few minutes he ran out of the house with an umbrella under his arm

Into Out of

Up-Down He climbed up (or down) he stair. Up

Down

Around The ship sailed around the island.

Through You can drive through that town in an hour

Through

Past (or by) He walked past (or by) his old schoolhouse without stopping.

Past

As far as (up to) We will walk only as far as (up to) the old schoolhouse. Then we will turn back.16

As far as

From the quatations above, the writer sees that the types of prepositions are: preposition of location, preposition showing place or position, and preposition showing direction.

3. The function of prepositions

Some prepositions also function as subordinate conjunctions. These preposition are; after, as, before, since, and until. A subordinate conjunction will have both a subject and verb following it, forming a subordinate clause. 17

The preposition has the function of connecting a noun or pronoun to another word, usually a noun, verb or adjective.

The functions of prepositions are as follows: a. Correlating a noun with noun

16

Marcella Frank, Modern English: A Practical..., p.166

17

Example : She has talked to the boy in the room b. Correlating a verb with verb

Example : My aunt likes to sleep on the floor c. Correlating a noun with adjective

Example : The man is very successful in his business d. Correlating a participle with noun

Example : they are frustrated for the problem e. Correlating a verb participle with noun

Example : they stand up near the car.18

The writer may infer that the functions of prepositions are as subordinate conjunctions and also as the connecting a noun or pronoun to another word, usually a noun, verb or adjective.

B. Total Physical Response

1. The Understanding of Total Physical Response

Total Physical Response (TPR) is a langauge teaching method built around the coordination of speech and action; it attemps to teach language through physical (motor) activity.19

James Asher said that total physical response method is a language teaching method created around the coordination of speech and action, it attemps to teach language through physical activity. It draws on several traditions, including developmental psychology, learning the theory, and humanistic pedagogy. 20 Total Physical response method was developed in order to reduce pupils stress when studying foreign languages.21

18

Ismul Jalala, Cepat pintar bahasa Inggris Prepositions, (Jakarta: PT. Polytama Citra Media, 2000), p.7-12

19

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching. (New York: Cambridge University Press. 1986), P.73

20

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods...., P.87

21

Diane Larsen – Freeman, Techniques and Principles in Language Teaching, (China: Oxford University Press), p.114

In a developmental sense, Asher sees that succesful adult a parallel process to child first language acquisition. He claims that, speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses. Asher felt adults recapulate the process by which children acquire thier mother tongue.

TPR has become a command and effective means of introducing children and adults to a foreign language, and in particular to listening, especially in early stage of instruction. Using physical response is usually a lot of fun for students and provides excellent practice in both listening comprehension and memory.22

In TPR, teachers interact with students by delivering commands, and students demonstrate comprehension through physical response.23

From the statements above, the writer concluded that TPR (Total Physical Response) is a language teaching method built around speech and action, which the teachers give a command and the students can respond physically.

2. The Characteristics of Total Physical Response The characteristic of TPR will be summed up as follows: a. The material is presented in imperative form.

b. The commands are given to the class as a whole. c. Students will begin to speak when they are ready.

d. Production will naturally be delayed until the students listening comprehension has been developed.

e. Meaning in target language can often be conveyed through action. f. Listening should be accompanied by physical movement.

g. The students‟ mistakes are corrected in a timely manner.

h. The learning process as started from the simple sentence and it can be visualization in the class.24

22

Rebecca L. Oxford, Language Learning Strategy. What Every Teacher Should Know, (Boston:Heinle and Heinle Publishers,1990), p.108

23

Helena Anderson Curtain and Carol Ann Pesola, Language and Children-Making the match: Foreign Language Instruction in the Elementary School, (Addison-Wesley Publishing Company, Inc, 1988), p.127

24

3. Design of Total Physical Response a. Method

Total Physical Response method is in harmony with the human biological program, because it uses body movement before and after speech appears and it does not require the learner to speak. Total Physical Response (TPR) asks students to respond physically to the language they hear. Language processing is thus matched with physical action. When the students can all respond to commands correctly, one of them can start giving instructions to other classmates. 25 This harmony minimized stress. Low anxiety relates positively to success in second language acquisition. Asher felt that this method enlivens a class by creating stimulating experiences, so that the students are in a more lively state and the learning has strong emotional base as well as a physical base.

b. The Objectives

The general objectives of Total Physical Response are to teach oral profiency at beginning level.26 Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. TPR aims to produce learners who are capable of an uninhibited communication that is intelligible to native speaker.

TPR was developed in order to improve the better result of teaching learning process of a new language. Teachers who use TPR believe in the importance of having the students enjoy their experience in learning to communicate a foreign language.

According to Freeman, TPR was develop in order to reduce the stress people feel when studying foreign language and there by encourage students to persist in their study beyond a beginning level of proficiency.27

From the statement above, there are some objectives of Total Physical Response:

 Teaching oral proficiency at a beginning level

25

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (Harlow: Longman, 2001), p.90

26

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching. (New York: Cambridge University Press. 1986), p.91

27

_{Diane Larsen} – _{Freeman, Techniques and Principles in Language Teaching, (China: Oxford}

 Using comprehension as a means to speaking

 Using action-based drills in the imperative form c. The activities

This method has simplicity as the most attractive features. Its strength lies in the internalization of the material covered. The teacher gives commands and the students carry them out.

The 4 basic types of TPR exercises are: 1) Single commands and descriptions.

2) Action series (action sequences, dialogue, etc)

3) Natural action dialogue (role playing dialogue and skits). 4) Action role playing without prepare script.28

4. The Principles of Total Physical Response

The Principles of TPR are very important to note and here some of them are determined by Diane Larsen-Freeman:

a. Meaning in target language can often be conveyed through action memory is activated through learner response.

b. The students understanding of the target language should be developed before speaking.

c. The imperative is a powerful linguistics device through which the teacher can direct students behavior.

d. Students should not be made to memorize fixed routines. e. Spoken language should be emphasized over writen language.

f. Students are expected to make errors when they first begin to speak.29

The writer may infer that the principles of Total Physical Response are the students understanding of the target language shoul be develop before they speak.

28

www.sil.org/lingualinks/ LANGUAGE LEARNING/, Ways to Approach Language Learning/ Total Physical Response, October 12th, 2010

29

Diane Larsen – Freeman, Techniques and Principles in Language Teaching, (China: Oxford University Press), p.111-112

The teacher direct students behaviour use imprerative. Speaking are emphasized over writing. And The first begin to speak, students are expected to make errors.

5. The Advantages of Total Physical Response

Some advantages of using Total Physical Response in teaching prepositions are: 1. It is fun and easy. Students will enjoy getting up out of their chairs and moving

around.

2. Simple TPR activities do not require a great deal of preparation on the part of the teacher. However, some other more complex applications might.

3. It is good for kinaesthetic learners who need to be active in the class. 4. It is a good tool for building vocabulary.

5. It is memorable. Actions help strengthen the connexions in the brain. 6. Class size need not be a problem.

7. "TPR seems to work effectively for children and adults. There is no age barrier." according to Asher. 30

8. It is totally flexible. For example the teacher takes little steps to make learners pace.

9. It is relaxing for students and students learn at their own pace.

10. There is rapid understanding and long-term retention of new language.31

Based on the citations above, the writer sees that the advantages of TPR are it can elicit fun and make students and can to be active in the class. And it can be relaxing for students while students learn at their own pace.

6. The Disadvantages of Total Physical Response

1. Learners may not have enough vocabulary to understand the program.

30

http://en.wikipedia.org/wiki/Total_Physical_Response Category: language education, March 21st, 2011.

31

2. Learnes may feel insecure when they are in class with students in the traditional classroom.

3. TPR may be despressing for students if the teacher is not familiar with the program.32

4. Whilst it can be used at higher levels TPR is most useful for beginners. It is also at the higher levels where preparation becomes an issue for the teacher. 5. Students are not generally given the opportunity to express their own thoughts

in a creative way.

6. It is easy to overuse TPR. "Any novelty, if carried on too long, will trigger adaptation." Asher writes, "No matter how exciting and productive the innovation, people will tire of it." if the TPR is often used in the classroom, the students will become bored.

7. The teacher may find that it is limited in terms of language scope. Certain target languages may not be suited to this method.

8. It can be a challenge for shy students.33

The writer may infer that the advantages of TPR are the students may not have enough vocabularary to undestand it. And it can be challenge for shy students.

32

http://www.slidesshare.net/naiken/total-physical-response, March 23rd, 2011

33

http://en.wikipedia.org/wiki/Total_Physical_Response Category: language education, March 21st, 2011

CHAPTER III

RESEARCH METHODOLOGY

This chapter covers about the research method used in this study. It consists of the research design, time and location of the research, the subject and the object of the research, the writer‟s role on the research, the research design, the Classroom Action Research (CAR) procedures, the technique of collecting data, the technique of data analysis, the validity of data, and the criteria of action success.

A. The Research Method

The method used in this research is Classroom Action Research (CAR). This method is derived from the nature of an action research. According to Michael J. Wallace, CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues.34 It means that to begin the CAR, the researcher or the teacher needs to identify some problems real found in the classroom. By identifying the specific problem in the classroom, the writer can then collaborates with the English teacher in doing the research.

The CAR is employed in this study since it is very important for the researcher to develop a suitable technique to solve the diagnosed problem in learning activity in the classroom. By applying this design, it is also expected that it might be essential for learning innovation that leads to improve the quality of school in education. Arikunto also states that CAR is viewed as a device to improve the quality of teaching learning

34

Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p.5

activity in the classroom. Beside of solving the diagnosed problems in the classroom, CAR helps the teacher through any new methods and skills and helps to build self-awareness especially through pair-teaching regarding as collaborative study between the researcher and the teacher.35 Hence, it can be seen that CAR is very appropriate to be applied in a certain situation and problem where the teacher and the researcher want to have a better understanding about the new strategy he/she implements in which he/she can do improvement, reforming, solving, and any modification in order to be able to overcome students‟ problems in learning.

Here, the writer and the teacher collaborate in doing the research to get the significant improvement in the students‟ problem in understanding of preposition of place through the new innovation of teaching learning activity, which is Total Physical Response.

B. Time and Location of the Research

The Writer did Classroom Action Research (CAR) from January 5th 2011 up to January 28th 2011. This research takes place at SMPN 10 Kota Tangerang Selatan which is located at Jl. Yaktapena No. 08 Pondok Ranji – Ciputat Timur 15412.

C. Subject and the object of the Research

The subject of this study is the first grade students of SMPN Kota Tangerang Selatan in class VII 8 as respondents of the research. The number of the students consists of 40. Furthermore, the object of the research is Total Physical Response to improving students‟ ability in using prepositions of place.

D. The Writer’s Role on the Research

The writer‟s role on this research is as an observer who collaborates with the English teacher. As an observer, beside she makes lesson plans, and research

35

instruments (observation form, questionnaire, pre-test and post-test), she also manages the teaching materials used by the teacher. Furthermore, she collects and analyzes data then reporting the result of the research. On the other side, the teacher carries out the action based on the lesson plans made by the writer.

E. The Research Design

The writer uses Clasroom Action Research (CAR) in this study, so she follows principles of CAR to collect the data. The CAR procedures used in this research is Kurt Lewin‟s design. It consists of two cycles in which each cycle contains four phases: Planning, Acting, Observing, and Reflecting.

CYCLE 1

CYCLE 2

Figure 3.1

The Kurt Lewin’s Design of CAR

Acting

Observing Planning

Reflecting

Acting Planning

Observing Reflecting

F. The Classroom Action Research (CAR) Procedures

The Kurt Lewin‟s design of Classroom Action Research consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. To make clear what happens in every phase, here are the explanations:

1) Planning

The this phase starts from observing and interviewing to identify and diagnose the students‟ problem in learning English in the classroom. The writer may observe the teaching learning activity in the classroom directly. Beside that she also interviews the English teacher to get main problem faced by her students related to grammar field. After that, this phase moves to make the organized planning at whole of the CAR. The organized planning will be formed into lesson plan based on the current used syllabus. Moreover, making research instruments including test (pre-test and post-test) and observation form both for teacher and students will be done for the next phase. The last one is preparing teaching materials which mention any regarding procedures of teaching, media, resources, and evaluation.

2) Acting

This phase is the implementation of what have been planned in the previous phase. In this phase, both the writer and the English teacher collaborate to carry out the planned action. The teacher implements any organized program in the classroom while the researcher acts as an observer. In this activity, the teacher gives test (pre-test or post test) to students, conducts total physical response to give the understanding prepositions of place which should be learned by the students in their grade. Since teaching and learning period for prepositions of place is limited, the writer and the teacher sets two actions for each cycle.

3) Observing

Observing phase is conducted while the acting phase is being carried out, so that both of them are done at the same time. It is completely done by the writer as the observer by noticing the activity, filling the form of observation and also taking notes related to teacher‟s performance, students‟ behavior and students‟ feeling expressed. The observer should extremely notice and note all of activities in the

physical classroom. At last, the outcome of the observing becomes one of the parts that will be used in reflecting phase.

4) Reflecting

Reflecting is done in the end of each cycle in which the process of analyzing and evaluating are done. This phase is aimed to reflect the completely done action based upon data that have been collected, and then it is important to hold evaluation for completing the next cycle. This phase is carried out and discussed collaboratively between the researcher and the teacher. The writer and the teacher do reflection to identify and explain the difficulty or the problems faced. If there still might have found some problems, it needs to move to the next cycle concerning re-planning, re-acting, and re-observing. Therefore, it is expected that the unfinished problems yet can be soon solved.

G. The Technique of Collecting Data

Techniques of collecting data used in this research are qualitative data and quantitative data. The qualitative data consists of interview, observation and questionnaire. On the other side, the quantitative data used is pre-test and post-test.36 The complete explanation is as follows:

a) Interview

One of the ways to get deep information in the classroom is by interviewing the English teacher. The interview is conducted with English teacher before and after the research is carried out. The interview before and after the research is conducted to know the difficulties faced by students concerning grammar and their insight toward teaching grammar activity, the method or strategies usually adopted by the teacher in teaching grammar. Meanwhile, the interview after accomplishing CAR is conducted to know the teacher‟s response toward teaching grammar through TPR that has been done.

b) Observation

In this case the researcher uses the unstructured or opened observation to know what happens within teaching learning process. It may be about the

36

teacher‟s performance, class situation, and students‟ response concerning the application of TPR during CAR. In other words all of the needed aspects should be noticed to make sure whether the teaching learning process is in line with the lesson plan or not. The observation is carried out by using both the form of observation as a guidelines during the research and field notes as an additional data.

c) Questionnaire

It is necessary to know students‟ feeling during CAR. Therefore, the questionnaire is given to the students around their enthusiasm to be involved in prepositions of place. In this case the writer provides questionnaire in the form of yes/no question.

d)Test

The test used in this study is pre-test and post-test. It is used to get the data concerning with the students‟ progress in understanding prepositions of place through TPR. The pre-test is given to the students before TPR is applied. Meanwhile, the post-test is given after the implementation of TPR in the end of each cycle. Both of pre-test and post-test are presented in the form of multiple choices.

H. The Techniques of Data Analysis

The technique of data analysis consists of data from interview, data from observation, data from distributing questionnaire, and data from the test (pre-test and post-test). The analysis qualitative data is used to measure data from observation and interview, while the analysis quantitative data is used to measure data from questionnaire and tests. In analyzing the average score of students‟ grammar test in each cycle, the writer uses the formula:37

X : mean

x : individual score n : number of students

37

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p.67

�

=

∑�

Next, the writer tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 75 (seventy five). The formula is:38

P : the class percentage F : total percentage score N : number of students

Then, after getting mean of students‟ score per actions, the writer identifies whether or not there is an improvement of students‟ score from pre-test up to post-test in cycle 1 and cycle 2. The writer uses the formula below to analyze the data:39

P : percentage of students‟ improvement y : pre-test result

y1 : post-test 1

P : percentage of students‟ improvement y : pre-test

y2 : post-test 2

38

Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43

39

_{David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning} Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3

y1 – y

P = y X 100%

y2 – y

P = y X 100%

_F

P = X 100% N

The formula used to analyze data from the percentage of questionnaire result:

n : number of students who answered the option N : number of students in the class

I. The Validity of Data

The validity is an essential criterion for evaluating the quality and acceptable of the research. According to Anderson, to get the validity of data of action research, there are five criteria; those are democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.40 In this case, the writer uses the outcome, process and dialogic validity for her research.

Outcome validity is taken from the result of the test in each cycle. The writer compares the result of cycle one and cycle two. When the result of cycle two is better than cycle one, it means that the research is successful. Then, process validity refers to the observation of the process to solve the problem. It can be seen from the result of observation. When there might find some mistakes in the method of teaching, then the writer discusses with the teacher to modify the further strategy. After that, dialog validity refers to the discussion between the writer and the English teacher to review the outcome of the research in reflecting phase. It can be seen from the result of interview. It this case, the writer and the teacher discusses and assess the students‟ test result of cycle one and cycle two together. It is done in order to avoid invalid data.

J. The Criteria of Action Success

In order to call the research successful, there is a standard to determine the success of an action. The action is successful if it can exceed the criteria which have been determined. Therefore each evaluation needs some criteria. This standardization also can be used as the standard to give the meaning about the implementation of the action. In this case, the writer and the teacher agree that the criteria of being success

40

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merrill Prentice Hall, 2003), p.84

% = n x 100 N

in this classroom action research are the 75% achievement of KKM 68 (sixty eight) of grammar test from the pre-test until the second post-test in cycle two.41 It means that when 75% of students get at least 68 score, it could be assessed success and the cycle would be stopped. However, if 75% of students do not reach the target score yet, the alternative action would be done in the next cycle.

41

Syaiful Bahri Djamarah and Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006), p.108

CHAPTER IV RESEARCH FINDINGS

This chapter presents the result of research. In this case, it discusses the way to improve the students‟ ability in using prepositions of place through TPR at VII.8 of SMPN 10 Kota Tangerang Selatan academic year 2010/ 2011. Related to the discussion of the result, it is divided into three parts. Those are before implementing of CAR, after implementing the action, discussion of all the data after implementing the action.

A. Before Implementing the Action

There were four parts related to before implementing the action. Those were pre interview, pre observation, pre test, and pre questionnaire. The explanation was as follow:

1. The Result of Pre Interview

Pre interview was conducted on Wednesday, January 5th 2011. Here, the writer asked to the teacher some questions which is divided into three categories. Those were the general condition in English class primarily on grammar, the difficulties faced by the students in prepositions of place, in particular about the students‟ ability in using prepositions of place and the kinds of strategies implemented by the teacher previously before CAR to improve students‟ ability in using prepositions of place.

First category discussed about the general condition in English class primarily on grammar, in particular about the students‟ ability in using prepositions of place in sentences. The teacher said that some students cannot understand and they were still confused to remember of each meaning of prepositions of place. And they cannot use the prepositions of place in the sentence.

Second category was related to the teacher‟s strategy in teaching grammar material in prepositions of place previously to solve the students‟ difficulties to understand of each meaning of prepositions of place. It was found that the teacher applied Grammar Translation Method (GTM) in teaching grammar. He explained about the material and then gave the example of the sentences. As the assignment, the teacher asked the students to do some exercises from the students‟ handbook (called LKS). After that, the teacher together with the students disscussed the answers of the exercises and sometimes he translated the sentence into Bahasa Indonesia. Up to now, the teacher has been looking for an alternative way to teach grammar in order to improve his students‟ ability and also to motivate the students through an appropriate teaching technique in the classroom. At last, the teacher agreed to implement TPR in assisting students‟ ability in using prepositions of place. (See Appendix 7.a: 83-85)

2. The Result of Pre Observation

Pre observation was conducted to observe the process of teaching learning process before doing the action. It was used to collect data how good teacher‟s performance and students‟ activities during the teaching learning process.

Based on the pre observation was conducted by the writer on 5th and 7th January 2011 at VII.8 class of SMPN 10 Kota Tangerang Selatan academic year 2010/2011. The class consisted of 40 students. In general, some techniques used by the teacher in teaching learning process were techniques usually used GTM (Grammar Translation Method). At the first time, the teacher explained what prepositions of place were. The teacher then gave the examples of prepositions of place in the whiteboard. Furthermore, the students were asked to write the examples of prepositions of place. Next, the teacher asked the students to open and do the exercises of their LKS. He looked like not really care what his students did in the classroom. Moreover, the students could not finish the work on time and the teacher often ignored that behavior. Instead, he asked students to continue the task at home. In the next meeting, the task was discussed together. The students were asked to write the answer of the task on whiteboard one by one.

3. The Result of Pre Test

The writer did the pre-test before the teacher conducted CAR to completing the data of this research. It was used to measure the students‟ understanding of prepositions of place. It held on Friday, January 7th 20011. And it began from 10.15 a.m. up to 10.45 a.m. In this case, the writer gave 25 questions about prepositions of place. From this test, it is known the mean score of pre-test done by students was 51.7.

Based on the classification of the data above, it showed that 8 students got the score above the KKM (Criterion of Minimum Competence), while KKM of VII grade at SMPN 10 Kota Tangerang Selatan is 68 (sixty eight). Therefore, 32 students were below the standard of KKM. The highest score was 84 and the lowest achievement gained score 32. From that analyzing, it could be seen that most of the VII.8 students‟ understanding was still low.(See Appendix 17)

4. The Result of Pre Questionnaire

Pre questionnaire was needed to know students‟ response about the action, their opinions of the teaching learning process before doing the actions. In this case, the writer provided some questions to the students. It was started 15 minutes before class over, from 10.45 a.m. up to 11.00 a.m. The pre questionnaire was divided into two categories. Those were the students‟ response in teaching learning process, and the problems faced by the students related to prepositions of place. The result of pre questionnaire was as follow:

Table 4.1

The Result of Pre Questionnaire

No. The Students’ answer

The Result of Students’ answer Yes Percentage

(%)

No Percentage (%) 1. The students’ response of teaching

learning process

The students were satisfied with their score in English they have got.

9 22.5% 31 77.5%

English.

The students felt motivated when they followed teaching learning process in material prepositions of place.

10 25% 30 75%

The students could understand the teacher‟s explanation of prepositions of place so far.

11 27.5% 29 72.5%

2. The problems faced by the students related to prepositions of place. The students found some difficulties in using prepositions of place in sentences.

30 75% 10 25%

The students could remember the meaning of each of prepositions of place.

21 52.5% 19 47.5%

The students could do the task about prepositions of place well.

10 25% 30 75%

The students had the difficulties to differ the using of prepositions of place.

28 70% 12 30%

The students like asking to the teacher if they have not understood yet about prepositions of place.

6 15% 34 85%

The students realized that the sentences of prepositions of place were related to the students‟ daily life.

15 37.5% 35 87.5%

In pre questionnaire, the students gave response in teaching learning process before the action. The explanation was as follows. In the first category, there were 9 students (22.5%) who were satisfied with their score in English they have got. It was predicted that most of the students often got low score for their test. Then, there were 20 students (50%) who liked to learn rules in English and only there were 20 students who did not like to learn some rules in English. They thought that was complicated enough to be learnt. Next, there were 10 students (25%) who felt motivated when they followed teaching learning process in

material prepositions of place. It could be predicted that the teaching learning process was boring. Therefore there were only few students who felt motivated in teaching learning process. Then, there were 11 students (27.5%) who could understand the teacher‟s explanation of prepositions of place so far. It was predicted that the teacher gave fast or unclear explanation. Besides, the teacher used not understandable language to explain the teaching material.

In the second category, it showed that there were 30 students (75%) who found some difficulties in using prepositions of place in sentences. It was because the students still did not understand well about prepositions of place. Therefore, most of them could not do the task of prepositions of place well too. Then, there were 21 students (52.5%) who could remember the meaning of each prepositions of place, and 19 students (47.5%) could not remember the meaning of each prepositions of place. Next, there were 10 students (25%) who could do the task about prepositions of place well. It was predicted the students had no idea how to do the task. They preferred to cheat or ask to her/ his friends to finish the task. Then, there were 28 students (70%) who had the difficulties to differ the using of prepositions of place. It was predicted that some students were still confused to differ each meaning of prepositions of place. Next, there were only 6 students (15%) who liked asking to the teacher if they have not understood yet about prepositions of place. It was predicted that the students were shy to ask question to their teacher. Then, there were 15 students (37.5%) who realized that sentences of prepositions of place were related to the students‟ daily life. It was predicted that some of other students still did not know what prepositions of place was. Therefore, they did not really care about the use of prepositions of place.

Related to the result above, it could be concluded that there were needed to solve some students‟ problem and the students‟ ability could increase indirectly.

B. The Implementation of CAR

The Classroom Action Research was carried out in two cycles. Each cycle consisted of two actions. It needed 80 minutes (2x40‟) for every action in teaching learning process.

1. Cycle 1 a. Planning

In this phase, the writer and the teacher made plan for each action based on the problems faced by the students in prepositions of place. First, arranging the action that would be done, in this case, the teacher and the writer decided to do two actions in every cycle. Second, preparing the lesson plan used TPR. It included the students‟ activities in each action. Third, preparing the media to support TPR. Fourth, preparing the observation sheet to observe the students‟ and the teachers‟ activities in teaching learning process. It was used to see whether the action was in line with the lesson plan had made before or not. Fifth was preparing the post test 1 to collect the data; to know whether there are some students‟ improvement scores from pretest and posttest.

b. Acting

There were two actions in cycle 1. In this case, the writer and the teacher collaborated to implement the planned action. The teacher used TPR when he was teaching, meanwhile the writer observed the class condition.

The first action of the cycle 1 was done on Wednesday January 12th 2011. The teacher did the teaching learning process referring to the lesson plan. The teacher chose dialogue as the material at that time.

First, before starting the activities, the teacher explained about the method used in teaching and learning process as briefly as possible. Because the students were in the beginning level, she explained in two ways, the students‟ native language and English as the target language. It was hoped to make the students had some ideas about what they had to do. She also provided some teaching aids to help students to know what they were going to demonstrate the activities. In starting the activities, the teacher demonstrate the activity of body movements that contain prepositions of place by using command. The examples of the commands given were “put your book on the table!, sit down beside your friends!, put your pen in your bag!, stand up in front of your class!, etc”. The teacher asks volunteers to pay attention very well. The teacher explained the procedures to volunteers and uttered some commands related to prepositions of place by performing them slowly and clearly.

Second, the teacher repeated each commands for several times and then asked for volunteers to respond physically. If they could not do it, he performed it again so they could perform it like what she did. The rest of the students watched them. The teacher said a command containing the prepositions of place. The examples of the commands given were “put your book on the table!, sit down beside your friends!, put your pen in your bag!, stand up in front of your class!, etc”. Students respond to teacher commands through physical action. The teacher helped the students when they got difficulties in practicing the commands‟ teacher. The teacher checked the students at a glance. Does the body movement done by the students are correct in what are instructed by teacher.

Third, the teacher gave handout to the students; the handout contained a dialogue text related to prepositions of place. The teacher played the tape containing the dialogue about prepositions of place. Students listened carefully and answered the points contained in the conversation. The teacher and students discussed together to answer the blanks contained in the conversation. (See Appendix 1: 54-58)

The second action of the cycle 2 was done on Friday, January 14th 2011. Basically, in second action, the method of TPR was same as the previous action. The differences were the teacher focused on verb and other prepositions.

First, the teacher gaved motivation to the students. The teacher helped the students to memorize the previous lesson by giving some questions. The teacher repeated the earlier material.

Second, the teacher distributed handouts containing about prepositions of place. The teacher asks the students to do the exercises. The teacher and discuss joint exercises. The teacher asks to the students to enter their practice questions into their bag. The teacher gives the command of prepositions of place related with exercise they do. Then students respond to what was instructed by the teacher. The teacher checked the students at a glance. Does the body movement done by the students are correct in what are instructed by teacher.

Third, the teacher asked to students‟ difficulties for teaching and learning activities. Concluded the lesson. And closed the lesson. (See Appendix 2: 59-64)

c. Observing

During the implementation of the teaching and learning process to improve students‟ ability in using prepositions of place through TPR method, the writer did the observation. The observation of cycle 1 was conducted in each action. The observer tried to notice all the activities in the physical classroom activity. In this case, the writer did the observation towards implementation of the action using checklist.

The 1st observation was done on Wednesday January 12th 2001. In this phase, the writer observed not only the teacher‟s performance, but also the students‟ behavior during the teacher implemented the TPR method in teaching learning process. Related to the teacher‟s performance. As a whole, he had accomplished the task in line with the lesson plan had been made. He did the TPR method well. He also could encourage the students to follow his instruction, although not all of the students were excited. Some students still looked sleepy and chatted with his/ her friends. However, the teaching learning process was still under control as the whole. (See Appendix 5.a: 75 & 6.a: 79)

The 2nd observation was done on Friday, January 14th 2011. Basically, in 2nd action, the implementing of TPR in the classroom was same as the previous action. The difference was the teaching learning activity focused on multiple choice exercise. The teacher was good in giving instruction to the students how to do the tasks. The students did not cheat or make some noise with their friends.

The teacher together with the students disscussed the tasks well. The teacher apllied the TPR in the middle the tasks were discussed together. The teacher gave some questions and the students answered the teacher‟s questions. At last of the teaching learning activity, the teacher gave posttest 1 and the students did it very well. There was not cheating anymore. (See Appendix 5.b: 76 & 6.b: 80)

d. Reflecting

In this phase, the teacher and the writer discussed about the conclusion of implementing the action. They analyzed the students‟ achievement and progress based on their post test 1 score. Then, they tried to modify the action in order to make the students more comprehend of prepositions of place in sentences and in order to get 75% of the students in the class could pass the KKM 70% of the

3. The Result of Post Questionnaire

After implementing CAR through TPR, the writer gave questionnaire. It was needed to know student‟s response about the action and their opinions of the teaching learning process after implementing TPR. In this case, the writer provided some questions to the students. The post questionnaire was given Wednesday, January 26th 2011.

Table 4.3

The Result of Post Questionnaire

No. The Students’ Answer

The Result of Students’ answer Yes Percentage

(%) No

Percentage (%) 1. The students were happy to study English

in Prepositions of Place material. 40 100% 0 0%

2.

The students felt that the teaching learning process of Prepositions of Place was better than before.

40 100% 0 0%

3.

The students felt more motivated to follow the teaching learning process than before.

37 92.5% 3 7.5%

4.

The students felt that the method/ technique used by the teacher was appropriate with they expected.

38 95% 2 5%

5. The students felt easier to remember of

each meaning of prepositions of place. 34 85% 6 15%

6.

The students felt easier to distinguish the using of each meaning of prepositions of place in sentences.

38 95% 2 5%

7. The teacher gave the chance for the

students to work in group. 40 100% 0 0%

8. The students often asked to the teacher in

teaching learning process. 5 12.5% 35 87.5% 9. The students felt their ability in

before.

10.

The teacher‟s method helped the students to more understand the teaching learning material.

39 97.5% 1 2.5%

Based on the post questionnaire result above, it described some improvements of students‟ response in teaching learning activity through total physical response method. For the first question, it showed that all of the students (100%) felt happy to study English in the classroom with the teaching material Prepositions of Place. Then, there were also 40 students (100%) felt that the teaching learning process of Prepositions of Place was better than before doing the implementation of Prepositions of Place through TPR. Next, it showed that 37 students (92.5%) felt more motivated in teaching learning process of Prepositions of Place material. After that, there were 38 students (95%) felt that the method/ technique used by the teacher was appropriate with they expected. Furthermore, for the fifth question, it showed that 34 students (85%) felt easier to remember of each meaning of prepositions of place using the method applied by the teacher.

Meanwhile, there were 38 students (95%) felt easier to distinguish the using of each meaning of prepositions of place in sentences. Then, all of the students (100%) agreed that the teacher gave the chance for them to work in group. Next, there were only 5 students (12.5%) who often asked to the teacher in teaching learning process. After that, it showed 36 students (90%) felt their ability in completing the sentence better than before implementing total physical response method. At last, there were 39 students (97.5%) felt that the teacher‟s method helped them to more understand the teaching learning material.

After discussing all the data conducted before and after implementing CAR through TPR method, generally it could be concluded that there were some improvements. Most of the students felt more motivated and interested in teaching learning activity. Therefore, it effected to develop their ability to understand the teaching material well, especially in prepositions of place. Shortly, an effort to improve students‟ ability in using prepositions of place through total physical response was successful.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the analysis in the previous chapter, the writer concludes that:

1. The students‟ progress during the teaching and learning activity by using Total Physical Response (TPR) is better. The main factors affecting this success are the students‟ interest in teaching and learning activities given using TPR, and the students‟ achievement in learning prepositions of place by Total Physical Response (TPR) has a significant improvement. It can be seen in the result of students‟ score in pre-test, post-test I in the first cycle and post-test II in the second cycle.

2. Furthermore, the improvements of students‟ understanding of prepositions of place can be seen clearly in the improvement of their achievement in pretest and posttest. The result of pretest and posttest showed the significant improvement. There was 62.47% improvement of students‟ mean score from prestest to the posttest of second cycle. In pretest, there were only 9 students who passed the KKM. Then, in the result of posttest in cycle 1, there were 28 students or 70% in the class who passed the KKM considering their mean score of test was 72.7. Next, in the result of posttest in the cycle 2, there were 36 or 90% students who passed the KKM in which their mean score test was 84. It showed that learning prepositions of place through Total Physical Response (TPR) was successful.

B. Suggestion

Based on the conclusion above, the writer would like to offer the suggestion. The suggestion is:

 Using Total Physical Response (TPR) in teaching prepositions of place is recommended for English teacher, because by using TPR not only make students enjoy, fun and relax in learning English but also take longer in their mind in memorizing the vocabularies, because they response the command by their physical.

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