44 In this phase the writer and the teacher made a planning for the
action based on the problems faced by the students in understanding of the imperative sentences. Before implementing it, the writer prepare
everything related to the action that are used in teaching learning process, such as making a lesson plan, preparing materials, determining an
interesting topic, preparing a teaching aids, preparing research instruments, such as the structured observation sheet, the field notes, and
the post-test. In this phase also, the writer used the command list, the dialogue, list of the related expression and vocabulary items for teaching
learning activities. The topic in this phase was about “at school”. In the first meeting the teacher taught them about the simple commands, and in
the second meeting at this phase, she taught about positive command and negative command, the way that used by her to teach the material was by
giving the dialogue to the students and she asked them to complete the dialogue based on the word that they heard from the teacher.
2. Acting
This acting phase was accomplished on Friday, August 6
th
2010 and on Saturday, August 7
th
2010. It had been done during one week in one cycle which consisted of two meetings. The teacher implemented the
teaching learning process based on the lesson plan had been made. Here they are the activities that the teacher done from pre-teaching, while
teaching and post teaching in the first cycle.
First meeting
The first meeting in the cycle one was conducted on Friday, August 6
th
2010. It was followed by 23 students. In this activity, the Total Physical Response was introduced to the students. The topic
used in this cycle was At School. Most of them were presented in the form of simple commands or sentences. The activities or commands
which were given to the students used some verbs such: open, close,
45 raise, stand up, sit down, come, point, touch, look at, clean, walk,
sweep, throw, take, give etc. Before starting the activities, the teacher explained about the
method used in the 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 the students to know what they were going to demonstrate the activities. In starting
the activities, the teacher asked the students verbs that they have known before, after that the teacher asked for students to come forward
and sit on chairs in front of facing the other students. They were the model for some commands. The other students listened and paid
attention to the performances doing by four friends. The teacher explained the procedures to the models and uttered some commands
related to the topic by performing them slowly and clearly. The examples of the commands given were Sit down Stand up, Open your
book, Close the door, Clean the blackboard, touch your chair, raise your hand etc.
The teacher repeated each commands for several times and then asked the four students to imitate her. She asked the models to perform
what she said collectively and then individually. If they could not do it, she performed it again so they could perform it like what she did. The
rest of the students watched them. The teacher did not ignore the students who had been sitting
and observing their doing activities with the four students. She also involved them in the activities by asking them to practice with their
partner, so the teacher could see how their students’ understanding was. Teacher helped the students when they got difficulties in
practicing and pronouncing the words.
46 The teacher wrote the commands which they had just learnt on
the whiteboard. She acted those out each time she wrote those so that the students really understood those. The pronunciation of each word
was also explained clearly. The students repeated after the teacher.
Second Meeting
The second meeting in cycle one was conducted on Saturday 7 August 2010, it was followed by 23 students, 1 student was sick. In
this learning activity the teacher reviewed last topic and last material, the teacher asked the students to perform and to be models for some
commands. It didn’t take anytime it was about 5 minutes, after that the teacher explained the topic that will be studied about negative
imperative and positive imperative. Before starting to the new material the teacher gave the students hand out it was about dialogue and he
asked them tried to complete the dialogue. After that the teacher read the dialogue and the students listened to the teacher’s voice carefully
because they must complete it. Then the teacher asked them to exchange their answer with their friend beside them. The students gave
the score of their friend. After that the teacher asked them to find out the imperative sentences in the dialogue.
Next the teacher wrote down the imperative sentences on the whiteboard and asked the students repeated the sentence. She gave
material how to change positive imperative to negative imperative by using don’t, such as: Sit down - Don’t sit down Open your book –
don’t open your book etc. At first they looked confused and they didn’t understand, so they asked her to repeat it. After the students felt
understand, the teacher asked them to perform the verb and to change positive imperative to negative imperative orally.
47 Last activities the teacher asked them to perform the dialogue
in a pair, and called one of them to perform in front of the class. Finally she asked them to make a group of four. He asked them to
answer the question based on the dialogue, and collected it to her. The teaching and learning process in this cycle could run well.
The students paid attention seriously when the lesson was presented. They were getting to speak when they had already been. They
practiced it both individually and collectively. In pair, they tried to make some commands and gave those to their friends. Any mistakes
happened were tolerable. Finally, to check the students’ mastery in this cycle, the writer evaluated them by giving a test in the first cycle
3. Observing
