sentences, they were not bore. Teacher said the Total Physical Response TPR method was effective for learning imperative sentence, this method can
improve students’ ability in using imperative sentences.
2. Data of Questionnare
The writer made ten questions for the questionnare, then she made statments to make easier to interprate the data, in general the writer concluded
into teaching and learning process of imperative sentences through Total Physical Response TPR. The data from the questionnaire gained that after
using total physical response in teaching imperative sentences, the students gave positive responses or 87.02 toward the action. According to the
students total physical response made them active in learning imperative, effective for imperative material, easy to learn imperative, and the students
got the new knowledge from Total Physical Response TPR. Hens, total physical response could make classroom more interesting in teaching and
learning process of imperative sentences.
3. Data of Test
The data gained from the pre test, the post test of cycle 1 and the post test of cycle 2. Mean score of pretest before cycle 1 is 48.10 and mean
score of pretest before cycle 2 is 50.27. These are students ’ score of
imperative sentences before using total physical response. Meanwhile, the class
percentage of students’ score who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM is 13.51. It means that there
are only 5 students who are able to pass the KKM 65 and 32 students are still below the KKM.
T he students’ mean score of posttest in cycle 1 is 71.08 or 70.27
students who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM and the post test cycle 2 is 74.70 or 86.48 students who
achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM. It means that in cycle 2 of classroom action research CAR, there are
32 students who passed the KKM. The writer concluded total physical response method can
improve students’ ability in using imperative sentences.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research conducted in seventh grade of SMP Islam Ruhama 20102011 academic year, it can be concluded that total physical response could
improve student s’ ability in using imperative sentences. To improve students’
ability in using imperative sentences, the students practice directly in using action verb in imperative sentences, the writer gave the instruction and the students
responded. The improvement s tudents’ ability in using imperative sentences such
as: the students could act the verb into imperative sentences in the classroom activities, could respond the command from the writer easily, and comprehended
in using imperative sentences. The findings of this research are: First, related to the test, the students’ mean score in the pretest before implementing cycle 1 is
48.10, the students’ mean score of posttest in cycle 1 is 71.08 or 70.27 students
who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM and the post test in cycle 2 is 74.70 or 86.48 students who achieved the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM. Second, related to observation result showed that the student more active and enjoy in
learning imperative sentences, third related to the interview result, the students anthusiastic in getting material, and had motivation to learn the imperative
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sentences. And the last, related to the result of questionnaire. The writer concluded
that students’ response about total physical response was positive answer or 87.02
from the students who selected “Yes” Answer from 10 questions. It means that total physical response method effective for learning
imperative sentences , this method can improve students’ ability in using
imperative sentences.
B. Suggestion
In this part, the writer contributes two points in suggestion, first, total physical response method is helpful in teaching and learning of imperative
sentences. Second, total physical response method can be implemented in English teaching learning process, especially the effort of improv
ing students’ ability in using imperative sentences.
