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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter describes stages of activities developed as part of implementing TPR in improving vocabulary mastery of Elementary students of
MI Manafiul Ulum Kudus. The objective is to present the research findings which provide evidence for answering the problems stated in chapter 1. The description
of the findings is based on the data from the teacher’s and collaborator’s field note, the interview, and the tests.
A. Introduction
Vocabulary mastery is necessary for the students who learn English as it is a basic for further learning. The wrong perception about learning vocabularies that
is learning new words is indicated by translating them into native language. The ideal condition of mastering vocabulary is students know the meaning, the
pronunciation, the spelling, and the use of particular words. Those four aspects should be taught to the students in learning new vocabularies so that they can
master the vocabulary holistically. Unfortunately, the students do not learn in such way in mastering new vocabularies.
In accordance with the case, there are some problems encountered based on the interview, observation, and the result of pre-test. Based on the interview, it
is known that the atmosphere of the classroom does not support the students to learn English well. The teacher teaches by lecturing and it causes boredom for the
students. In teaching vocabulary, the students are asked to list and memorize words. Moreover, the teacher does not use a particular method to teach
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vocabulary. Then, almost all students confess that they have difficulty in finding meaning, pronouncing, spelling, and using English words.
Based on the observation done before the research process with the collaborators on October 8
th
2009, 7 students showed that they were not interested in English; six of them said that they hate English. In addition, the teacher said
that the condition of the sixth year students were very stressful. They seemed to be unmotivated enough to learn English. In teaching and learning process, they were
likely to be busy with their own activities. Based on the result of pre-test, the score of the students in mastering the
vocabularies is low. Mean of the pretest is 60.28. There were ten students who got score under 60.
The causes of the problems are from both of the teacher and the students. The teacher realizes that the students get difficulties in learning new vocabularies,
but she has not tried to use a certain method to teach vocabulary. As stated initially, the teacher uses lecturing method in teaching English, and especially for
vocabularies, the teacher asks the students to memorize list of words. From the students’ point of view, English is difficult, especially in
pronunciation and the meaning. It can be understood as the method used is lecturing. Hence, they hardly understand about English. In addition, they seem to
be lack in curiosity, motivation, and involvement in teaching learning process. Related to the problems, the researcher proposes TPR as a method to teach
vocabularies. It is a method in which the students act and move based on the instructions given. So, the new words are made in imperative and will be acted by
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the students. This method is appropriate for the students at such age since they prefer moving to sitting. As using TPR is learning by doing, certainly this method
would help them to learn new words easily. The target of using TPR for the students of MI NU Manafi’ul Ulum Kudus
for teaching vocabulary is hopefully this method can improve the students’ English vocabulary. It can be measured through four aspects, they are: meaning,
spelling, pronunciation, and using the words.
B. Report of Cycle One
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