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“Saya senang belajar Bahasa Inggris dengan mempraktekkan, karena kata- katanya dapat diingat kembali. Belajar dengan cara seperti ini
menyenangkan, tidak membosankan”.
The researcher also noticed that the movement and action could improve the students’ confidence in learning new words. They were not afraid of making
mistake in responding what the teacher said. They felt that English was easier than they thought. It was important as it could give them more motivation to learn
about English in the next level. Some students who were not interested in English stated that learning
English through TPR was enjoyable. They could memorize words easily.
4. Reflection of Cycle 1
After doing action research in the class, there were some strengths and weaknesses found. The strengths and weaknesses could be seen as follows:
a. The strengths of cycle 1:
1 There was improvement in students’ vocabulary mastery.
2 The most significant aspect of vocabularies improved was meaning.
3 The students’ motivation, confidence, and involvement in class improved.
b. The weaknesses of cycle 1:
1 Some students were still ashamed and got difficulties in spelling, pronouncion ,
and using the words. 2
The class was little bit disorganized and noisy as they had to act and move. It often caused them to laugh since it was new for them.
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3 The time allotment seemed to be insufficient as the students had to master the
four aspects of vocabulary. 4
The room should be larger to provide the students more spaces to act and move.
5. Revising the Plan
To handle the problems encountered in cycle 1, the researcher and the collaborative teacher revised the plan to eliminate or reduce the weaknesses of the
implementation of Total Physical Response in cycle 1. It was expected that the weaknesses would not occur again.
The revised plan included the class management so that the situation would be well-controlled. Then, related to the spelling, students would be given a
song of alphabet to remind them about the right spelling of English. For pronunciation aspect, the teacher would give an understanding to the students that
the way of spelling and pronouncing was different by giving some examples and exercises to be practiced. The room would be set as well as possible to let the
students move freely. Also, time management would be reviewed in order that the material could be conveyed in time allotted.
Table 6: The Implementation of Cycle 1 Cycle 1
Discussing Explanation
Planning Students’ problem
Solution a. Most of the students’ English vocabulary mastery is
low. They lack curiosity, motivation, and involvement in teaching learning process.
b. Most of the students’ motivation, involvement, and confidence in speaking English are low.
Introducing and implementing Total Physical Response to learn English vocabulary.
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Acting Meeting 1
Introducing Total Physical Response Conducting Total Physical Response to study vocabulary
of the topic “Cleaning the Classroom”. Meeting 2
Conducting Total Physical Response to study vocabulary of the topic “Daily Routine”.
Meeting 3 Conducting Total Physical Response to study vocabulary
of the topic “Parts of the Body”. Meeting 4
Conducting Total Physical Response to study vocabulary of the topic “Objects in the classroom”.
Observing The researcher and collaborative teacher observed the
implementation and noted the results in field notes, diaries, and video shooting.
Reflecting Revising
Strengths Weaknesses
a. There was improvement in students’ vocabulary
mastery. b.
The most significant aspect of vocabulary that improved was meaning.
a. Some students were still ashamed and got
difficulties in spelling, pronunciation, and using the words.
b. The class was little bit disorganized and noisy as
they had to act and move. It often caused them laugh since it was new for them.
c. The time allotment seemed to be insufficient as the
students had to master the four aspects of vocabulary.
a. Focusing to improve the aspects of vocabulary on spelling, pronunciation and using word.
b. Focusing to motivate the students to be involved in teaching learning process to avoid noise.
c. Managing the time to be adjusted with the time allotment.
d. Arranging the students seat, so they could be comfortable in acting something
C. Report of Cycle 2
