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1
CHAPTER I INTRODUCTION
A. Background of the Study
These days English becomes very important subject to be taught to young learners in Indonesia. It is very important to start learning English vocabulary as
early as possible. In recent years, a number of elementary school has begun to introduce English as a subject matter. English has been one of the subjects taught
as local content. It means that English is not compulsory but it is a local content and taught from the first grade to the sixth grade. The GBPP 1994 states that
English is not an obligatory realized in elementary school, but it is organized as a local content. It is also clearly stated in the curriculum of elementary school
2004, “Sebagai upaya meningkatkan kualitas pendidikan khususnya pengajaran
muatan local bahasa inggris sekolah dasar, pada tahun anggaran 2005 dinas pendidikan dan kebudayaan provinsi jawa tengah telah menyusun kurikulum
muatan local bahasa inggris sekolah dasar untuk kelas I s.d kelas VI.” Kurikulum tahun 2004 mata pelajaran bahasa inggris untuk SDMI Provinsi
Jawa Tengah 2004: p.iii
This is new case in teaching-learning foreign language, not only for the teacher but also for the students. The teacher will have many problems, when
they introduce English to their students. However, the students will be given something new and different with their mother tongue.
In teaching English, there are four skills that should be mastered by students; they are speaking, listening, reading, and writing. To support those
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2 Skills, it is needed to learn language elements such as structure, pronunciation,
spelling, and vocabulary. It is difficult to master foreign language without mastering or
understanding a certain number of vocabularies. According to Richard and Schmidt is quoted from Canale and Swain, vocabulary is knowledge that must be
learned by students to enable them to speak English communicatively. So it is the basic component which students must be familiarized with 1996:p.5.
The goal of English teaching is to develop the students’ skills in reading, listening, writing, and speaking. Vocabulary mastery is so important in
developing the four language skills. Wilkins 1982:111 says that without grammar very little can be conveyed, without vocabulary nothing can be
conveyed. It has to be realized that students ability to speak, to read, to listen is conditioned by their vocabulary.
From the explanation above English vocabulary can not be separated from other elements of English in the instructional process in the elementary school,
because vocabulary influences the ability of students in studying English. From the writer’s observation in SD Blulukan 1 at the fourth grade
students, she finds many problems dealing with English teaching and learning process. The main problem is the students’ vocabulary is still low, especially in
comprehending and writing the words correctly. There are some indicators; Firstly, the students get difficulties in pronouncing the English words. The
second is that the elementary students get difficulties in internalizing and grasping the words meaning, since English is a new language for them. The last
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3 is that the students have short attention and concentration span in learning
vocabulary. They are very easy to get bored in having the lesson. They like playing and chatting with their friends when they feel the lesson does not attract
to them anymore. It is not easy to teach English vocabulary to the elementary school
students. The teacher has the solution to teach English vocabulary, especially by using Total Physical Response. The teacher uses TPR because in TPR method the
teacher teaches with the command, speech, and action. So, the students enjoy in learning English vocabulary. Beside that, the students can imitate them easily
without mistakes. Teacher should teach and explain them clearly to the students. Asher states the use of this method that” most of grammatical structure of the
target language and hundred of vocabulary items can be learned from the skillful use of the imperative by the instructor” 1997:4. The teacher should give
instruction correctly and carefully so that the students will understand what the teacher means.
The use of TPR in teaching vocabulary. The meaning of English words can be internalized through context. Elementary students tend to use their body in
learning because children like moving. It is supported by Scoot 2000: 2 stating that young learner’ understanding comes through hands, eyes and ears. Also in
TPR, teaching vocabulary is connected to actions. Furthermore, Larsen 2000: 111 explains some principles dealing with his observation of the use of TPR in a
class. They are: 1 meaning in the target language can often be conveyed through actions; 2 memory is activated through learner response. Students can
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4 initially learn one part of the language rapidly by moving their bodies and 4
students can learn through observing actions as well as by performing the actions themselves.
Based on the description above, the writer intends to conduct an action research in SD Negeri Blulukan 1 to solve the problems that arise and to improve
the students’ vocabulary mastery by using TPR. Therefore, the writer chooses a
topic on her study that entitles: “IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH TOTAL PHYSICAL RESPONSE TPR FOR
ELEMENTARY SCHOOL A Classroom Action Research at the Fourth Grade Students of SD Negeri Blulukan 1 in the 20102011 Academic Year”
B. Problem Statement
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