13 S13
50 66
14 S14
50 65
15 S15
50 65
16 S16
50 65
17 S17
70 92
18 S18
50 92
19 S19
50 65
20 S20
50 65
21 S21
50 65
22 S22
30 75
23 S23
60 66
24 S24
30 60
25 S25
40 66
26 S26
70 92
27 S27
30 92
28 S28
50 90
29 S29
40 75
30 S30
40 60
31 S31
50 92
32 S32
70 70
33 S33
30 60
34 S34
50 65
35 S35
60 92
36 S36
60 92
37 S37
60 65
Mean 50.27
74.70 The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal KKM 65
To compare the test result between pretest and post test of each cycle, the writer uses some steps. There are calculating the students mean
score of the test, calculating the class percentage, and calculating the students’ improvement score from pretest to posttest 1 and 2 into percentage.
In analyzing the data of pretest 1 and 2, the first step to get the mean score of the class. It is calculated as following:
The mean score of pretest in cycle 1
∑X Mx = ──
N
Mx = 1780 37
Mx = 48.10
The mean score of pretest in cycle 2
∑X Mx = ──
N
Mx = 1860 37
Mx = 50.27
From the calculation, the mean score of the class in pretest cycle 1, 48.10 and pretest cycle 2,
50.27. It means that the students’ ability in imperative sentence mean score before using total physical response or before
implementing classroom action research in cycle 1 is 48.10 and in cycle 2 is 50.27.
The second step is to know percenta ge of students’ score who passed
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 sixty five. It is calculated by using as follow:
F P =
── X 100 N
P = 5 X 100 ──
37
P = 13.51
From the calculation, the students’ score percentage in the pretest 13.51. It means that there are 5 five students who pass the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal KKM and there are 32 students are still below the KKM.
Then in the cycle 1 of Classroom Action Research CAR, the writer calculates the result of posttest 1 to know the students’ score improvement
from the posttest 1 result. There are three ways to get this improvement score into percentage and calculating the class percentage.
The first is to calculate the mean score of posttest 1. The computation as following:
∑X Mx = ──
N
Mx = 2630 37
Mx = 71.08
From the calculation, the students’ mean score of posttest in cycle 1 is 71.08.
It evidences that there are some development from the pretest mean score. It could be seen from the pretest mean score 48.10 to the mean score of
posttest 1 71.08. It increase 22.98 71.08 - 48.10.
The second is to get the persentage of students’ improvement score
from pretest to posttest 1. The writer computes by using as follows:
y1 - y P =
─── X 100 y
71.08 - 48.10 P =
X 100 y
P = 22.98 x 100 48.10
P = 47.77
Based on that calculation, the percentage of the students’ improvement score from pretest to pretest 1 is 47.77. It shows that the score in the cycle 1 has
increased 47.77 from the pretest score. The last is to know the percentage of students who pass the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM. The calculation as by using as follow:
F P = ── X 100
N
26 P = ── X 100
37 P = 70.27
From that calculation, the class percentage which passes the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal KKM is 70.27. It means that in cycle 1 of Classroom Action Research CAR, there are 26 students
who passed the KKM and 11 students whose score are below the KKM. The class percentage of posttest 1 shows some
students’ improvement of the class percentage in the pretest 13.51.
The students’ improvement which passes the KKM is 56.76 70.27-13.51. The writer has a target of success, the
students have to achieve 75, in fact the students could not achieve yet only 56.76, it is still needed more improvement.
Next, in the cycle 2 of Classroom Action Research CAR the writer also calculates the result of pretest or posttest to know the score improvement
either from pretest or posttest 1. There are three ways to know this improvement; to calculate the mean score of the class, to calculate the
percentage of the students’ development score, and to calculate the class percentage which pass the KKM 65.
Firstly is to calculate the mean score of the class in posttest 2. The calculation using as follows:
∑X Mx = ──
N
Mx = 2764 37
Mx = 74.70
From the calculation, the students’ mean score of posttest in cycle 2 is 74.70. It evidences that there are some students’ developments score 3.62 from the
mean score of posttest 1 71.08. The second is to know calculation of
persentage of students’ improvement score from pretest to post test 2. The writer computes by using
as follows:
y2 - y P =
─── X 100 y
74.70
– 50.27 P =
X 100 y
P = 24.43 x 100 50.27
P = 48.59
Based on that calculation, it could be known that posttest 2 improves 48.59 from the pretest 0.82 48.59-47.77 from the pretest 1.
The last is to know the percentage of students who pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM. The
calculation as by using as follow:
F P
= ── X 100 N
32 P = ── X 100
37 P = 86.48
From that calculation, the class percentage which passes the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM is 86.48. It means
that in cycle 2 of classroom action research CAR, there are 32 students who passed the KKM and 5 students whose score are below the KKM.
B. Interpretation of the Data
1. Data of Interview
The data gained from pre interview with English teacher indicated that the students still difficult to act the action verb in imperative form and
did not respond the command from the teacher because they were lack of vocabulary and did not understand what was the teacher said. After the pre
interview finished the writer thought that teaching and learning process of imperative sentence in the seventh grade students of SMP Islam Ruhama
should be changed, therefore the writer decided to teach imperative sentence through total physical response method and implemented the classroom
action research. After implementing the action students’ condition was good,
anthusiastic in getting material, and had motivation for speaking English. Next, the students’ participation was good enough in learning imperative
sentences because they usually speak English in teaching learning English process. Finally, the students more happy and active in learning imperative
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.
