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CHAPTER IV RESEARCH FINDING
In this chapter, the writer would like to analyze each of the data gathered from the action research activities. The data was attained from the teaching
learning process and evaluation. This chapter also presents the result of research. In this case, it discusses the way to develop students’ ability in using imperative
sentences through Total Physical Response TPR at VII grade students of MTs Islamiyah Sawangan academic year 20102011.
A. The Description of the Data
Before the implementation of the action, the writer divided three parts of data descriptions in order to know the obstacles of teaching learning activities.
Those are pre observation, pre-interview and pre-test. Here are the explanations:
1. The Result of Pre Observation
41 The aim of pre-observation is to know the teaching learning process
directly before implementing the Classroom Action Research CAR. It was conducted on Friday, July 30
th
2010 at VII grade of MTs Islamiyah Sawangan at 7:00 A.M to 08:20 A.M. there are 24 students in the Class. Based on the pre-
observation it is known that in teaching Imperative sentences at first grade of MTs Islamiyah Sawangan academic year 20102011, the teacher tends to be teacher-
centered during the teaching learning process. So it makes the students be passive. When the teacher teaches grammar, especially in imperative sentences, he
only say the vocabulary and asked the students to repeat vocabulary after him, he doesn’t ask the students to response by using their physical. Then he gives the
rules first and gave examples based on the rules to the students, after that he asks them to practice it. Also, he gave a list vocabulary items on the whiteboard and
translation in Indonesia. Then, he asked the students to memorize the rules, examples and vocabularies. Consequently the students had had less motivation in
learning and made their behavior decreasing.
2. The Result of Pre Interview
This interview conducted as unstructured interview. It was conducted on Wednesday 28
th
July 2010, started at 09:20 A.M to 10:00 A.M. in this part the writer asked some questions to the teacher about English teaching activities,
emphasized on grammar skill, the teacher’s problem in teaching learning process, the students’ difficulties in learning grammar skill, and also his teaching method
and technique. Related to the English teaching learning activities, the teacher said that
most of the students did not like English lesson, because they think English is difficult and complicated, especially when they studied grammar. They must
remember the rule and they said grammar is boring subject. The teacher also said that to improve students’ score above the KKM 65 is still hard, because most of
the students at VII grade only get English subject in the school. Next about his problem in teaching learning process and students’ problem
in learning process, he told that actually he got many problems. First, when he
42 taught about the structures to the students, his students were still confused of
English structure usage. It was about teaching tenses, such as simple present, present continuous, and past tense. The students must remember the rule and they
could not use in real communication. Next, when the writer asked him about his problem in teaching imperative sentences, he told that is not as hard as he taught
tenses to the students, because in teaching imperative sentences there is not much role to be remembered by students. The main problem is because the students
have limited vocabularies so when they asked some one to do something they felt difficult to produce the sentences.
Finally, about the method and technique that he used in teaching English, especially Grammar skill, he told that he still use Grammar Translation Method.
He gave the rule to the students, after that he asked them to memorize the rule and created the sentences based on the rule that he has been given to them. It is one of
the ways to improve their student’s understanding in learning Grammar.
3. The Result of Pre Test
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