students to act the verb in the prohibition form and gave the worksheet to the students. The second meeting, the writer gave the new vocabulary, such as:
Put, pour, stir and add, asked one of the students to come forward to make”Soda ice milk”, and the students pay attention to the writers’
instruction. To take the exercise, the students made nine groups, every group consisted of four students. The students practiced
”How to sharpen a pencil” and they listened to the writers’ instruction, after that the writer gave the work
sheet and the students completed the sentences about ”Sharpening a pencil”.
Finally, after the sentences were complete, the students read the sentences loudly then they collected the work sheet to the writer.
c. Observing
in the cycle 2, generally the class condition in learning process was better than previous cycle. In this cycle, the students more enthusiastic in
leraning imperative sentences, espec ially about procedure text ”How to make
soda ice”, when the teacher gave the direction by the action verb, the students’ response were good and understand what was the writer said. They
were active in doing the activities. It means that the students more comprehend in using imperative sentences. Furthermore when they were
given the exercise by the writer, they enjoyed and did it individually without cheating each other. Related to the stu
dents’ ability, they showed progress in using and responsing the imperative sentences. In the second meeting in the
cycle 2 , the writer was held on posttest 2 regarding students’ ability in using
and responding imperative sentences. Based on the score result of posttest 2, the mean score of the class in imperative sentence test achieved 86.48 or
32 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 sixty five.
d. Reflecting
After finishing each phase in cycle 2, the teacher and the observer discussed the action of cycle 2. This phase was carried out after getting the
score result of imperative sentence test. The students’ ability in using imperative sentence in the cycle 2 better than cycle 1. The writer and the
collaborator satisfied because of their score result was good. Furthermore, the students could response the writers’ command easily and they enthusiastic
and enjoyed during teaching and learning process. Based
on the students’ score from pretest to post test 2 there was a good achievement that was achieved by the students. There were 32 students
or 86.48 who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM. After achieving the target reserach of where
minimally 75 who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM, so that the writer and observer decided stop the
Classroom Action Research CAR. The writer and the observer concluded that the total physical response TPR could improve students’ ability in using
imperative sentences.
4. Findings after Implementing the Classroom Action Research CAR
a. Result of Post Interview
After implementing total physical response TPR method, the writer carried out the interview with the teacher. It was conducted on Friday,
February 18th 2011. After finishing cycle 2. It started at 10.00 A.M and finished at 10.30 A.M. The writer wanted to know the teacher opinion about
total physical response TPR method in teaching learning process of imperative sentences. In this case, the writer divided three categories
questions in the interview. There were the students’ condition in teaching and learning process of imperaive sentences in the classroom, the method that was
use in the classroom, and teachers’ opinion about total physical response.
First category was the students’ condition in teaching and learning process of imperative sentences in the classroom , t
eacher said that students’ condition was good, anthusiastic in getting material, and had motivation for
speaking English. Next, the s tudents’ 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. See appendix 2b, items number 1, 2, and 3 of interview
