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use in the target language situation, but according to the situations is which they can be used in the classroom and the ease with which they can be
learned.”
18
d. In the Total Physical Response classroom, imperative drills are the major activity. They are typically use to elicit physical actions and activity on the
part of the learners. e. In the Total Physical response, “the teacher is the director of all student
behavior.”
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It means the teacher should decide selectively to choose the materials will be presented in the classroom.
f. In this method students are listeners and performers to their teacher commands.
g. Teacher should be tolerant when student make errors, it means the correction should be carried out in an unobtrusive manner, not very
noticeable in unpleasant way.
C. Teaching Preposition of Location Through Total Physical Response
In the teaching activity, the writer only teach prepositions of location such as: in front of, next to, behind, on, in, under, above, below, between, among, and
beside. In this term each student needs table, a pencil case, containing ruler, a
pencil, a pen, a correction pen and a rubber.
18
Ibid, p. 92
19
Larsen, Diana-Freeman, Opcit, p. 113
17
Before start the lesson, the teacher introduces the method will be used to study preposition of location. The teacher explains in bahasa Indonesia “you will
study English in a way that similar to the way you learn bahasa Indonesia.” The teacher stands up in front of the table and say: “I stand up in front of the table.”,
after that, he moves to the back of the table and say: “I stand up behind the table”, the teacher does these activities for several times.
The teacher calls three students to come to the front of the class as volunteers and stand with him, “I front of the table that lined up facing other
students.” He tells the other students to listen and watch. In English the teacher says: “stand up in front of the table.” As he says it,
he stands up in front of the table and he signals for the three volunteers to stand up in front of the table. They all stand up in front of the table. “Stand up next to the
table”, he stands up next to the table with the tree volunteers. “Stand up behind the table”, he says and stands up behind the table with the volunteers. The teacher
and the three volunteers do these activities for several times according to the teacher commands. After several times the three students do these without their
teacher for several times. Finally the teacher approaches the other students who have been sitting
observing him and their classmates and tells them to arrange their table according to them. “Stand up in front of the table”, the teacher says. The class responds his
command. “Stand up next to the table. Stand up behind the chair.” Even though they have not done these actions before, the students are able to perform
according to the teacher’s commands.
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The teacher takes a pencil case and a pencil. The teacher says: “I put my pencil case on the table.” The teacher puts the pencil case on the table. “I put my
pencil under the pencil case”, the teacher puts the pencil under the pencil case. “I put the pencil in the pencil case”, he does these activities for several times.
Teacher calls other three students to come forward. He orders the students to take their pencil and pencil case. The students take them and come forward.
In English, the teacher says: “put the pencil case on the table.” As he says it, he puts the pencil case on the table and he signals for the three volunteers to put
the pencil case on the table. They all put the pencil case on the table. The students follow the teacher’s placement of object without say anything. The teacher says:
“Put your pencil case on the table.” The teacher puts the pencil case on the table with the three students. “Put your pencil in the pencil case”, he puts the pencil in
the pencil case with the three students. He does these activities for several times. The students do these activities without their teacher for several times.
Finally, the teacher approaches the other who has been sitting observing him and their classmates and tells them to take their pencil case and pencil.
In English the teacher says: “Put your pencil case on the table. Put your pencil under the pencil case. Put your pencil in the pencil case. Sand up in front of
the table. Stand up behind the table. Stand up next to the table.” The teacher gives these commands again, charging their order and saying them quickly. “Stand up in
front of the table. Stand up behind the table. Put your pencil in the pencil case. Put your pencil under the pencil case. Stand up behind the table. Put your pencil under
the pencil case. Stand up next to the table.”
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The teacher satisfied that the students have mastered the six prepositions of location.
Now the teacher introduces new two prepositions of location. He takes his pencil case and his bag. He puts his bag on the table; He puts the pencil case on
the bag. He tells all of students to arrange the object according to him. “I put the pencil case above the table.” He puts his pencil on the pencil case. “I put the bag
below the pencil.” Now the teacher calls three students to perform his commands. He tells the
students to bring a bag, a pencil case and a pencil. In this time the students perform his command by themselves. The teacher says: “Put your pencil above
the bag.” The students put the pencil on the pencil case meanwhile the pencil case I on the bag. “Put your pencil below the bag.” The students put the pencil under
the pencil case meanwhile the pencil case on the pencil. The teacher commands his commands for several times very quickly. The three students perform his
commands perfectly. After being taught with the eight prepositions of location, the teacher calls
on the other two students to come forward. Their names are Adit and Gilang. “I stand up beside Gilang” the teacher just mention one student “I stand up
between Adit and Gilang”the teacher mention two students. The two students are still in front of the classroom, and then he says: “I stand up among five
students.” The teacher stands up among three students. Then the teacher calls two students again. Then he says: “I stand up among five students.” The teacher stands
up among five students. After performing these actions for several times, the
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teacher call one student again to come forward. He asks to the student to follow his commands. He says: “stand up between two students. Stand up beside Gilang.
Stand up beside Adit. Stand up among five students. The student does these actions perfectly. Then the teacher calls other student to do like his friend based
on his commands. The other students to do these actions perfectly. Then the teacher calls other student to do like his friend based on his commands. The other
students to do these actions perfectly too. The teacher does these actions for several times.
The teacher asks to all of the student to give some commands what he says, if he say right, all of students must say “true”, but if he says wrong, all of students
must say “false”. The teacher stands up behind the table and say: “I stand up behind the table.” The students answer “Right.” The teacher stands up in front of
the table and say: “I stand up next to the table.” The students answer: “wrong.” The teacher does these activities for several times and he uses also other
prepositions of location. The teacher calls three students and bring a book, a pencil, a pencil case.
Then the teacher ask one of them to give some commands to other students. The students says: “Put your pencil above the table.” The two students put their pencil
on the book. Then the teacher calls three students again to do like their friend for several times.
In the last activity, the teacher gives the students some exercise to know how far the student’s understanding about prepositions of location.
CHAPTER III RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. The Objective of The Research The objective of the study is to know the effectiveness of teaching
prepositions of location taught by using TPR Total Physical Response and how far TPR method can increase students’ mastery of prepositions of location.
2. Place and Time of Study The study was held at SMP Islamiyyah Darul Irfan Sawangan Depok,
which is located on Jl. Raya Muchtar No. 136 Sawangan Depok 16651. It began by doing observation in the school.
The research was held September, 3
th
to 10
th
for two meeting every class experiment and controlled classes, consisting of presenting and giving the test.
After data were collected, the writer began to analyze them. 3. The Method of Study
In writing this paper, the writer did the research by presenting the lesson and giving the test to know whether there is significant difference between
students’ mastery of prepositions of location taught by using TPR Total Physical Response and without TPR.
4. The population and Sample The population of the study is of 70 students from the eighth grade of SMP
Islamiyah Darul Irfan Sawangan Depok from two classes. The sample was taken
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