Developing students ability in using imperative sentences through total physical response (TPR) (A Classroom action research in the first year 1 class of MTs Islamiyah Sawangan)

DEVELOPING STUDENTS’ ABILITY IN USING

IMPERATIVE SENTENCES THROUGH TOTAL PHYSICAL

RESPONSE (TPR)

(A Classroom Action Research in the First Year 1 Class of MTs. Islamiyah Sawangan)

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers’ Training in Partial of

Fulfillment of the Requirement for the Degree of S.Pd in English Language Education

By:

Rosdiana

NIM:106014000428

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teacher’s Training

Certifies that the “Skripsi” (Scientific Paper) entitled “Developing Students’

Ability in Using Imperative Sentences Through Total Physical Response (TPR)(A Classroom Action Research in the First Year 1 Class of MTs. Islamiyah Sawangan)”, written by Rosdiana, student’s registration number 106014000428 was examined by the committee on February 16th, 2011, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title

“S.Pd”, (Bachelor of Arts) in English Language Education Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University.

Jakarta, February 16th, 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, S. Pd ( )

NIP. 19730625 199903 2 001

EXAMINERS : 1. Drs. Nasifudin Jalil, M.Pd ( )

NIP. 19560506 199003 2 001

2. Nasrun Mahmud, M.Pd ( )

NIP. 19720705 200312 2 002

Acknowledged by:

Dean of the Faculty of Tarbiyah and Teachers Training

Prof. Dr. Dede Rosyada, MA NIP. 19571005 198703 1 003

DEVELOPING STUDENTS’ ABILITY IN USING

IMPERATIVE SENTENCES THROUGH TOTAL PHYSICAL

RESPONSE (TPR)

(A Classroom Action Research in the First Year 1 Class of MTs. Islamiyah Sawangan)

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers’ Training in Partial of Fulfillment of the Requirement for the Degree of S.Pd in

English Language Education

By: Rosdiana NIM: 106014000428

Approved by Advisor

Dr. Ratna Sari Dewi, M. Pd

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

DEPARTEMEN AGAMA

UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email:Uinjkt@Cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama : Rosdiana

Tempat/Tanggal lahir : Bogor, 5 Oktober 1987

NIM : 106014000428

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi :Developing Students’ Ability in Using Imperative Sentences through Total Physical Response (TPR)

(A Classroom Action Research in the First Year 1 Class of MTs. Islamiyah Sawangan)

Dosen Pembimbing : Dr. Ratna Sari Dewi, M. Pd

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Mengetahui, Jakarta, 24 Januari 2011

Dosen Pembimbing Skripsi Mahasiswa Ybs.

Dr. Ratna Sari Dewi, M. Pd Rosdiana

ABSTRACT

ROSDIANA, 2011, Developing Students’ Ability in Using Imperative Sentences Through Total Physical Response (TPR) (A Classroom Action Research in the first year 1 Class of MTs. Islamiyah Sawangan), Skripsi, English Language Education, Faculty of Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah Jakarta.

Key Words: Imperative Sentences, Total Physical Response (TPR)

The objectives of this study are to describe the procedure of teaching imperative sentences to the VII grade students of MTS. Islamiyah Sawangan using the Total Physical

Response (TPR) method and to improve students’ ability in using imperative sentences

through Total Physical Response (TPR) method. To achieve the objectives of the study, the writer conducted an action research. This classroom action research was conducted at MTs. Islamiyah Sawangan. The subject of the study was the VII grade students. There were 24 students; 11 girls and 13 boys.

In conducting this Classroom Action Research, the researcher took two cycles, each cycle consisted of four phases, they were planning, acting, observing and reflecting. Each cycle was conducted in three meetings; it was consisted of teaching learning process and test, so the researcher conducted this research in six meetings for one month. To analyze and to collect the data, the researcher gained the interview, the observation, the

field note and the students’ achievement from pre-test, post-test after cycle 1 and post test after cycle 2.

The result of this study showed that using Total Physical Response (TPR) method in teaching imperative sentences at VII grade students of MTs. Islamiyah Sawangan

could develop students’ ability in using imperative sentences. The students’ responses

showed that they were interested in learning imperative sentences because they looked fun and had a big motivation in teaching learning process. Moreover, the analysis of the

data showed that there was a significant difference of the students’ average in pre-test, post-test 1 and post-test 2. The students’ average in pre-test was 50.21, the students’

average in post test 1 was 60.83 and the students’average in post test 2 was 75.21. While the improvement score from pre-test to post-test 2 was 10.63, then from post test 1 to post test 2 was 14.83. The percentage of the students’improvement in pre-test to post test 1 was 21.16%, and in pre-test to post test 2 was 49.79%. the students’ percentage who passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was 16.67%, in post-test 1 was 50%, and in post-test 2 was 87.5%.

Based on this data, the researcher concluded that teaching imperative sentences through TPR method at VII grade students of MTs. Islamiyah Sawangan could develop

ABSTRACT

ROSDIANA, 2011, Developing Students’ Ability in Using Imperative Sentences

Through Total Physical Response (TPR) (A Classroom Action Research in the first year 1 Class of MTs. Islamiyah Sawangan), Skripsi, English Language Education, Faculty of Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah Jakarta.

Key Words: Imperative Sentences, Total Physical Response (TPR)

Tujuan dari penelitian ini adalah untuk menggambarkan prosedur pengajaran

imperative sentences di kelas VII MTs. Islamiyah Sawangan menggunakan metodeTotal Physical Response (TPR), serta untuk meningkatkan kemampuan siswa dalam menggunakan imperative sentences melalui metode TPR. Untuk mencapai tujuan tersebut, penulis mengadakan Penelitian Tindakan Kelas (PTK). Penelitian ini diadakan di Mts. Islamiyah Sawangan, subjek dalam penelitian ini adalah siswa kelas VII yang berjumlah 24 siswa terdiri dari 11 siswi perempuan dan 13 siswa laki-laki.

Dalam melaksanakan penelitian ini, peneliti menggunakan dua siklus yang pada setiap siklusnya terdiri dari empat unsure, yaitu: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga pertemuan, yang terdiri dari proses pembelajaran dan evaluasi. Peneliti mengadakan penelitian ini dalam enam pertemuan selama satu bulan. Untuk menganalisa dan mengumpulkan data, peneliti mengadakan pre-test, post-test 1 setelah siklus 1 dan post-post-test 2 setelah siklus 2.

Hasil penelitian ini menunjukan bahwa penggunaan Total Physical Response (TPR), dalam mengajarkanimperative sentences di kelas VII MTs. Islamiyah Sawangan dapat meningkatkan kemampuan siswa dalam menggunakan imperative sentences, karena mereka terlihat senang dan memiliki motivasi yang besar dalam proses pembelajaran. Selain itu, analisa data menunjukan bahwa ada perbedaan yang signifikan terhadap peningkatan siswa dalam pre-test, post-test1 dan post-test 2. Nilai rata-rata siswa dalam pre-test adalah 50.21, nilai rata-rata siswa dalam post-test 1 adalah 60.83, nilai rata-rata siswa dalam test 2 adalah 75.21. sementara peningkatan nilai dari pre-test ke post-test 1 adalah 10.63, dan peningkatan siswa dari pre-post-test ke post-post-test 2 adalah 14.83. persentase peningkatan siswa dalam pre-test ke post-test 1 adalah 21.16%, dan persentase peningkatan siswa dalam pre-test ke post-test 2 adalah 49.79%. sedangkan untuk persentase siswa yang melampaui Kriteria Ketuntasan Minimim (KKM) pada pre-test adalah 16.67% pada post-test 1 adalah 50% dan pada post-test 2 adalah 87.5%.

Berdasarkan data ini, peneliti menyimpulkan bahwa pengajaran imperative sentences di kelas VII Mts. Islamiyah Sawangan dengan menggunakan metode TPR dapan meningkatkan kemampuan siswa dalam menggunakan imperative sentences.

ACKNOWLEDGEMENT

First and foremost, the writer would like to praise and express her high gratitude to Allah SWT the Almighty for the blessing, mercy, health, power, and

inspiration leading her to reach the completion of this “skripsi”. Peace and blessing be upon our prophet Muhammad SAW, his family, his companions and his followers.

This “skripsi” is presented to the Department of English Education faculty

of Tarbiyah and Teacher Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for Strata 1 (S1).

In this occasion, the writer would like to express her greatest and deepest

gratitude to her beloved parents, Rusdi (Alm) and Sa’diyah, her beloved brothers

(Fajar Haqiqi and Firdaus), her beloved sister (Wardatullayli), and her beloved fiancé Muh. Dwi Ramdhani N, SH who have given the writer pray, love, support, advice, and encouragement in finishing her study. The writer also expresses her greatest gratitude to Dr. Ratna Sari Dewi, M. Pd, as her advisor who had patiently

guided her in writing this “skripsi”.

The writer also would like to express her gratitude to:

1. All lecturers in English Education Department who had transferred their knowledge and also for their valuable guidance and encouragement to the writer.

2. Drs. Syauki, M.Pd, as the head of English Education Department of UIN Syarif Hidayatullah Jakarta.

3. Mrs. Neneng Sunengsih, S.Pd, the secretary of English Education Department of UIN Syarif Hidayatullah Jakarta.

4. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and Teacher Training Syarif Hidayatullah State Islamic University Jakarta

5. Mr. Sholahudin Al-Ayubi, M.Pd as the headmaster of MTs. Islamiyah Sawangan who has allowed the writer to conduct this study in MTs. Islamiyah Sawangan and All teachers and administration staffs of MTs.

Islamiyah Sawangan who have helped and supported the writer in finishing this study.

6. All friends in English Department especially in class C-2006 and her close friends, Tita and Riri who have given countless beneficial experiences and admirable memories. Helped and supported her in this “skripsi”.

7. To any other person who cannot be mentioned one by one for their any

contribution to the writer during finishing her “skripsi”. Thank you very much.

The writer realizes that this “skripsi” is far from being perfect. Therefore,

the writer would like to welcome and constructive some suggestions and critics to

make this “skripsi” better. At last, the writer hopes that this “skripsi” will be

useful for all.

Jakarta, January 18, 2011

The writer

TABLE OF CONTENTS

Page

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGMENTS... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF FIGURES... ix

LIST OF APPENDICES ... x

CHAPTER I INTRODUCTION A. The Background of the Study... 1

B. The Identification of the Problem ... 4

C. The Limitation and the Formulation of the Problem... 5

D. The Objective of the Study... 5

E. The Significance of the Study ... 5

F. The Organization of Writing ... 6

CHAPTER II THEORETICAL FRAMEWORK A. Imperative Sentences... 8

1. The Definition of Imperative Sentences ... 8

2. The Form of Imperative Sentences ... 9

3. The Uses of Imperative Sentences... 12

B. Total Physical Response (TPR)... 16

1. The Definition of TPR ... 16

2. The Design of TPR ... 18

3. The Principle of TPR ... 20

4. The Advantages of TPR... 21

5. The Disadvantages of TPR ... 22

C. The Relevant Study ... 22

D. The Conceptual Development of Action ... 23

CHAPTER III RESEARCH METHODOLOGY

A. The Purpose of the Study ... 25

B. The Time and Place of the Study ... 25

C. The Method of the Study... 26

D. The Subject and the Object of the Study ... 26

E. The Research’s Role on the Study... 27

F. The Research Design... 27

G. The Classroom Action Research(CAR) Procedures... 30

H. The Result of Action Intervention... 31

I. The Data and Source of Data ... 32

J. The Instrument of Data Collection ... 32

K. The Technique of Collecting Data ... 33

L. The Technique of Data Analysis ... 35

M. The Trustworthiness of Study ... 36

N. The Criteria of Action Success... 40

CHAPTER IV RESEARCH FINDING A. The Description of the Data ... 41

1. The Result of Pre-Observation... 41

2. The Result of Pre-Interview ... 42

3. The Result of Pre-Test... 43

B. The Implementation of the First Cycle... 44

1. Planning... 44

2. Acting... 45

3. Observing ... 48

4. Reflecting ... 48

C. The Implementation of the Second Cycle ... 49

1. Planning... 49

2. Acting... 49

3. Observing ... 51

4. Reflecting ... 52

D. The Data Analysis ... 53

1. The Result of Post-Interview ... 53

3. The Result of Post-Test... 56

a. The Result of Post-Test I in the First Cycle... 56

b. The Result of Post-Test II in the Second Cycle ... 57

E. The Interpretation of Test Result... 67

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 70

B. Suggestion ... 71

BIBLIOGRAPHY … ...72

LIST OF TABLES

Page

Table 3.1 The Classification of Difficulty Level ... 37

Table 3.2 The Classification of Discriminating Power... 38

Table 3.3 The Classification of Reliability Test ... 39

Table 4.1 The Result of Students’ Score in Pre-test ... 43

Table 4.2 The Result of Students’ Score in Post-test I ... 56

Table 4.3 The Result of Students’ Score in Post-test II ... 58

Table 4.4 The Result of Students’ Score in Pre-test, Post-test I and Post-test II ... 60

LIST OF FIGURES

Page

Figure 3.1 Kurt Lewin Action Research Design ... 28 Figure 3.2 The Activity Phases of CAR modified by the writer ... 29

LIST OF APPENDICES

Page

a. The List of Students’ name ... 75

b. The Result of Students’ Score in Pre-test, Post-test I and Post-test II... 76

c. The Standard Competence and Basic Competence of English... 77

d. The Lesson Plan of First Meeting in Cycle I... 78

e. The Lesson Plan of Second Meeting in Cycle I ... 84

f. The Lesson Plan of First Meeting in Cycle II ... 90

g. The Lesson Plan of Second Meeting in Cycle II ... 96

h. The Instrument of Pre-test ... 102

i. The Instrument of Post-test I ... 104

j. The Instrument of Post-test II... 106

k. The Answer Key of Pre-test, Post-test I and Post-test II ... 108

l. The Item Analysis of Test ... 109

m. The Result of Reliability Test... 113

n. The Observation Note Before CAR... 115

o. The Observation Sheet in Cycle I... 116

p. The Observation Sheet in Cycle 2 ... 118

q. The Field note of First Meeting in Cycle I ... 120

r. The Field note of Second Meeting in Cycle I... 122

s. The Field note of First Meeting in Cycle II... 124

t. The Field note of Second Meeting in Cycle II ... 126

u. The Interview Guidelines in the preliminary study (Before CAR) ... 128

v. Interview Guidelines (After CAR) ... 130

w. The improvement of Students’ Score during Classroom Action Research (CAR) ... 132

CHAPTER I

INTRODUCTION

This chapter presents the background of the study, the identification of the problem, the limitation and the formulation of the problem, the objective of the study, the significance of the study, and the organization of writing.

A. The Background of the Study

Language as a means of communication plays very important role in social relationship among human beings. Language is a system of sounds and words used by human to express their though and feeling.1 English as one of the international languages is very important since it requires as a bridge of communication. With English we can develop science, technology, art, business and make some relations with people in other countries in the world.

English curriculum 1994 states2 “English is the first foreign language in Indonesia which is considered very important for the purpose of science development and absorption, technology and culture, and also construction of

relation with other nation”. In this era of globalization also, learning English seems to be an obligation for people who want to be able to compete with other people especially for those who want to study or work abroad.

1

A. S Hornby, Oxford Advanced Learner’s Dictionary of Current English, (New York:Oxford University Press, 1995), p 662

2

Furthermore, In Indonesia, English is one of the compulsory subjects which is taught in junior high school, senior high school and university as the first foreign language. And it has become one of the lessons that is included in curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan) within school. It has four major skills that are obviously asserted in the syllabus of KTSP which should be mastered by learners. Those are listening, speaking, reading, and writing skills. Besides, there are still other important skills that become sub-skills of English language, mainly vocabulary, pronunciation and grammar. Every language especially English has it own rules and its own skills, and grammar has a great

role on one’s acquisition in English which is different from Indonesian language.

Grammar is a description of the way language works, with grammar people can communicate their message clearly and precisely.

Grammar also plays an important role in teaching a foreign language. It is a part of discourse, an essential feature of reading, speaking and writing, and it is difficult to separate in any clear-cut way from vocabulary. Therefore, grammar is considered as a compulsory subject that must be taught to every language learner. Grammar is absolutely needed when people learn a language especially English.

The better people’s grammar is the better they can use English. Therefore having a good ability in grammar is very important when people want to master English.

Students who learn English will meet some problems, especially with the grammar as an aspect of the language that can be and appear confusing. Some students think of grammar are boring subject because it is full of pattern that students are supposed to understand them, they also try to avoid the grammar because they are confusing and hard to be understood.

Based on the observation that conducted by the writer about teaching imperative sentences at first grade of MTs. Islamiyah Sawangan, the writer found that the most of students have some problems in using imperative sentences such as: first, the students still have limited vocabularies, so they felt difficult to make a sentence when they asked someone to do something, and they forgot a new vocabularies easily even through the teacher has just been given them. Second, the students are still confused in distinguishing between verbs which are used after

“no’ and “don’t” in making prohibition, so they didn’t apply the role correctly,

example: they often make a prohibition such as: “no study here”, “don’t sitting on

the table”. When they make a command they still use verb-ing in the first

sentence such as “standing in front of me”. Third, the students are still difficult in understanding the sign’s mean that they usually ever seen in the some places. In addition, the writer also found that the teacher taught imperative sentences deductively, he presented the rule first, he listed the vocabularies on the whiteboard, and he instructed to students to take a note and to memorize them. After that he gave examples based on rules. Finally, the teacher gave tasks to

them, even though some students still look confuse and don’t understand the

material. This teaching way make the students get bored and forgot the vocabularies easily, the students seemed much suppressed by feeling passive and unmotivated to learn.

Based on the observation above, the writer assumed that the students’

problems in learning imperative sentences not only come from the students but also from the teacher’s method that used in teaching imperative sentences.

According to the writer, it is crucial problems because the students will find difficulties in learning imperative sentences, so they cannot use imperative sentences in real communication, and they will forget vocabularies easily.

Based on the problem above, the writer wants to propose a method and she

tries to give the solution to the teacher’s problem in teaching imperative

sentences, in order the problems that faced by the students and the teacher can be

solved, and can develop students’ ability in using imperative sentences . The

method proposed is using Total Physical Response (TPR) in teaching imperative sentences.

Total Physical Response (TPR), a method developed by James J. Asher, is one of methods in teaching language that may support to realize the expected situation. Total Physical Response (TPR) method is a language teaching method created around the coordination of speech and action, it attempts to teach language through Physical activity.3 Using TPR is usually a lot of fun for the students and

3

Jack C. Richards and Theodore S Rodgers. Approaches and Methods in Language Teaching: A description and Analysis (Cambridge: Cambridge University, 1986), p. 87.

provides excellent practice in both listening comprehension and memory. TPR also involves game like movement, reduce learners stress, and create a positive mood for the learners.

Using TPR method is a suitable method for the teacher in teaching imperative sentences, and it will give a solution for the teacher to his problem in teaching learning activities.

Based on the explanation above, the writer wants to conduct the research

about the effort to develop students’ ability in using imperative sentences through

Total Physical Response (TPR) with entitled “DEVELOPING STUDENTS’ ABILITY IN USING IMPERATIVE SENTENCES THROUGH TOTAL PHYSICAL RESPONSE (TPR) (A Classroom Action Research in the First Year 1 Class of MTs. Islamiyah Sawangan)”.

B. The Identification of the Problem

From the explanation above, the writer can identify some problems occur as follows:

1. Is there students’ achievement in learning imperative sentences

through Total Physical Response?

2. Are there any significant differences between Students’ score in pre -test (teaching imperative without TPR) and Post--test (teaching imperative by TPR)?

3. What are the advantages and disadvantages of using of TPR method in teaching imperative sentences?

4. How do the students’ feel in learning imperative sentences through

TPR?

5. How does the Total Physical Response develop student’s ability in

using imperative sentences?

From those problems, the writer only discusses the last questions. “How does the Total Physical Response develop student’s ability in using imperative

C. The Limitation and the Formulation of the Problem 1. The Limitation of the Problem

In conducting this Classroom Action Research, the writer limits the problem to the implementation of Total Physical Response (TPR) to

develop students’ ability in using imperative sentences at VII grade

students of MTs. Islamiyah Sawangan in 2010/2011 academic year.

2. The Formulation of the Problem

To make the description of this study deeper, the researcher formulates the problem as follow: “Can Total Physical Response (TPR) develop students’ ability in using imperative sentences?” In addition “How does TPR develop students’ ability in using imperative sentences?”

D. The Objective of the Study

The general purpose of this study is to evaluate the teaching learning process of the English subject especially in teaching imperative sentences at MTs Islamiyah Sawangan. More specially, the researcher expects that this paper will be a great help to her and to other people, and this paper can give a better solution in learning imperative sentences by using TPR method.

E. The Significance of the Study

The results of this study are expected for 3 groups of people. They are: 1. The teacher

The result of this research is expected to enrich the teachers’

knowledge in terms of the teaching English in using TPR method in teaching imperative sentences at seventh year of students MTs Islamiyah Sawangan.

2. The students

This research expected encourages the students mastering the English lesson and improving their knowledge about imperative sentences, so the students can use imperative sentence in the communication.

3. The further researcher

This study expected to give a new knowledge of the further researcher to do the better research of teaching and learning cases.

F. The Organization of Writing

This research is divided into five chapters. Chapter one is introduction. In this chapter the writer explains the background of study, the identification of the problem, the limitation and the formulation of the problem, the objective of study, the significance of study, and the organization of writing.

Chapter two is reference of area theory and research focus, it presents the definition of imperative sentences, the form of imperative sentences, the uses of imperative sentences, and reference of action intervention chosen, it presents the definition of TPR, the design of TPR, the principle of TPR, the advantages and disadvantages of TPR. Then, this chapter presents the relevant study, the conceptual development of action and the action hypothesis.

Chapter three is research methodology. It presents the purpose of the study, the time and place of the study, the method of the study, the subject and the

object of study, the writer’s role on the study, the research design, the classroom

action research procedures, the data and source of data, the instrument of data collection, the technique of collecting data, the technique of data analysis. The trustworthiness of study, and the criteria of action success

Chapter four is description, data analysis, result interpretation and discussion. It consists of implementing the action; it is about the result of pre-observation, pre-interview and pre-test. Implementation of conducting the action (cycle 1 and cycle 2), discussion of the data analysis after CAR, it is about the result of post interview, the result of field note, and the result of post-test 1 in cycle 1 and post-test 2 in cycle 2. Finally, consists of the interpretation of the test result.

Chapter five is the last chapter in this study; it contains the conclusions of the study and the suggestions made on the bases of the research finding that made by the writer.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the definition of imperative sentences, the form of imperative sentences, the uses of imperative sentences. The definition of Total Physical Response (TPR), the design of TPR such as: the objectives, the syllabus,

the teacher’s role, the learner’s role, and the activities. Then, it presents the

principle of TPR, the advantages and the disadvantages of TPR, the relevant study, the conceptual development of action and the action hypothesis.

A. Imperative Sentences

1. The Definition of Imperative Sentence

According to Murcia and Freeman imperatives are commands, also known as directives, whose function is to get someone to do something.4

Swan states imperative has exactly the same form as the infinitive without to; it is used for giving orders, making suggestions, and encouraging people to do things5

According to Azar, imperative sentences are used to give commands, make polite requests, and give directions.6

4

Marianne Celce-Murcia and Diane Larsen Freeman,The Grammar Book: An ESL/EFL

Teacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), p.232.

5

Michael Swan,Practical English Usage, (New York: Oxford University Press, 1980), p.314.

6

Betty Schrampfer Azar,Fundamentals of English Grammar, ( Englewood Cliffs, New Jersey: Prentice hall, 1985), p.70.

Based on the definitions above it can be assumed that imperative sentences are sentences that request the person we are speaking to do or not to do something, or imperatives sentences are sentences that used by someone to give commands, request, directions etc to other people for doing something.

A command is usually a sentence with an imperative verb, the base form of the verb, without endings for number or tense. Leech and Svartvik distinguish commands into two types:

1. 2nd person commands, example:shut the door.

2. 1st and 3rd person commands, 1st person command begin with let me in the singular, or let’s in the plural, example: let me have a

look at your essay, let’s go and eat.7

According to Thomson and Martinet commands expressed by the imperative divided into three kinds:8

1. The second person imperative, this has the same form as the infinitive without to, example: Hurry! Wait! Stop!

2. The first person imperative

Form: let us (let’s) + infinitive without to: Let’s wait for Bill.

3. The third person imperative

Form: let him/her/it/them+ infinitive without to: Let them go by train Based on the explanations above the researcher concludes that commands can be used in three ways, they are: command of the first person, command of the second person and command of the third person.

2. The Form of Imperative Sentence

The simple form of a verb is used in imperative sentences. The understood subject of the sentence is you (meaning the person the speaker is talking to).9

7

Geoffrey Leech and Jan Svartvik,A Communicative Grammar of English: third edition (London: Longman , 2002), p. 265.

8

A. J. Thomson and A. V. Martinet, A Practical English Grammar: third edition, (Oxford: Oxford University Press, 1981), p.246.

9

Betty Schrampfer Azar,Fundamentals of English Grammar, ( Englewood Cliffs, New Jersey: Prentice hall, 1985), p.70.

The simple imperative, as insee, give, antedates inflection form which along with interjection, like O! Ouch! Belongs to the oldest forms of spoken speech.10 Though the oldest imperative form, it is still widely used, but now it is only one of many forms, for today the

expression of one’s will is no longer a simple mater as in the earliest

period when men were less differentiated and less sensitive.

Traditional grammarians have referred to the underlying

subject of imperative sentences as the “understood you.” In other

words, the subject of unmarked form of an imperative is the second person singular or plural subject pronoun,you. 11

The basic forms of imperatives are:

a. The imperative does not usually have a subject, but it can be used with one (a noun or pronoun) if it is necessary to make it clear who is being spoken to.12

Example :Mary come here,

Somebodyanswer the phone etc

b. An imperative can be made more emphatic by puttingdo before it. The form withdo is also employed in entreaties and as an emphatic prohibition or negative command, here usually with stressed13 Example :Do go, please!

Do sit down Do forgive me

c. Negative imperatives are constructed with do not (or don’t). Example :Don’t worry

Do not lean out of the window.14

10

George O. Curme.English Grammar, (New York: Barnes and Noble, inc, 1966), p.249.

11

Marianne Celce-Murcia, and Diane Larsen Freeman,The Grammar Book: An ESL/EFL

Teacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), p.228.

12

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.314.

13

George O. Curme.English Grammar (New York: Barnes and Noble, inc, 1966), p.250.

14

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.314.

Negative imperatives are somewhat more complicated than their affirmative counterparts. Three types of negative imperatives occur:15

1.Don’t you run!(contracted negative; subject present) 2.Don’t run! (contracted negative; subject absent)

3.Do not run! (uncontracted negative; subject absent)

The use of don’t before an imperative provides a request or suggestion not to do something, and you is used after don’t for emphasis.16

Example :Don’tmake so much noise! Don’t you dare do that again!

d. Always and never come before imperative17. A final observation is that it is possible to produce negative imperative by using the

preverbal adverb of frequency, “never” in initial position without thedo verb.18

Example :Always remember to smile Never speak to me like that again

Never be late again! (Don’t you ever be late

again!)

e. Although do is not normally used with be to make questions and negatives,do is used to make negative and emphatic imperatives of

be.Example :Don’t be stupid! Don’t be late! Do be quite!

f. Some languages have a first person plural ‘imperative’ form (used

to suggest that the group one is with should do something). English

15

Marianne Celce-Murcia and Diane Larsen Freeman,The Grammar Book: An ESL/EFL

Teacher’s Course: second edition …,p.229.

16

A S Hornby, Guide To Patterns and Usage in English :second edition, (New York : Oxford University Press, 1975), p.195.

17

Michael Swan Practical English Usage, (Oxford: Oxford University Press, 1980), p.314.

18

Marianne Celce-Murcia and Diane Larsen Freeman,The Grammar Book: An ESL/EFL

does not have this, but there is a structure withLet us (orLet’s) +

infinitive which has a similar meaning.19 Example :Let’s go to the movies

Let’s havea party And here is its negative form

Let’s not go to the movies Don’t let’s get angry.

An imperative with let’s is a kind of suggestion, example: let’s

have coffee.20

g. Passive imperatives are often constructed with get. Example :Get vaccinated as soon as you can

h. After imperatives, the question tags are will you? Won’t you? Would you? Can you? Can’t you? And could you?

Example : Give me a hand,will you? Be quite,can’t you?

i. There is a special way of using the imperative (followed byand…)

in which it is similar to andif-clause.21

Example :Walk down our street any dayand you’ll see kids

playing football. 3. The uses of Imperative Sentences

At the risk of redundancy, the form and function link between imperative and directives is not a categorical one-that is, one can command or, less forcefully, request without using an imperative form:

Imperative : Help me, please. Declarative : I need some help

Interrogative : could/can you give me a hand?

19

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.315.

20

Elaine Kirn and Darcy Jack and Ellen Davis,Interaction 1 A communicative Grammar, ( New York: McGraw-Hill Publishing Company, 1985), p.11.

21

Michael Swan,Practical English Usage, (Oxford: Oxford University Press, 1980), p.315.

And, conversely, the following list illustrates some of the function in addition to commands that imperatives can be used for, depending on the situational context:

Other uses of imperatives (in addition to commands) are:22 a. Offers, example : Have another biscuit.

b. Suggestion,let’s (always in this contracted form), and let is also used in the imperative with an adverbial adjunct.

Example : Let’s start early.

Let the window down

Don’t let the dog out.

To make informal suggestions, we can use of suppose/supposing, how/what about.23

Example : Suppose you let me have a try

How/what about trying to do it my way?

Had better combines suggestion, and it conveys the idea ‘it would be advisable or right to’

Example : We’d better start early.

c. Requestforms24

1. Could you is a very useful request form, and used to make informal request.

Example : could you please show me the way to….?

2. Will you/would you (please)

Example : will/would you please count your charge? Would is more polite than will and students are advised to use it. 3. Perhaps you would……...implies confidence that the other person

will perform this service.

22

Marianne Celce-Murcia, and Diane Larsen Freeman,The Grammar Book: An ESL/EFL

Teacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), pp.233-234.

23

A S Hornby, Guide To Patterns and Usage in English :second edition, (New York : Oxford University Press, 1975), p.197.

24

A. J. Thomson and A. V. Martinet, A Practical English Grammar: third edition, (Oxford: Oxford University Press, 1981), p.248.

Example : perhaps you would let me know when your new stock arrives = please let me know

4. If you would……is an extremely useful request form. It is used in

spoken English for routine-type request which the speaker is quite sure will be obeyed.

Example : if you’d just put your address…..

5. I should/would be very grateful if you would………is a formal

request form found chiefly in letters but possible in speech:

Example : I should be very grateful if you would let me know

if you have any vacancies…..

6. Would you be good/kind enough to keep me informed….?

Example : would you be so kind as to keep me informed…..?

7. Would you mind + gerund

Example : would you mind signing this form? 8. You might can express a very casual request.

Example : you might post these letters for me.

The difference between command and a request lies in the speaker’s

tone of voice and the use of please. Please can come at the beginning or end of a request25: Open the door please,

Please open the door.

The wordplease may be omitted. However, includingplease make the request sentence more polite (please may also inserted at the end, instead of the beginning, of the sentence.) the negative word not is

used in request sentences when let’s or would (or another auxiliary) appears in addition to the main verb. Don’t is used in the first pattern. Example: please don’t open the door.26

25

Betty Schrampfer Azar,Fundamentals of English Grammar, ( Englewood Cliffs, New Jersey: Prentice hall, 1985), p.70.

26

Robert Krohn,English Sentence Structure, (USA: The University of Michigan, 1971), p.66.

If the request is short, the noun may also follow the request–open the door, Robert.27

d. Advice forms28

1. Must, ought to and should can be used for advice: Example : you must read this book

2. You had better + infinitive without to:

Example : you’d better take off your wet shoes

3. If I were you I should/would

Example : if I were you I’d buy a small car.

4. Why don’t you …..? (can be either advice or suggestion)

5. It is time you + past tense

Example : it is time you bought a new coat. 6. By usingdon’t…..

Example : don’t forget your mother’s day29

e. Direction, example: Go left at the next corner

Could you tell me how to get to the post office? f. Prohibition, it is often indicated by means of brief announcement, e g

withno and a gerund.30 and it also can usedon’t. Example : No smoking!

Smoking not allowed.

Parking prohibited between 8 am and 6 pm

Don’t pick the flowers. g. Warning, example: Watch out!

h. Procedures, example: add a teaspoon of baking powder to the flour i. Invitation, this is always a question. It requires an answer likeyes or

no.31 Example: Would you like to go to the movies?

27

Marcella Frank, Modern English :A Practical Reference Guide, (New York: Prentice-Hall, inc, 1972), p.58.

28

A. J. Thomson and A. V. Martinet, A Practical English Grammar: third edition, (Oxford: Oxford University Press, 1981), p.249.

29

Marianne Celce-Murcia, and Diane Larsen Freeman,The Grammar Book: An ESL/EFL

Teacher’s Course: second edition, (New York: Heinle and Heinle Publishers, inc. 1999), pp.234.

30

A S Hornby, Guide To Patterns and Usage in English :second edition, (New York: Oxford University Press, 1975), p.195.

31

Robert Krohn,English Sentence Structure, (USA: The University of Michigan, 1971), p.66.

j. Threats, example : Watch your step

k. Wishes, the use of wish in such contexts often indicates that the speaker cannot or does not expect to exact obedience.32

Example : I wish you’d be quite.

B. Total Physical Responses (TPR) 1. The Definition of TPR

Total Physical Response (TPR) is one of new methods developed by James Asher, a professor of psychology at San José State University, California, USA, to aid learning foreign language. TPR is a language learning method created around the coordination of speech and action; it attempts to teach language through physical activity. It draws on several traditions, including developmental psychology, learning the theory, and humanistic pedagogy.33 TPR method is in harmony with the human biological program because it uses body movements before and after speech appears and it does not require the learner to speak before he is ready, when the students call responds to commands correctly, one of them can start giving instruction to other classmates.34 In TPR classroom, students respond to commands that require physical movement. Total physical response method was developed in order to reduce the stress people feel when studying foreign languages and there by encourage students to persist in their study beyond a beginning level of proficiency.35

TPR combined a number of other insights in its rationale. Principles of child language acquisition were important. Asher noted that children, in learning their first language, appear to do a lot of listening before they speak, and that their listening is accompanied by physical

32

A S Hornby, Guide To Patterns and Usage in English …, p.195.

33

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis …,p.87.

34

Jeremy harmer, English Language Teaching, (Edinburg Gate: Pearson Education Limited, 2001), p.90.

35

Diane Larsen-Freeman, Technique and Principle in Language Teaching, (Oxford: Oxford University Press, 1986), p. 109.

responses (reaching, grabbing, moving, looking, and so forth). 36 TPR is based on the premise that the human brain has a biological program from acquiring any natural language in the world including the sign language of the deaf. The process is visible when we observe how infants internalize their first language.37 Asher looks to the way that children combine both verbal and physical aspects. A child responds physically to the speech for the parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. With TPR the teacher tries to mimic this process in class.38

In TPR, students listen and respond to the spoken target language commands of their teacher. If they can perform the teacher’s instructions it

means that they know the meaning of the words. TPR has become a command and effective means of introducing children and adults to a foreign language, and in particular to listening, especially in early stage of instruction. Using Physical response is usually a lot of fun for students and provides excellent practice in both listening comprehension and memory.39 From the explanation above, it can be assumed that TPR places more emphasis on the link between word and action. The main activity in TPR is the students obey the command where a command is given in the imperative. Therefore, it will be easier for the students to recall the verbs they have learned if they use their body in learning imperative sentences. The powerful method of TPR is best applied to introduce new verbs, new vocabularies and new grammatical feature at any level.

36

H. Douglas Brown, Teaching by Principle An interactive Approach to Language Pedagogy: second edition, ( San Francisco: Longman, 2001), p.30.

37

www.tprsource.com/asher.htm.

38

www.tprworld.com/organizing.

39

Rebecca L. Oxford,Language Learning Strategies: What Every Teacher Should Know, (New York: Newbury House Publishers, 1990), p. 108.

2. The Design of TPR a. The Objectives

The general objectives of Total Physical Response are to teach oral proficiency at a beginning level. 40 Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. TPR aims to produce learners who are capable of an uninhibited communication that is intelligible to native speaker.

TPR was developed in order to improve the better result of teaching learning process of a new language. Teachers who use TPR believe in the importance of having the students enjoy their experience in learning to communicate a foreign language.

According to Freeman, TPR was develop in order to reduce the stress people feel when studying foreign languages and there by encourage students to persist in their study beyond a beginning level of proficiency.41

From the statement above, there are some objectives of Total Physical Response:

• Teaching oral proficiency at a beginning level.

• Using comprehension as a means to speaking

• Using action-based drills in the imperative form b. The syllabus

The type of syllabus Asher uses can be inferred from an analysis of the exercise types employed in TPR classes. This analysis reveals the use of a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. TPR requires inititial attention to meaning rather than to the form of items. Grammar is thus taught inductively. Grammatical features and vocabulary items are selected not according to their frequency of need or use in target language situation but

40

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis, (Cambridge: Cambridge University Press, 1986), p.91

41

Diane Larsen-Freeman, Technique and Principle in Language Teaching, (Oxford: Oxford University Press, 1986), p. 113.

according to the situation in which they can be used in the classroom and the ease with which they can be learned.42

c. The Learners role

Learners in TPR have the primary roles of listeners and performers. They listen attentively and respond both individually and collectively. They have little influence over the content of learning since the content is determined by the teacher who must follow the imperative form for lesson43

According to Freeman, the students are imitators of the teacher’s nonverbal model. There will be a role reversal with individual students directing the teacher and the other students.44 In TPR, learners monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak that is when a sufficient basis in the language has been internalized.

d. The Teachers role

In the teaching learning process using TPR method, teacher plays an active and direct role. According to Freeman, teacher is the director of

all students’ behaviors.45

Asher as quoted by Richard and Rodgers, states “The instructor is

the director of a stage play in which thestudents are the actors”.46 It means that teacher is the one who decides what to teach, who models and presents the new material, and who selects supporting materials for classroom use. Teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictable.

42

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis …,p.92.

43

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis …,p.92.

44

Diane Larsen-Freeman, Technique and Principle in Language Teaching …,p. 113.

45

Diane Larsen-Freeman, Technique and Principle in Language Teaching …,p. 113.

46

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis …,p.93.

f. The Activities

Imperatives drills are the major classroom activity in TPR. They are typically used to elicit physical actions and activity on the part of the learners.47 The 4 basic types of TPR exercise are:

1. Single commands and descriptions.

2. Action series (action sequences, dialogue, etc).

3. Natural action dialogue (role playing dialogue and skits). 4. Action role playing without prepare script.

3. The Principle of TPR

Before applying the TPR method for teaching a foreign language, in this case is English, a teacher should understand its principles well so he will be able to use it properly in the teaching learning process. According to Freeman several principles of TPR are as followed:

a. Meaning in the target language can often be conveyed through action. Memory is activated through learners’ response. The target language

should not be presented in chunks; not just word by word.

b. The students’ understanding of the target language should be

developed before speaking.

c. Students can initially learn one part of the language rapidly by moving their bodies.

d. The imperative is powerful linguistic device through which the teacher can direct student behavior.

e. Students can learn through observing actions as well as by performing the action themselves.

f. Feeling of success and low anxiety facilitate learning. g. Students should not be made to memorize fixed routines. h. Correction should be carried out in an unobtrusive manner.

47

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis …,p.92.

i. Students must not develop flexibility in understanding a novel combination of target language chunks. They need to understand more than the exact sentences used in training.

j. Language learning is more effective when it is fun.

k. Spoken language should be emphasized over written language. l. Students will begin to speak when they are ready.

m. Students are expected to make errors when they first begin speaking. Work on the fine details of the language should be postponed until students have become somewhat proficient.48

According to the principles above, it can be assumed that students will understand the meaning of the vocabulary items easily if they use their bodies while they are learning. In the learning, students should feel successful and they do not feel pessimistic. A teacher should be careful in

correcting the students’ mistakes. Correcting the mistakes improperly will

make the students fell desperate. Therefore, an English teacher must be able to create flexibility in the class room. Another important thing is that the new vocabulary should be presented in a context not word by word.

4. The Advantages of TPR

 It is fun and easy. Students will enjoy getting up out of their chairs and moving around.

 Simple TPR activities do not require a great deal of preparation on the part of the teacher. However, some other more complex applications might.

 It is good for kinesthetic learners who need to be active in the class.  It is a good tool for building vocabulary.

 It is memorable. Actions help strengthen the connexions in the brain.  Class size need not be a problem.

48

Diane Larsen-Freeman, Technique and Principle in Language Teaching …, pp. 111-113.

 TPR seems to work effectively for children and adults. There is no age barrier." according to Asher.

5. The Disadvantages of TPR

 Whilst it can be used at higher levels TPR is most useful for beginners. It is also at the higher levels where preparation becomes an issue for the teacher.

 Students are not generally given the opportunity to express their own thoughts in a creative way.

 It is easy to overuse TPR. "Any novelty, if carried on too long, will trigger adaptation." Asher writes, "No matter how exciting and productive the innovation, people will tire of it."

 The teacher may find that it is limited in terms of language scope. Certain target languages may not be suited to this method.

 It can be a challenge for shy students.49

C. The Relevant Study

This section is devoted to the previous study specially those deal with the teaching of grammar and vocabulary using total Physical Response (TPR), to prove that teaching imperative sentences through TPR was succeed at MTs. Islamiyah Sawangan, the writer gave two examples of people who used TPR and all of them can achieve the target but in different material. They are:

Abdul Rohim (102014023775) 2009, Teaching Preposition of Location Based on Total Physical Response (TPR) (An Experimental Study at SMP Islamiyah Sawangan Depok). He has analyzed and evaluated an aspect in teaching preposition location through TPR. It shown that the use of TPR in teaching preposition location has good influence, and that all are indicated on the

49

result of the research. It can be seen from different of mean score of the post-test. TPR method can be understood easily in studying preposition of locations.50

In line with the Abdul Rohim’s findings, Rizqi Amalia (100014018045) 2009. Teaching Vocabulary through Total Physical Response (A Pre-experimental Study at the third grade students of SDN Margajaya V Bekasi Selatan). Her result of the research states that TPR has shown positive significant difference in vocabulary teaching and learning process. It can be seen based on

the students’ post-test scores in learning vocabularies by using TPR are higher

than the students’ pre-test that don’t use TPR method. Next, TPR also can

improve the students’ interest in learning English vocabularies because the

students felt interest in learning, felt fun, enjoy and can reduce their stress in learning English.51

Different from the previous skripsi that have been explained above, the writer focuses on the using Total Physical Response (TPR) of teaching imperative sentences in conducting the Classroom Action Research (CAR) to develop

students’ ability in using imperative sentences.

D. The Conceptual Development of Action

There are many methods used in teaching language to children. Total Physical Response, a method developed by Asher, is one of methods in teaching language that may support to realize the expected situation. It can also be

presented by using a game that is appropriate to the learners’ characters. Total

Physical Response (TPR) was developed to reduce the stress people feel when studying foreign languages. One of the primary ways this is accomplished is to allow learners to speak when they are ready. As one of various grammatical structures, imperative sentences should be taught and practiced as a means of communication. To realize this goal, learning process of imperative sentence

50

Abdul Rohim. Teaching Preposition of Location Based on Total Physical Response (TPR) (An Experimental Study at SMP Islamiyah Sawangan Depok), (Jakarta: State Islamic University, 2009), Unpublished Skripsi.

51

Rizqi Amalia. Teaching Vocabulary through Total Physical Response (A Pre-experimental Study at the third grade students of SDN Margajaya V Bekasi Selatan), (Jakarta: State Islamic University, 2009), Unpublished Skripsi.

should be appeared in a context of student’s life. By using the Total Physical

Responses, it is hoped that the teacher will be able to motivate them to learn and pay attention to the material presented by the teacher, and finally, they are able to understand English well, and it will encourage students to learn English more effectively and help students to understand the concept of imperative sentences.

E. The Action Hypothesis

The action hypothesis that proposed in this research is “By using Total

Physical Response (TPR) method in teaching imperative sentences can develop

students’ ability in using imperative sentences at VII grade students of MTs

CHAPTER III

RESEARCH METHODOLOGI

This chapter presents the purpose of the study, the time and place of the

study, the method of the study, the subject and the object of study, the writer’s

role on the study, the research design, the classroom action research procedures, the data and source of data, the instrument of data collection, the technique of collecting data, the technique of data analysis. The trustworthiness of study, and the criteria of action success

A. The Purpose of the Study

The purposes of this action research are ; first, to improve the student’s

ability in using imperative sentences through TPR at MTs Islamiyah Sawangan,

second, to solve the teacher’s problem in teaching imperative sentences, finally, to

improve aspects of the teaching or to evaluate the success of teaching learning activities.

B. The Time and Place of the Study

This Study was carried out from July to September 2010. The place was at VII grade students of MTs Islamiyah Sawangan Depok, academic year 2010/2011.

C. The Method of the Study

Based on the purposes of the research, the method used in this study is Classroom Action Research (CAR) method. According to Kemmis and Mc Taggart as quoted by Nunan state that action research is a group of activity and a piece of descriptive research carried out by a teacher in his or her own classroom, without changing the phenomenon under investigation.

There are some definitions of action research stated by some experts. According to Kemmis quoted by D. Hopkins defined action research as following:

“Action research has been defined as a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situation in which these practices are carried

out”.52

Based on the statement above it can be concluded that action research is a series of procedures, a group of activity and a piece of descriptive research carried out by a teacher in the classroom in order to improve aspects of teaching or to evaluate the teaching learning activities.

D. The Subject and the Object of Study 1. The Subject of Study

The subject that was observed in this study was the students of Junior High School at grade VII MTs. Islamiyah Sawangan, academic year 2010/2011. The number of students consists of 24 (twenty four), 11 girls and 13 boys.

2. The Object of Study

The object of this study is Total Physical Response (TPR) to

develop student’s ability in using imperative sentences.

52

D. Hopkins, A Teacher’s Guide To Classroom Research, (Bristol: University Press, 1993), p. 44.

E. The researcher’s role on the Study

In this research, the researcher acts as teacher, planner, executor, and reporter. The position of the researcher is the main executor. The researcher making planning, doing the action planning, making test before CAR (Pre-test) and after CAR (post-test) in each final cycle, observing, collecting and analyzing the data and reporting the result of the research. Besides, the researcher is helped by the English teacher and she acts as observer.

F. The Research Design

This action research would be carried out through two cycles. Each cycle was consisted three meetings. Both cycles consisted of teaching and learning process and tests. Before conducting the teaching and learning activity, the researcher gave a pre-test, and post-test was given at the last of each cycle.

In order to be clear, the researcher would like to present the Kurt Lewin’s

action research design. It contains four phases: planning, acting, observing and reflecting.

Figure 3.1

The Kurt Lewin’s Design

(Adapted from Wijaya Kusumah and Dedi Dwitagama) Cycle 1

Observing Cycle 2

Planning

Acting Reflecting

Planning

Reflecting

Observing

Figure 3.2

The Activity Phases of CAR modified by the writer

Cycle 1

Cycle 2

The teacher makes the lesson plan

She Chooses the appropriate material and interesting topic

She prepares the form of observation

She prepares the form of evaluation and post-test I

The teacher conducts the lesson plan She teaches the simple command,

positive and negative imperative She asks the students to perform the

dialogue in a pair.

The teacher observes the students’ activity,

pronunciation and response, the class condition and situation. Then she writes other additional

information on the field note

She gives a post-test after conducting the last cycle The teacher and the observer

discuss collaboratively about

students’ achievement and the result of acting phase

The teacher and observer evaluate the teaching and learning process She revises the action planning

The teacher and the observer revise the lesson plan, reselect the material and topic

The teacher prepares the form of observation Prepares the form of evaluation and post-test II

The teacher conducts the new lesson plan, she teaches a new material about the polite imperative by using please and suggestion

by using let’s.

The teacher observes the students’ activity

and class situation, she also rewrite other information on the field note

She gives the post-test II after the final cycle II

The teacher and the observer discuss the result of the cycle II, if it is achieve the criteria of action success, the next cycle is stopped

G. The classroom Action Research (CAR) Procedures

The Classroom Action Research using Kurt Lewin’s consists of four

phases within one cycle; those are planning, acting, observing and reflecting. To make and to tell what happens in each phase, the researcher would like to give the explanation one by one of the phases in order to make this research deeper, here are the explanations:

1. Planning

In this phase, the writer as English teacher makes lesson plan based on the issue in classroom. The writer and the observer conduct Action Research collaboratively. The purpose of this phase is to develop students’ ability in using

imperative sentences. Before implementing it, the writer made some planning in this phase, the planning as follows:

a. The researcher and the observer discuss about the steps which must be done in this research.

b. The researcher planned the scenario of teaching learning based on the curriculum and syllabus, such as:

 Prepared the lesson plan based on the indicators.  Prepared an interesting topic

 Chose the method that used in teaching imperative sentences  Prepared the media to support the teaching learning process  Prepared the form of observation

 And prepared the form of test. 2. Acting

Acting performed by the researcher to solve or answer the problem by analyzing classroom organization, or who needs to be a collaborator, and who will take the test. Based on the planning above the researcher acted the scenario of teaching learning process, with the material which has been planned.

3. Observing

In this step, the researcher or the teacher writes what all happened in the classroom during acting. In doing the observation, the researcher used field note to support the data. It is about class situations, student’s participant and

pronunciation of the students. Collecting the data needs observation or assessment format which is arranged to accurate of performing scenario acting from time to time and the impact toward the process of teaching and learning activities in the classroom.

4. Reflecting

Reflecting is a step for processing the data which the researcher finds when acting observation. The data are interpreted and looked for explanation, analyzed, and synthesized. In processing the data may involve collaborator as happens during observing. The collaboration is done by the researcher and teacher as the observer. His participation in this part just helps the researcher accurate to do reflecting and evaluating. If the researcher still found the problem in this phase, so she must continue to the next cycle concerning re-planning, re-acting, and re-observing.

H. The Result of Action Intervention.

The successful of using Total Physical Response (TPR) are divided into

several categories. They are: first, by using TPR expected develop students’

understanding in learning imperative sentences, reduce their stress and create a positive mood in teaching learning process. Second, it can develop students’ ability in using imperative sentences. Third, it can improve students’ score in pre -test up to post--test. Finally, they can pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM)sixty five (65).

I. The Data and Source of Data 1. Data

Data in this study were about the observation of the data and the research of the data. Observation of the data is the data which is used to control the acting that was in line with the planning and the result.

Meanwhile, the research of the data is about the students’ ability in using

imperative sentences.

2. Source of Data

Source of data in this study was the VII grade students of MTs. Islamiyah Sawangan, academic year 2010/2011. They consisted of 24 students, 11 girls and 13 boys.

J. The Instrument of Data Collection

The instruments of data collection that is used by the researcher are: first,

test. It was used to know the students’ achievement in understanding imperative

sentences, the teacher gave 3 tests, they are pre-test, post-test after cycle 1, and post-test after cycle 2. The items were consisted of 20 items in multiple choices. Second, observation, it was conducted before and after implementation of Classroom Action Research (CAR), in doing this observation the researcher prepared structured form of observation for each cycle, and the observer gave the score by choosing“yes or no”. If he chose“yes”so the score is one (1). To know the percentage result of this observation, the researcher used the formula: (See the appendix).

The result of Percentage : Items number X 100% Maximum score

Third, interview, it was conducted before and after implementation of CAR. The interview that was conducted before implementation of CAR are to know the condition and problem in teaching grammar, the students difficulties in learning grammar, the teacher s solution and method that used in teaching grammar.

And the interview that was conducted after implementation of CAR are to know the success of using TPR, the teacher s opinion about the method, the teacher s feeling after knew the students result, the teacher s motivation for using TPR in teaching imperative sentences. (See the appendix). Finally, field note, it was used to observe and to know the activities of teacher and students in teaching learning process. They were about the class situation, the students participants and the students pronunciations.

K. The technique of Collecting Data

All kinds of researches need the data to support the investigation. This

study used some appropriate techniques based on the students’ condition and

environment. Techniques of collecting data used in this study are qualitative data (experience-based), it consists of observation, interview and field note. Next quantitative data (number-based), it consists pre-test and post-test, the completely explanation as follows:

1. Observation

The observer conducted the observation directly toward English teaching and learning-process in MTs. Islamiyah Sawangan 2010/2011 Academic Year

before implementing of The classroom action research to know the students’ and teacher’s problem in teaching learning process. The writer observed students’

understanding in learning imperative sentences and the method that used by the English teacher in teaching learning process.

2. Interview

The interview was conducted before doing an action, in order to know the information about condition and problem in teaching and leaning activities. And it also was done after accomplishing CAR to get data about success of implementation TPR in teaching imperative sentences. First interview was

conducted to the English teacher on Wednesday 28th July 2010, and the second interview was conducted on 3rdSeptember 2010.

3. Field notes

Field notes are used to observe and to know the situation and the activities during the teaching and learning process, such as how the teachers carry out the

material and the students’ response. In this study, there were three components

that the researcher would observe, they were:

a. The Class Situation

If there were a lot of students enthusiastically raising their hands when she asked them, she would conclude that they gave much attention to her explanation during the study.

b. The Participation of the Students

If the students did what the teacher ordered, she would conclude that they were motivated to be active.

c. The pronunciation of the Students

If the students could pronounce the vocabulary given in the last of each cycle better than in the beginning of each cycle, she would conclude that they were in progress.

4. Test

Test is used for getting data of study result and student’s activity in

teaching and learning. The researcher used pre-test and post-test in this study. The pre-test is done before implementing TPR method, the researcher gave 20 items, it consists of 20 items in multiple choices. Meanwhile, the post-test is done after implementing TPR method. The students would be tested by giving them 20 items; it consists of 20 items in multiple-choice. And it was conducted on every second action of each cycle.

The aims of using these techniques above were to know the students’

responses during the activities, to support the action research, and to find out what

extent was the students’ achievement in learning imperative sentences using Total Physical Response and their progress.

L. The technique of Data Analysis

The researcher used qualitative data in this study; it consists of observation

of student’s activities in teaching learning process, interview which is done before and after implementation of CAR and field note. The researcher tried to get the

mean of student’s score in learning imperative sentences in analyzing the numerical data, it is used to know how far and well the student’s score for each cycle, and the teacher will know how far the students understand and mastery about the material that has been taught. It is done by the teacher per action within each cycle. It used the formula:53

X =x n

X = Mean

x = Individual score n = numbers of students.

After that the researcher tried to get the class percentages which pass the KKM 65 (sixty five). It used the formula:54

P = F X 100% N

P = The class percentage F = Total Percentage score N = Number of students

53

Sudjana,Metode Statistika, (Bandung: PT. Tarsito, 2002), p.67.

54

Anas Sudjono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43.

Finally, after getting mean of student’s score per action, the researcher analyzed the student’s improvement score from post- test in each cycle. In analyzing that, the researcher used the formula:55

P = y1-y X 100% y

P = Percentage of student’s improvement

y = Pre-test result y1 = Post-test 1

P = y2-y X 100% y

P = Percentage of student’s improvement

y = Pre-test result y2 = Post-test 2

M. The Trustworthiness of Study

In Trustworthiness, the researcher will discuss about data collection in every observation from performing action research cycles are analyzed descriptively by using percentage to see tendency that happened in learning activity.

In analyzing the test items, the writer uses four ways to know the trustworthiness of the data as follow:

1. Difficulty item

The researcher analyzes the student’s test. Then categorized into high,

medium or low. In this study result the researcher compares the difficulty item

55

David E. Meltzer, The Relationship between Mathmatics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3.

analysis by comparing students who answer correctly with all of students who follow the test. The formula which is used is:56

P = R T

P = Index of difficulty

R = The total number of students who selected the correct answer T = The total number of students including upper and lower group. The Criterion using as follows:57

Table 3.1

The Classification of Difficulty Level

ID REMARK

0 - 0.30 High

0.30 - 0.79 Medium

0.80–1.00 Low

2. Discriminating Power

In analyzing success grade and in analyzing the examine test items, the researcher used discriminating power to know performance of the test through distinguishing students who get high achievement and low achievement. Next the researcher categorized in classification bad, ok, good and very good. Here is the formula of discriminating power:58

56

Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall, 1982), p.102

57

John W. Oller,Language Test at School,(London: Longman Group Limited, 1979), p. 246.

58

Wilmar Tambunan, Evaluation of Students Achievment, (Jakarta: Depdiknas, 1998), p.139

percakapan.

 Guru bersama siswa mengidentifikasi kosakata sulit

Aktivitas dan Keadaan siswa:

 Siswa sangat antusias dan bersemangat ketika guru membagikan mereka 2 buah dialog  Siswa menirukan dan mengucapkan kalimat yang diucapkan guru dengan baik

 Pengucapan serta penulisan mereka sudah lebih baik dari pertemuan sebelum-sebelumnya.  Para siswa merasa sangat fun dan enjoy dalam proses kegiata belajar mengajar

 Sebagian mereka sangat percaya diri dan tidak malu untuk memperagakan ataupun menampilkan sebuah dialog di depan kelas.

 Siswa mendengarkan dengan penuh perhatian ketika guru menjelaskan, ataupun ketika teman mereka menampilkan sebuah percakapan.

 Siswa sangat baik dalam memerankan peran mereka sebagai pendengar dan pelaku dalam KBM, serta mereka tidak merespon secara verbal melainkan dengan gerakan fisik mereka.  Mereka sangat terlihat senang ketika guru memberikan hadiah kepada salah satu teman

mereka, dan kelompok terbaik dalam kegiatan belajar mengajar, mereka memberikan selamat dan tepuk tangan.

Sawangan, 24 September 2010 Observer

Sholahudin Al-Ayubi, MA NIP. 19730126 199802 1 002

Appendix 21

Interview Guidelines for the Needs Analysis (Before CAR)

Location : MTs. Islamiyah Sawangan Day/Date : Wednesday, 28th July 2010 Time : 09:20-10:00

Interviewer : The Researcher Interviewee : The Teacher

Interviewer : Selama Bapak mengajar bahasa Inggris, masalah apa yang menjadi kendala dalam proses pembelajaran bahasa Inggris di kelas?

Interviewee : Sebenarnya banyak masalah yang terjadi, apalagi saya mengajarkan Bahasa Inggris di kelas VII yang kemampuan siswanya dalam menguasai Bahasa Inggris masih dasar. Kebanyakan dari siswa mengalami banyak kesulitan terutama dalam struktur bahasa Inggris, karena mereka harus menghapalkan rumus. Selain itu pula mereka memiliki kekurangan dalam kosakata dan pengucapan merekapun masih banyak yang keliru.

Interviewer : Dalam bahasa inggris terdapat banyak skill, menurut Bapak skill mana yang paling susah dipahami oleh siswa?

Interviewee :Menurut saya Grammar. karena masih banyak siswa yang belum bisa mengidentifikasi penulisan kata kerja yang benar, selain itu pula mereka mengalami kesulitan dalam penggunaannya. Dan mereka harus menghapalkan rumus-rumusnya.

Interviewer : Menurut Bapak bagaimana tanggapan siswa mengenai grammar skill? Interviewee :Jangankan Grammar bu, jika saya mengajarkan kosakata saja mereka

susah banget untuk mengerti dan hapal, mereka cepat lupa terhadap kosakata yang telah saya beri, jika saya melihat respon mereka ketika saya mengajar dikelas, saya menyimpulkan sepertinya mereka tidak senang dengan Grammar skill, mereka merasa pusing dan jenuh, bagi mereka Grammar adalah pelajaran yang memusingkan dan menjenuhkan malah terkadang ada yang tertidur ketika saya mengajar dikelas.

Interviewer : DalamGrammar banyak sekali materi yang akan diajarkan salah satunya adalah imperative sentences, apakah Bapak mengalami kesulitan ketika mengajarkan imperative sentences ke siswa? Dan apa kendala siswa untuk memahamiimperative sentences?

Interviewee :Dalam mengajar imperative sentences tidak sesusah saya mengajarkan tenses bu, karna dalam imperative sentences tidak terlalu banyak rumus yang harus dihapalkan oleh siswa, masalahnya hanya siswa memiliki keterbatasan kosakata dan sulit dalam pengucapan, jadi mereka sulit ketika ingin menggunakan imperative sentences.

Interviewer : Metode apa yang Bapak pakai dalam mengajarkan Grammar kesiswa? Interviewee : Saya lebih cenderung menggunakan Grammar Translation Method,

saya meminta siswa untuk menghapalkan rumus, lalu menyuruh mereka membuat kalimat berdasarkan rumus yang telah saya beri, setelah itu mereka menterjemahkan. Saya ingin mencoba menggunakan metode lain bu, namun sepertinya sulit bu, mengingat saya mengajar di kelas VII kemampuan B. inggris mereka masih dasar, apalagi kebanyakan siswa MTs ini mempelajari B. inggris hanya disekolah, hanya beberapa siswa saja yang les di lembaga atau privat.

Sholahudin Al-Ayubi, MA NIP. 19730126 199802 1 002

Appendix 22

Interview Guidelines for the Needs Analysis (After CAR)

Location : MTs. Islamiyah Sawangan Day/Date : Friday, 3rd September 2010 Time : 09:00-10:00

Interviewer : The Researcher Interviewee : The Teacher

Interviewer : Bagaiman pengamatan Bapak mengenai kondisi siswa dan situasi kelas setelah penggunaan metode Total Physical Response (TPR) dalam mengajarkan imperative sentences?

Interviewee :Setelah penggunaan metode TPR, saya melihat siswa siswi lebih aktif dan juga mereka terlihat lebih senang, mereka dapat menghapalkan kosakata dalam waktu singkat, dan mereka dapat merespon perintah dengan baik. Selain itu pula mereka dapat memberikan konsentrasi yang baik ketika guru menjelaskan materi. Mengenai situasi kelas, saya melihat lebih hidup dan menyenangkan.

Interviewer : Apakah ada peningkatan kemampuan siswa yang Bapak amati setelah mengajarkan Imperative Sentences dengan menggunakan metode TPR? Interviewee :Iya, ada bu. Saya melihat siswa merasa senang, tidak bosan dan jenuh,

maksud dari tanda atau rambu yang mereka sering temui dibeberapa tempat. Selain itu pula hasil dari test mereka menunjukan peningkatan yang signifikan dari pre-test, post-test I dan post-test II.

Interviewer : Bagaimana tanggapan Bapak mengenai metode TPR?

Interviewee :Menurut saya TPR merupakan metode yang tepat dalam mengajarkan imperative sentences, dengan menggunakan metode TPR dalam mengajarkan siswa imperative sentences, itu dapat menghilangkan kejenuhan siswa dalam belajar, mereka merasa senang dan daya tangkap serta daya ingat mereka terhadap kosakata yang telah diberi cukup bagus. Selain itu pula metode ini dapat menggunakan permainan. Pokoknya sangat cocok diajarkan kepada siswa yang masih tahap basic seperti dikelas VII ini, apalagi untuk anak-anak. Interviewer : Apakah Bapak termotivasi untuk menggunakan metode TPR dalam

mengajarkanimperative sentences kepada siswa?

Interviewee :Ya, setelah saya mengetahui keberhasilan yang dicapai dalam mengajarkan imperative sentences dengan menggunakan metode TPR, tentunya saya akan mencoba untuk menerapkannya ketika saya mengajarkan siswa di kelas, berdasarkan materi yang cocok untuk diajarkan dengan metode TPR tersebut.

Interviewee

Sholahudin Al-Ayubi, MA NIP. 19730126 199802 1 002

0 10 20 30 40 50 60 70 80 90 100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Pre Test Post Test I Post Test II