Conclusion Kegiatan Inti CONCLUSION AND SUGGESTION

69 post-test 1 50 in the class percentage. The post-test of cycle 2 has fulfilled the target of Classroom Action Research CAR because there is above 75 of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal KKM. From the interpretation of the data above, it shows that using Total Physical Response TPR can develop students’ ability in using imperative sentences, finally it can be said that the Classroom Action Research CAR is success and the writer ends the cycle.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

70 Based on the result of the analysis in the previous chapter, the writer concludes that: 1. The students’ progress during the teaching and learning activity by using Total Physical Response TPR is better. The main factors affecting this success are the students’ interest in teaching and learning activities given using TPR, and the students’ achievement in learning imperative sentences by Total Physical Response TPR has a significant improvement. It can be seen in the result of students’ score in pre-test, post-test I in the first cycle and post-test II in the second cycle. 2. The students’ improvement of imperative sentences can be seen in the improvement of their achievements in pre-test, post-test I and post-te II. The result of mean score of the class in pre-test who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 is 4 students or 16.67. Then, in the cycle I, the result of mean score of the class in post-test 1 who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 is 12 students or 50, next in the cycle 2, the result of mean score of the class in post- test 2 who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 is 21 students or 87. 5, It showed that learning imperative sentences throug Total Physical Response TPR was successful.

B. Suggestion

Based on the conclusion above, the writer would like to offer the suggestion. The suggestion is:  Using Total Physical Response in teaching imperative sentences is recommended for English teacher, because by using TPR not only make the students enjoy, fun and relax in learning English but also 71 take longer in their mind in memorizing the vocabularies, because they response the command by their physical. BIBLIOGRAPHY Amalia, Rizqi. 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. Arikunto, Suharsimi. Dadar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara, 2006. Azar, Betty Schrampfer. Fundamentals of English Grammar, Englewood Cliffs, New Jersey: Prentice - hall, 1985. Azar, Betty Schrampfer. Understanding and using English Grammar, Englewood Cliffs, New Jersey: Prentice - hall, 1989. 72 Brown, H. Douglas. Teaching by Principle An interactive Approach to Language Pedagogy: second edition, San Francisco: Longman, 2001. Brown, James Dean. Testing in Language Programs: A Comprehensive Guide to English Language Assessment, Singapore: McGraww-Hill Companies, 2005. Celce, Murcia., and Diane Larsen Freeman. The Grammar Book: An ESLEFL Teacher’s Course: second edition, USA: Heinle and Heinle Publishers, 1999. Curme, George O. English Grammar, New York: Barnes and Noble, inc, 1966. DEPDIKBUD RI. GBPP Bahasa Inggris SMP, Jakarta: DEPDIKBUD RI, 1994. Djamarah, Syaiful Bahri., dan Aswan Zain. Strategi Belajar Mengajar,Jakarta: PT Rineka Cipta, 2006. Frank, Marcella . Modern English :A Practical Reference Guide, New York: Prentice-Hall, inc, 1972. Gronlund, Norman E. Construction Achievement Test, New York: Prentice Hall, 1982. Harmer, Jeremy. English Language Teaching, Edinburg Gate: Pearson Education Limited, 2001. Heaton, J. B. Classroom Testing, New York: Longman Inc, 1990. Hopkins, D. A Teacher’s Guide To Classroom Research, Bristol: University Press, 1993. Hornby, A. S. Guide to Patterns and Usage in English, New York: Oxford University, 1975. Hornby, A. S. Oxford Advanced Learner’s Dictionary of Current English, New York: Oxford University, 1995. http:en.wikipedia.orgwikiTotal_Physical_Response. James, Dean Brown. Testing in Language Programs: A Comprehensive Guide to English Language Assessment, Singapore: McGraww-Hill Companies, 2005. Kirn, Elaine, et. al., Interaction 1 A communicative Grammar,New York: McGraw-Hill Publishing Company, 1985. 73 Krohn, Robert. English Sentence Structure, USA: The University of Michigan, 1971. Kusuma, Wijaya. Mengenal Penelitian Tindakan Kelas, Jakarta: PT Malta Pritindo, 2009. Larsen-Freeman, Diane. Technique and Principle in Language Teaching, Oxford: Oxford University Press, 1986. Leech, Geoffrey., and Jan Svartvik. A Communicative Grammar of English: third edition, London: Longman, 2002. Meltzer, David E. 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. Mudjijo. Tes Hasil Belajar, Jakarta: Bumi Aksara, 1995. Oller, John W. Language Test at School, London: Longman Group Limited, 1979. Oxford, Rebecca L. Language Learning Strategies: What Every Teacher Should Know, New York: Newbury House Publishers, 1990. Richards, Jack C., and Theodore S Rodgers. Approaches and Methods in Language Teaching, Cambridge: Cambridge University, 1986. Rohim, Abdul. 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. Sudijono, Anas. Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008. Sudjana. Metoda Statistika, Bandung: PT. Tarsito, 2002 Swan, Michael, Practical English Usag, New York: Oxford University Press, 1980. Tambunan, Wilmar. Evaluation of Students Achievment, Jakarta: Depdiknas, 1998. Tim Pelatih Proyek PGSM. Penelitian Tindakan Kelas Classroom Action Research : Bahan Pelatihan Dosen LPTK dan Guru Sekolah Menengah, 74 Jakarta: Departemen Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Tinggi Proyek Pengembangan Guru Sekolah Menengah, 1999. Thomson, A. J., and A. V. Martinet. A Practical English Grammar: third edition, Oxford: Oxford University Press, 1981. www.tprworld.comorganizing . www.tprsource.comasher.htm. Appendix 1 The List of Students’ Name No Students Name 1 Ahmad Refani 2 Apri Muharom 3 Aldi. Akbar 4 Arizal Zulmi 5 Awaluddin Yamin 6 Chairil Anwar 7 Edwin R 8 Faisal Fahriansyah 9 Faisal Kamarullah 75 10 Gita Rizkia 11 Indah N 12 Krisdayanti 13 Mita Permata Sari 14 Muhammad Firdaus 15 Muhammad Ramdhan 16 Muammar Al-qodri 17 Putri Habibah 18 Puput Kartini 19 Rifda Nurambia 20 Rizki Karismawati 21 Syifa Fauziah 22 Vellyanda 23 Wilda Fallilah 24 Yoga Irawan Appendix 2 The Result of Students’ Score in Pre-test, Post-test I and Post-test II No Students Name Pre-Test Post-Test I Cycle I Post-Test II Cycle II 1 Ahmad Refani 75 80 90 2 Apri Muharom 55 65 75 3 Aldi. Akbar 45 50 60 4 Arizal Zulmi 40 50 70 5 Awaluddin Yamin 35 65 75 6 Chairil Anwar 65 70 85 7 Edwin R 30 45 75 76 8 Faisal Fahriansyah 35 50 60 9 Faisal Kamarullah 40 50 65 10 Gita Rizkia 45 60 80 11 Indah N 55 60 75 12 Krisdayanti 50 55 75 13 Mita Permata Sari 40 50 60 14 Muhammad Firdaus 35 55 70 15 Muhammad Ramdhan 70 75 90 16 Muammar Al-qodri 55 70 80 17 Putri Habibah 60 70 85 18 Puput Kartini 60 65 75 19 Rifda Nurambia 45 55 80 20 Rizki Karismawati 60 70 85 21 Syifa Fauziah 70 75 70 22 Vellyanda 50 65 75 23 Wilda Fallilah 30 40 65 24 Yoga Irawan 60 70 85 Mean: _ X = ∑ x n 50.21

60.83 75.21

The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 Appendix 3 Standar Kompetensi dan Kompetensi Dasar Kelas VII Semester I MTs. Islamiyah Sawangan Standar Kompetensi Kompetensi Dasar 1. Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan 1.1 Merespon makna dalam percakapan transaksional to get things done dan interpersonal bersosialisasi yang mengunakan ragam bahasa lisan sangat 77 lingkungan terdekat.

3. Berbicara

Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : menyapa orang yang belumsudah dikenal, memperkenalkan diri sendiri orang lain, dan memerintah atau melarang. 3.1 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur : orang menyapa yang belum dikenal, memperkenalkan diri sendiri orang lain, dan memerintah atau melarang. Observer Sholahudin Al-Ayubi, MA NIP. 19730126 199802 1 002 Appendix 4 RENCANA PELAKSANAAN PEMBELAJARAN RPP SPEAKING Cycle 1 of 1 st Meeting Satuan Pendidikan : MTs Islamiyah Sawangan Mata Pelajaran : Bahasa Inggris Kelas Semester : VII Tujuh Ganjil 78 Tema : At school Aspek Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Teks : Interpersonal Tahun Pelajaran : 2010 2011

1. Standar Kompetensi Berbicara

3 Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

II. Kompetensi Dasar Berbicara

3.1 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum dikenal, memperkenalkan diri sendiri, memperkenalkan orang lain, memerintah atau melarang. III. Indikator Siswa mampu merespon ungkapan-ungkapan: 1. Memberi perintah 2. Memberi larangan 3. Merespon secara interpersonal

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat: 1. Bertanya dan menjawab serta memberi perhatian terhadap lawan bicara. 2. Memperagakan beberapa kalimat sesuai dengan artinya. 3. Melapalkan dan mengartikan kosakata yang telah diberikan oleh guru. 79 4. Membuat kalimat sederhana sesuai dengan verb yang telah di berikan oleh guru.

V. Materi Pembelajaran

Speaking Study these sentences  Close the door  Open your book  Raise your hand  Sweep the floor  Sit down on the chair  Touch the desk  Show me your pencil  Look at your friend  Write the lesson  Take your book  Point the window  Read your book  Stand up in front of me  Put your book  Give me a pencil Kosa kata dan verbs terkait temajenis teks: Contoh: door, book, lesson, desk, friend, close, open, raise, sit down, stand up, touch, show, look, write, read, etc

VI. Metode pembelajaran Teknik dan Pendekatan: Metode

:Three-phase techniques. Pendekatan :TPR 80

VII. Langkah-langkah Kegiatan A. Kegiatan Pendahuluan.

• Memberi salam dan tegur sapa • Tanya jawab berbagai hal terkait kondisi siswa • Mengabsen siswa • Memberi motivasi kepada siswa • Penjelasan tentang topik yang akan dibahas

B. Kegiatan Inti

• Guru menanyakan siswa tentang verb yang telah diketahui oleh siswa. • Guru meminta beberapa dari siswa untuk memperagakan kalimat sederhana yang diberikan oleh guru • Guru meminta siswa lainnya untuk menjawab verb yang telah diperagakan oleh salah satu temanya. • Guru meminta seluruh siswa memperagakan kalimat perintah yang didengar • Siswa melakukan perintah yang diberikan oleh guru • Guru meminta siswa menirukan dan mengucapkan kalimat yang diucapkan oleh guru • Guru mencatat verb yang sering digunakan di dalam kelas sesuai dengan konteks • Siswa mengerjakan latihan secara individu untuk membuat kalimat sederhana berdasarkan verb yang telah ditentukan, setelah itu memperagakan kalimat mereka secara berpasangan.

C. Kegiatan Penutup