PHYSICAL RESPONSE
(A Classroom Action Research in the Seventh Grade of SMP Islam Ruhama Cireundeu Ciputat Timur)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training In a Partial Fulfillment of the Requirements
For the Degree of S.Pd. (Bachelor of Arts) in English Language Education
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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through Total Physical Response (A classroom Action Research in the Seventh Grade of SMP Islam Ruhama) Skripsi, English Education Department, Faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor : Dr. Fahriany, M.Pd
Key words : Imperative sentence, Total Physical Response Method
This research has a purpose to improve the students’ ability in using Imperative sentences through total physical response (TPR) in the seventh grade of SMP Islam Ruhama Cireundeu Ciputat Timur 2010/2011 academic year. The subjects of this study consisted of 37 students of VII.1.
The method used in this research was Classroom Action Research (CAR). The classroom action research design applied in this research was a collaborative classroom action research. In this case the teacher of SMP Islam Ruhama as an observer and collaborator. The research carried out in two cycles, every cycle consisted of two meetings. The research was conducted following Kemmis and Taggart Design with the following procedures of the action research: planning, acting, observing, and reflecting. The data used in this research such as: Interview, observation, questionnaire and test.
The results of this study show that there was improvement of students’
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Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing : Dr. Fahriany, M.Pd
Kata Kunci : Imperative sentence (Kalimat perintah), Total Physical Response Method
Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menggunakan kalimat perintah dengan menggunakan total physical response (TPR) dikelas VII SMP Islam Ruhama Cireundeu Ciputat Timur tahun akademik 2010/2011. Subjek pada penelitian ini terdiri dari 37 siswa dari kelas VII.1.
Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Desain Penelitian Tindakan Kelas (PTK) yang digunakan pada penelitian ini adalah penelitian tindakan kelas kolaboratif. Pada kasus ini, guru SMP Islam Ruhama sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan dalam dua siklus, pada setiap siklus terdiri dari dua pertemuan. Penelitian ini dilaksanakan mengikuti desain Kemmis dan Taggart dengan menggunakan prosedur penelitian tindakan yaitu: perencanaan, pelaksanaan, pengamatan, dan refleksi. Data yang digunakan dalam penelitian ini adalah wawancara, pengamatan, kuesioner, dan tes.
Hasil penelitian ini menunjukkan bahwa ada peningkatan kemampuan siswa dalam menggunakan kalimat perintah. Sebagian besar dari siswa mencapai nilai yang bagus pada akhir setiap siklus. Kriteria Ketuntasan Minimal (KKM) dalam pelajaran bahasa Inggris di SMP Islam Ruhama adalah 65. Hasil yang diperoleh dari penelitian ini adalah pertama, berdasarkan hasil tes, nilai rata-rata siswa pada pretes sebelum melaksanakan siklus pertama adalah 48.10. Nilai rata-rata siswa pada postes siklus pertama adalah 71.08 atau 70.27% dari siswa mencapai Kriteria Ketuntasan Minimal (KKM) dan nilai rata-rata pada postes siklus kedua adalah 74.70 atau 86% siswa mencapai Kriteria Ketuntasan Minimal (KKM). Kedua, berdasarkan hasil pengamatan menunjukan siswa lebih aktif dan santai dalam mempelajari kalimat perintah. Berdasarkan hasil wawancara, siswa sangat antusias dalam memperoleh materi dan mempunyai motivasi untuk mempelajari kalimat perintah. Metode total physical response sangat efektif untuk mempelajari kalimat perintah, metode ini bisa meningkatkan kemampuan siswa dalam menggunakan kalimat perintah.
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All praises be to Allah, Lord of the world. Who has given the writer His Mercies and blesses to finish this “Skripsi”. Greeting and salutation to the prophet Muhammad SAW who has brought us from Jahiliyah period to Islamic period.
On the opportunity, the writer would like to say thanks to her advisor Dr. Fahriany, M.Pd, for her time, kindness, motivation, contribution, guidance, and
help to finish this “Skripsi”.
She would also like to express her gratitude to:
1. Prof. Dr. Dede Rosyada, M.A. the Dean of the Faculty of Tarbiyah
and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd. the head of English Education Department. 3. Neneng Sunengsih M.Pd. the Secretary of English Education
Department.
4. All lecturers in English Education Department
5. Drs. Juhdi Asidi. the headmaster of SMP Islam Ruhama Cireundeu Ciputat Timur.
6. Siti Romlah S.Pd. the English teacher of SMP Islam Ruhama Cireundeu Ciputat Timur.
The writer realizes that this skripsi still has some weakness and mistake. Therefore, the writer would like to accept any constructive suggestions to make this skripsi better.
Jakarta, August 6th, 2011
The Writer
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ACKNOWLEDGEMENTS ... iii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vii
LIST OF FIGURES ... viii
LIST OF APPENDICES ... ix
CHAPTER I INTRODUCTION ... 1
A. Background of the Research ... 1
B. Identification of the Problem ... 5
C. Limitation of the Problem and Formulation of the Problem ... 6
D. Objective of the Research ... 6
E. Significance of the Research ... 6
CHAPTER II THEORETICAL FRAMEWORK ... 8
A. Imperative Sentence ... 8
1. Definition of Imperative Sentence ... 8
2. Kind of Imperative Sentences ... 9
a. Give orders and Command ... 9
b. Direction and Instruction ... 10
c. Advice and Warning ... 12
d. Suggestion ... 12
e. Request ... 14
v
a. Theory of Language ... 18
b. Theory of Learning ... 19
3. Design of Total Physical Response ... 19
a. Objective and the Syllabus ... 19
b. Type of Learning and Teaching Activities ... 20
c. Teacher and Learner Roles ... 20
4. Principles of Total Physical Response ... 21
5. Procedures of Total Physical Response ... 22
6. How to Teach Imperative Sentences through TPR ... 22
CHAPTER III RESEARCH METHODOLOGY ... 23
A. Purpose of the Research ... 23
B. Place and Time ... 23
C. Cycle and Design of the Research ... 24
a. Planning ... 24
b. Acting ... 24
c. Observing ... 24
d. Reflecting ... 24
D. Subject/ Participant of the Research ... 28
E. Role and Position of the Researcher ... 28
F. Data and Source of Data ... 28
G. Instruments of the Research ... 28
H. Technique in Collecting Data ... 28
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b. Result of Pre Observation ... 39
c. Result of Pre test ... 39
2. Findings of the First Cycle ... 40
a. Planning ... 40
b. Acting ... 40
c. Observing ... 41
d. Reflecting ... 41
3. Findings of the Second Cycle ... 42
a. Planning ... 42
b. Acting ... 42
c. Observing ... 43
d. Reflecting ... 43
4. Findings after Implementing the Classroom Action Research ... 44
a. Result of Post Interview ... 44
b. Result of Post Questionnaire ... 45
c. Result of Post Test ... 49
B. Interpretation of the Data ... 57
1. Data of Interview... 57
2. Data of Questionnaire ... 58
3. Data of Test ... 58
CHAPTER V CONCLUSION AND SUGGESTION ... 59
A. Conclusion ... 59
B. Suggestion ... 60
BIBLIOGRAPHY ... 61
vii
Table 3.1 Interpretation of Students’ Questionnaire ... 29
Table 4.1 Students’ Result of Post Questionnaire ... 48
Table 4.2 Students’ Score of Pretest and Posttest I ... 50
viii
ix
Appendix 1b Result of Interview before Implemented Action ... 64
Appendix 1c Interview for the Students before Implemented Action ... 66
Appendix 1d Result of Interview before the Action ... 67
Appendix 2a Interview for the English Teacher after the Action ... 68
Appendix 2b Result of Interview after the Action ... 69
Appendix 3a Questionnaire for the Students after the Action ... 71
Appendix 3b Result of Questionnaire after the Action ... 73
Appendix 4a Blue Print ... 74
Appendix 5a Pretest and post test I ... 75
Appendix 5b Pretest and post test II ... 78
Appendix 6a Students’ Score of Pretest and Posttest (Cycle 1) ... 80
Appendix 6b Students’ Score of Pretest and Posttest (Cycle 2) ... 81
Appendix 7a Item Analysis (Pre test and Posttest Cycle 1) ... 82
Appendix 7b Item Analysis (Pre test and Posttest Cycle 2) ... 84
Appendix 8a Photograph of Students’ Participation in CAR... 86
Appendix 9a Lesson Plan (Cycle 1) ... 87
CHAPTER I INTRODUCTION
A.Background of the Research
English is an international language which every person affords to master. English used as guidance for any instruction or any communication in the world involves relationship, business, education, politic, networking and etc. So, most of people think that English becomes main language after their mother tongue because it has many advantages in many aspects.
English has also an important position as a foreign language, needed by many learners to interact with many people in variety situation. Therefore, English is regarded and learned by every people in the world.
“Around the world English is taught in a bewildering variety of situations. In many countries it first appears in the primary curriculum, but many universities in those and other countries continue to find that their entrants are insufficiently competent in English use, even if, as David Graddol
points out, good English is an entry requirement for much tertiary education in a global market where English gives the use a „competitive advantage”.1
“English, like other languages, makes use of two channels: speech and writing. They have different transmission systems. Speech is transmitted by sound waves, originated in speaking and received in hearing. Writing is transmitted by letters and other visible marks, produced in writing and received in reading”.2
In English there are receptive skills and productive skills. Receptive skills consist of listening and reading and productive skills consist of speaking and writing. Receptive and productive skills both of them can be improve in learning English process. Besides receptive and productive skills the students’ have to master the grammar because it is the element of English.
In Indonesia, English has been taught as compulsory subject from junior high school up to the university. Base on English national curriculum of Kurikulum Tingkat Satuan Pendidikan (KTSP) in standard of competence of Listening and Speaking in the seventh grade of the first semester has been written that:3
S.K.1. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. (to response meaning in oral simple short transactional and interpersonal conversation to interact with around setting).
K.D.1.1. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan memerintah atau melarang. (to response meaning in oral simple short transactional and interpersonal accurately and fluently to interact with around
1
Jeremy Harmer, The Practice of English Language Teaching…,pp. 22-23.
2
Geoffery Leech and Jav Svartvik, A Communicative Grammar of English, (Third Edition), (Longman: Edinburgh, 2002), p. 10.
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setting which involves expression: Greeting stranger, introducing oneself / other, and giving instruction or prohibition).
S.K.3.Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat (to deliver meaning in oral simple short transactional and interpersonal conversation to interact with around setting).
K.D.3.1. Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur : menyapa orang yang belum dikenal, memperkenalkan diri sendiri /orang lain, dan memerintah atau melarang. (Interacting with around setting which involves expression: Greeting stranger, introducing oneself / other, and giving instruction or prohibition).
“The language consists of two meaning: the meaning of ideational and the meaning of interpersonal. The meaning of ideational is the meaning
„in the sense of content’. And meaning of interpersonal is type of attitude (as speaker or writer) to other people (as listener and reader). In the sentences, the meaning of interpersonal is showed in the changing role of interaction, such as: statements, questions, offers and commands, and modals (may, could, must, would) which follow it”.4
In English national curriculum of Kurikulum Tingkat Satuan Pendidikan (KTSP), teaching imperative sentences in seventh grade students’ of the Junior High School or Madrasah Tsanawiyah has been written in standard of competence and basic competence of speaking and listening. The students’ are expected to be able to express a command appropriately and response to the command expressions correctly.
“Grammar is the discipline that studies the structure of sentences in human language. (Grammatical terminology will be boldfaced when it is defined). English grammar then is the study of sentences in English”.5
The important grammar for students is in order that they can write good sentences and know the structure when they speak in English. Grammar can also help the students to learn a language more quickly and more
4
Departemen Pendidikan Nasional, Model Sillabus …, pp. 13-14.
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efficiently. It is important to think of grammar as something that can help the students, like a friend. When the students understand the grammar (or system) of a language, the students can understand many things themselves, without through new atmosphere that make the students more interested in grammar especially in imperative sentences and more enjoyable to practice their ability in grammar.
“Learning the form, meaning, and use of the imperative mood is
challenging for ESL/ EFL students’. Except for negative imperative, form is perhaps less challenging because students need not concern themselves about typical verb morphological problems such as tense and subject agreement”.6 To help the teachers create the students more interesting in teaching grammar especially in teaching imperative sentence the teacher use Total Physical Response (TPR) method in teaching.
“Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action, it attempts to teach language through physical (motor) activity”.7 “One the main reason Total Physical Response (TPR) was developed was 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. Forcing them to speak before
6
Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book (An ESL/ EFL Teacher’s Course (Third Edition), (USA: Thomson Publishing, Inc, 1999), p. 235.
7
then will only create anxiety. Also, when students do begin to speak, perfection should not be expected”.8
Finally, from the explanation above, according to the writer it is important to teach imperative sentences through Total Physical Response (TPR) because it will make students enjoyable as possible in learning imperative sentences. Based on the problems above, the writer is curious to know the influence of Total Physical Response (TPR) in improving imperative sentences at the seventh grade students of SMP Islam Ruhama, the writer will conduct the research by the title “Improving Students’ Ability in Using Imperative Sentences Through Total Physical Response (TPR)”, A Classroom Action Research in the seventh grade students of SMP Islam Ruhama Cireundeu Ciputat.
B. Identification of the Problem
According to what the writer writes in background of the research about improving students’ ability in using imperative sentences through total physical response (TPR). The identification of the problem involves:
a. Most of the students find difficult in making the sentences of imperative sentences because they think about grammar or structure.
b. Most of the students are not confident to express their speaking in front of the class.
c. Most of the students don’t respond when the teacher gives the command to them. They feel confused to act it.
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C. Limitation of the Problem and Formulation of the Problem
1. Limitation of the Problem
Based on identification of the problem above, the writer clarifies and limits the problem to discuss how to improve students’ ability in using imperative sentences through total physical response (TPR) in the seventh grade students of SMP Islam Ruhama Cireundeu Ciputat.
2. Formulation of the Problem
In Background of the research, the writer specifies the research in
improving students’ ability in using imperative sentences through total physical response (TPR) in the seventh grade students of SMP Islam Ruhama, then the formulation of the problem which the writer is researching in SMP Islam Ruhama are “Can total physical response improve students’ ability in using imperative sentences, and how total physical response improves
students’ ability in using imperative sentences in the seventh grade students of SMP Islam Ruhama”?
D. Objective of the Research
According to formulation of the problem above, the aim of this research are to know whether total physical response method could improve
students’ ability in using imperative sentences, and how total physical
response improves students’ ability in using imperative sentences in the seventh grade students of SMP Islam Ruhama.
E. Significance of the Research
From the research in SMP Islam Ruhama, which the writer performs is expected that it can be useful for:
1. The researcher
2. The students
This research is an input for the students to improve their ability in using grammar, especially in imperative sentences.
3. The teacher
It is use to improve the teacher to practice total physical response in teaching grammar, especially in imperative sentences.
4. Institution
CHAPTER II
THEORETICAL FRAMEWORK
A. Imperative Sentence
1. Definition of Imperative Sentence
There are some definitions of imperative sentences. The first definition, “imperative sentence is the sort typically used to give a command, or order. In English, imperatives are normally missing a subject, though all other normal parts of the sentence are present. The verb in an English imperative is the base form of the verb, without endings of any kind, thus identical to a second person, present tense form”.1
Another definition “imperative is about speaker manipulation. They may be used as actual commands, such as those a military officer or a parent issues to a soldier or a child. They may also be used as more gentle directives or as quasi directives, in which the speaker merely expects or envisions some behavior on the part of someone else and casts that
1
James R. Hurdford, Grammar a Student’s Guide, (Cambridge: Cambridge University, 1994), p. 95.
expectation in terms of a directive, although not actually demanding making offers suggestion, request, giving direction and instruction, giving warning and prohibition.
2. Kind of Imperative Sentences a. Give orders and Command
Imperative can be use for giving order and giving command, it can be shown in examples (1a), (1b), (1c), and the speaker expects the persons addressed to do what he or she has said. If the persons addressed do not do what the speaker says, they can expect that some kind of retaliation may be taken against them. For example, the person to whom the command in (1a) is addressed may expect to be pushed aside if he does not comply. The (Cambridge: Cambridge University, 2008), p. 115.
3
The imperative has the same form as the infinitive without to6
Sit down.
Open the window.
Chart are excellent techniques to use in teaching grammar since they provide a visual display for introducing and contrasting specific grammar points. For example, a two dimensional grid could be used to introduce affirmative and negative commands.7
b. Direction and Instruction
Maps provide an effective context for introducing and practicing expressions used in asking for and giving directions. In using map to illustrate giving directions, be certain to demonstrate each direction on a map so that students understand the meaning of the expression. Use the strategy with a map such as following:8
6
Digby Beaumont and Colin Granger, English Grammar …, p.52.
7
Sandra L. McKay, Teaching Grammar: Form, Function, and Technique, (New York: Pergamon Press, 1985), p. 1.
8
Sandra L. McKay, Teaching Grammar: Form, Function, and Technique ..., p. 58.
“Walk.” “Don’t run”
“Listen” “Don’t talk”
“Open the book” “Don’t open the book”
Figure 2.1
A hypothetical example such as: 9
Mr. Tomori gets into taxi at Adams Street and Merced Drive. He wants to go to 614 Whitewell Road so he tells the driver the following.
Drive down Merced Drive to Clay Street. Turn Left on Clay Street.
/Follow/Stay on/Clay Street for two blocks. Go past White Street.
614 Whitwell Road will be on your left.
Furthermore, use of imperatives to give instructions. Such as, write instructions for a simple recipe: making a cup of tea, or boiling an egg, for examples:10
9
Sandra L. McKay, Teaching Grammar: Form, Function, and Technique …, p. 59. 10
Penny Ur, Grammar Practice Activities a Particle Guide for Teachers, (Cambridge: Cambridge University Press, 1988), pp. 129-130.
Give instruction how to …
Boil an egg Make a cup of tea Make soup
c. Advice and Warning
The speaker is directing the attention of the person addressed to do
something that is for his or her benefit, not the speakers’. It is up to the
person who receives the advice, recommendation, or warning to decide whether to follow it.11
a. Keep your options open.
b. Remember, always buy low and sell high.
d. Suggestions
A suggestion that the speaker and the hearer go together, and so in meaning is very like French 1st imperative. In poetry, of course, Let us go
can still have the meaning of Let’s go, as in:12
Let us go then, you and I,
When the evening is spread out against the sky Like a patient etherized upon a table
Use let’s or let’s not and the base form for suggestions that include
you and another.13 Examples:
Let’s go Let’s no stay
Use why don’t you and the best form to give advice to another person. And put a question mark at the end of sentences with why don’t we and why don’t you.14
Examples:
Why don’t we go to my office? Why don’t you look on the internet? And here is its negative form:15
Let’s not stay here any longer/
(or, less likely) Don’t let’s stay here any longer.
These, of course, function often suggestions, not commands. They can be seen as functioning more like commands, however, when the us is not contracted and the Let us is seen as an exhortation to follow the
speaker’s instructions or to agree with the judgment that the speaker
expresses:16 Examples:
Let us pray.
Let us never forget the brave men and women who made the ultimate sacrifice.
The comments to introduce common expressions for making suggestions such as following.17
Examples:
You could put one lamp next to the chair
You might put the coffee table in front of the sofa.
14 Irene E. Schoenberg, Focus on Grammar …, p. 186.
15
Marianne Celce Murcia and Diane Larsen Freeman, the Grammar Book: an ESL/EFL Teacher’s Course, (United State University: Heinle and Heinle Publishers),p. 233.
16
Marianne Celce Murcia and Diane Larsen Freeman, the Grammar Book …, p. 233. 17
e. Request
A command in imperative sentence if we add please into commands it is not used as a command but that imperative sentences are used to make polite request.18 It means that a command changes into polite request if put please into command. The difference between a command and request lies in the speakers’ tone of voice and the use of please.19 The word please not only in the first sentence, but also in the end of the sentence.
Examples:
Close the door. (command)
Please close the door (request)
Close the door please (request)
Will you and would you, either without please, can be also introduced polite request.
Examples:
Will you come to my house?
Will you please come to my house?
Will you come to my house please?
Would you turn on the lamp?
Would you please turn on the lamp?
Would you turn on the lamp please?
Can and could are often used to offer to do things for people, and to ask other people to do things. Could is more „hesitant’, less definite, than
18
Betty Schramfer Azar and Stacy A. Hagen, Basic English Grammar: Third Edition, (New York: Pearson Education, 2006), p. 395.
19
can, and it used when someone wants to make an offers or a request seem more polite and respectful.20
Examples:
Can I carry your bag? (Offers)
Could I give you a dinner one of these days? (Offers)
Can you come here a minute, please? (Request)
Could you help me with this letter? (Request)
f. Question Tag
Imperatives may be accompanied by certain other features either singly or in combination: some form of address (a vocative), e.g., a proper noun, the pronoun you, or one of pronouns like everybody or somebody, or in the negative, certain negative indefinite pronouns like anybody or anyone: an introductory let’s or let followed by a noun phrase; a word like please; and either positive or negative question tags like will you? Or why don’t you? Less frequently the person find tags like can you? Can’t you?, and so on. (Another possible interpretation of these “tagged” commands is that they are reordered questions so that speak up, can’t you? Derives from can’t you speak up?21
Examples:
Sit down, will you?
Sit down, won’t you?
20
Michael Swan, Practical English Usage …, p. 132.
21
These are the following points according to Ronald Wardhaugh in his book to make imperative sentence more variety is suitable with the
function of the imperative it’s self. A command has a characteristic imperative sentence form: lack subject and the verb is the uninflected base forms:22
Examples:
Sit down!
Tell me your name.
They can be made more emphatic with introductory do: Do sit down!
Do tell me your name.
In the negative, as prohibitions of some kind, they are prefaced by
don’t. Examples:
Don’t sit down!
Don’t tell me your name.
The imperative does not normally have a subject, but we can use a noun or pronoun to make it clear who are speaking to.23
Examples:
Andrew shut the door, please. Have some more coffee, Kate. Sit down, everybody.
22
Ronald Wardhaugh, Understanding English Grammar: a Linguistic Approach …, p. 128.
23
B. Total Physical Response (TPR) 1. Definition of TPR
According to Richard and Rodgers in their book, total physical response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Developed by James Asher, a professor of psychology at San Jose State University, California, it draws on several traditions, including developmental psychology, learning theory, and humanistic pedagogy, as well as on language teaching procedures proposed by Harold and Dorothy Palmer in 1925. 24“Total physical response method was developed in order to reduce the stress people feel when studying foreign languages and thereby language not only to children but also adults”.26 On the basis of his research,
“Asher reasoned that the fastest, least stressful way to achieve understanding of any target language is to follow directions uttered by the instructor (without native language translation)”.27 “Total physical response (TPR) consists basically of obeying commands given by the instructor that involve on overt physical response. The instructor, for example, says “stand up” and the classes stand up. The commands become more complex as the class
24
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods in Language Teaching, (Cambridge: Cambridge University, 1992), p. 87.
25
Diane Larsen Freeman, Techniques and Principles in Language Teaching, (New York: Oxford University Press, 2000), p. 113.
26
Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha Ilmu, 2006), p. 126.
27
progresses, and Ashers claims that it quite possible to embed vast amounts of syntax into the form of a command”.28
From the definition above, the writer has opinion about total physical response; this method involves physical activity in act the verb in using imperative sentences. Total physical response help the students improve their ability in imperative sentences because the students enjoy in teaching and learning process in the classroom.
2. Approach of Total Physical Response a. Theory of Language
Asher does not directly discuss the nature of language or how languages are organized. However, the labeling and ordering of TPR classroom drills seem to be built on assumptions that owe much to structuralist or grammar-based views of language. Asher states that "most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor" (1977: 4). He views the verb and particularly the verb in the imperative, as the central linguistic motif around which language use and learning are organized. Despite Asher's belief in the central role of comprehension in language learning, he does not elaborate on the relation between comprehension, production, and communication (he has no theory of speech acts or their equivalents, for example), although in advanced TPR lessons imperatives are used to initiate different speech acts, such as requests ("John, ask Mary to walk to the door"), and apologies ("Ned, tell Jack you're sorry"). 29
28
Stephen D. Krashen, Principles and Practice in Second Language Acquisition, (Oxford: Pergamon Press, 1982), p. 140.
29
b. Theory of Learning
Asher's language learning theories are reminiscent of the views of other behavioral psychologists. For example, the psychologist Arthur Jensen proposed a seven-stage model to describe the development of verbal learning in children. Although learning psychologists such as Jensen have since aban-doned such simple stimulus-response models of language acquisition and development, and although linguists have rejected them as incapable of accounting for the fundamental features of language learning and use, Asher still sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. In addition, Asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For this dimension of his learning theory he draws on three rather influential learning hypotheses: 30
1. There exists a specific innate bio-program for language learning, which defines an optimal path for first and second language development.
2. Brain lateralization defines different learning functions in the left- and right-brain hemispheres.
3. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.
3. Design of Total Physical Response a. Objective and the Syllabus
According to Ashers, the general objectives of Total Physical Response are to teach oral proficiency at a beginning level and the type of syllabus in total physical response (TPR) is the use of a sentence based syllabus.31 It means that the function of total physical response is to make
students speak fluently and listen to respond the instructors’ command. “Teachers who use TPR believe in the importance of having their students
30
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, p. 89. 31
enjoy their experience in learning to communicate in a foreign language”.32 It means that in learning foreign language, the students have to enjoy in teaching and learning process.
b. Types of Learning and Teaching Activities
“Imperative drills are the major classroom activity in total physical response. Imperative drills typically used to elicit physical actions and activity on the part of the learner”.33 “The first phase of a lesson is one modeling. The instructor issues commands to a few students then perform the actions with them. In the second phase, the same students demonstrate that they can also have an opportunity to demonstrate their understanding”.34
c. Teacher and Learner Roles
- Teacher Roles
In total physical response method the teacher plays an active and direct role, the teacher as the instructor and director. The teacher is encouraged to be well-prepared and well-organized. Therefore the lesson flows smoothly and predictably.
- Learners Roles
The students in total physical response have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Learners are required to respond both individually or collectively.
32
Diane Larsen Freeman, Techniques and Principles…, p. 113.
33
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, pp. 92-93. 34
4. Principles of Total Physical Response
There are some principles in total physical response that have to know by the teacher and here some of the principles:
a. Having fun makes language learners interested in learning foreign language. The principle that learning foreign language will be more effective if language learning have fun.
b. Correction is carried out unobtrusive manner.35
c. The students’ understanding of the target language should be
developed before speaking.
d. The students can initially learn one part of the language rapidly by moving their bodies.
e. The imperative is a powerful linguistic device through which the teacher can direct student behavior.
f. Students can learn through observing actions as well as by performing the action themselves.
g. Students should not be made to memorize fixed routines.
h. Spoken language should be emphasized over written language.
i. Students will begin to speak when they are ready.
j. Students are expected to make errors when they first begin speaking. Teacher should be tolerant of them.36
35
Ag. Bambang Setiyadi, Teaching English as a Foreign Language…, p. 128.
36
5. Procedures of Total Physical Response
The teacher in total physical response (TPR) should foster an atmosphere of general euphoria. It is important to ease as much as possible the tension of performing the commands in front of their peers.37 The teacher gives a lot command to the students with the old and the new word. Those procedures are review, new command, role reversal, reading and writing. 38
a. Review. This was a fast moving warm up which individual students were moved with commands.
b. New commands. These verbs were introduced.
c. Role reversal. Students readily volunteered to utter commands that manipulated the behavior of the instructor and other students.
d. Reading and writing. The instructor wrote on the whiteboard each new vocabulary item and a sentence. The students listened as she read the material. Some copied the information in their book.
6. How to Teach Imperative Sentence through Total Physical Response.
a. The teacher gives a command in the target language and performs it with the students.
b. The teacher gives the command quite quickly.
c. The teacher sits down and issues commands to the volunteers.
d. When the students make an error, the teacher repeats the command while acting it out.
e. The teacher says, “Jump to the desk.” Everyone laughs; language
learning is more effective when it is fun.
f. The last, teacher writes the new commands on the whiteboard. Each time she writes a command, she acts it out. The students copy the sentences from the whiteboard into the notebooks.
37
Ag. Bambang Setiyadi, Teaching English as a Foreign Language…, p. 132. 38
CHAPTER III
RESEARCH METHODOLOGY
A. Purpose of the Research
The writer chose action research because it is “a flexible approach to research and professional development, its applications to the field of language teaching are potentially numerous. As the research focus is on the classroom and on immediate practical concern in teaching, action research also holds promise as a site for building theories about language teaching which teachers are potentially of value and interest to others”.1
Therefore the writer implemented classroom action research at the seventh grade students of SMP Islam Ruhama. The purpose of this research is improving students’ ability of imperative sentences through total physical response.
B. Place and Time
This action research is in SMP Islam Ruhama, the location is at Jl. Tarumanegara No. 67 Cireundeu Ciputat. This research was started from January 2011 to February 2011.
1
Anne Burns and Dewi Rochsantiningsih, Conducting Action Research in Indonesia: Illustration and Implication.” Indonesian Journal of English Teaching. Volume 2, Number 1, May 2000, p. 23.
C. Cycle and Design of the Research
The classroom action research procedure used in this research is Kemmis and McTaggart design. According to Kemmis and Taggart “action research occurs through a dynamic and complementary process, which
consists of four essential „moment’: of planning, acting, observing and reflecting”.2Kemmis and McTaggart’s concept of action research is set out in
Figure 3.1.
a. Planning
In this step, the writer observes the problem in teaching learning process, planning the subject is used in the teaching learning process, deciding the topic, developing scenario learning (Lesson plan) and developing evaluation form. event that occurred in the classroom in order to get accurate data to repair next cycle. It held when the classroom action research is in progress. In this step, it is also collect the data derived from evaluation test or post test. d. Reflecting
The last step is reflecting. Researcher and teacher discuss collaborativelly further some problems occurred in the class. Thus, the reflection is able to be determined after implementing the action and observation outcomes. Based on Kemmis and McTaggart reflection is the effects of the action are
2
evaluated and become the basis for further cycles of research.3 If there still have found some problems, so it needs to move to the next cycle concerning re-planning, re-acting, and re-observing to solve students’ problems and also to get a better result.
3
Figure 3.1 Kemmis and McTaggart’s Action Research Design4
4
CYCLE 1
CYCLE 2
Figure 3.2
The Classroom Action Research Procedure Adapted from Kemmis and Taggart
Planning
After interviewing the teacher and the students, and observing the classroom. Then, the writer and the teacher discuss to create lesson plan, and the instruments (Interview, questionnaire, and test)
Reflecting
The writer and the teacher discuss about the result from post test in first cycle, in this case, the writer want to know students’ score after doing the post test. It was improved or not.
Planning
The writer modified the lesson plan based on the result of reflecting phase. The writer prepares the post test.
Reflecting
The writer and the teacher discuss the result of the implementation of modified action. If the students’ result was good it was not necessary continue to next cycle.
Observing
The writer observes the students’ activities in the classroom and students’ response in learning imperative sentences through total physical response. From the post test result in second cycle it could be seen students’ improvement in learning imperative.
Observing
The writer observes students in teaching and learning process, students’ condition and the students’ response in learning imperative sentences. After that the writer gives students test to know their ability in imperative.
Acting
The writer conducts the lesson plan that has been made; lesson plan based on imperative sentences through total physical response. The writer observes the students in every cycle.
Acting
D. Subject/Participants of the Research
The subject or participants in this research are the students of seventh grade of SMP Islam Ruhama. The total population is 72 students from 2 classes. Then the writer took the students of seventh grade (VII.1) as the samples.
E. Role and Position of the Researcher
In the research, the writer acted as planner. The writer made lesson plan, prepared; teaching tools, observed, collected the data, and reported the result.
F. Data and Source of Data
The several sources of data in this research, there are students, teacher and collaborator.
a. Student
To gets data, the result of study and students activities in teaching and learning process.
b. Collaborator (English teacher)
Collaborator as source of data to knows Classroom Action Research (CAR) implementation comprehensively from student and also writer.
G. Instruments of the Research
The writer used several instruments in this Classroom Action Research (CAR) as follow; observation, interview, questionnaire, and the test.
H. Technique in Collecting Data
a. Observation
b. Questionnaires
The writer gives questionnaires after an action research to know the student opinion about method is used in the Classroom Action Research (CAR). In this questionnaires the writer will give the score 1 (one) if the indicator in learning phase appear. Then, to know the data of questionnaire, it uses the formula: 5
Score =The total number of students who selected “Yes” answer X 100% Number of Students
The result of the data adds to the percentage, it uses the classification into the category as follows:6
Table 3.1
The Interpretation of Students’ Questionnaire
NO The Score The Criterion
Interview guide is given to the students of seventh grade students of SMP Islam Ruhama and the collaborator (the English teacher). The writer asks the students and collaborator before implementing Classroom Action Research (CAR). It is to know students’ ability in using grammar, students’ participation in learning grammar and imperative sentences, and the method or any strategies usually adopted by the teacher in
teaching grammar. The interview also is carried out after Classroom Action Research (CAR) to know the collaborators’ response toward the idea of total physical response.
d. The test
The writers evaluate the student by giving test, before doing action research (pre test) and after an action research (post test). In this research, the test is done in multiple choice forms.
I. Technique of the Data Analysis
The qualitative analysis is used in the observation of students’ activities during teaching learning process, the interview before and after Classroom Action Research (CAR) and the questionnaire after Classroom Action Research (CAR). In this case, the writer collected the entire data which have gained. In analyzing the numerical data, the writer gains the
average of students’ imperative sentence score per action in one cycle. It is used to measure how well students’ performance on imperative sentences. It uses the formula:7
Mx : Mean
X : Individual score N : Number of students
7
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 81.
After that , the writer tries to know the class percentage which pass the KKM 65, the writer uses the formula:8
P : The class percentage
F : Total percentage score
N : Number of students
After getting mean of students’ score per actions, the writer identifies whether or not there might have any improvement of students’ imperative sentence from pre-test up to students’ average score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:9
P : Percentage of students’ improvement
y : Pre-test result
y1 : Post-test 1
8
Anas Sudijono, Pengantar Statistik Pendidikan…, p. 43.
9
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gain in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Departement of Physics and Astronomy, 2008), p.3.
F
P = ── X 100% N
y1 - y
P : Percentage of students’ improvement
y : Pre-test result
y2 : Post-test 2
J. Trustworthiness
In this research the writer used data from other sources, such as observation, questionnaire, and interview. “Triangulation involves gathering data from a number of different sources so that the research findings or insights can be tasted out against each other”.10
To analyze the examined test items, the writer implements the trustworthiness of the test. There are some phases including:
1. Discriminating Power
“The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high achievement and low achievement. Discriminating power provides a more detailed analysis of the test items than doe’s item difficulty, because it show how the top scores and lower scores performed on each item”.11 The computing of discriminating power uses the formula as following:12
10
Anne Burns, Collaborative Action Research…, p. 25.
11
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p. 135.
12
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p. 139.
y2 – y
U – L
D = ────
N
In which, D : The index of discriminating power
U : The number of pupils in the upper group who answered the item correctly
L : The number of pupils in the lower group who answered the item correctly
N : Number of pupils in each of the groups
Next, the discriminating scale uses:13
DP REMARK
≤ 0.40 Used
0.20 – 0.39 Revised
≤ 0.10 Discarded
13
2. Difficulty Item
“The good items are an item that is not very easy or difficult. An
easy item doesn’t make the students to solve the problems. And the difficult item can make them pessimistic and don’t have enthusiasm to try solving the problems because they can not reach it”.14
The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. “Item difficulty is one of conventional quantitative analysis which was simple and easy”.15 The formula as following:16
B
P = ──
JS
In which, P : Index of difficulty
B : The total number of students who selected the correct answer
JS: The total number of students including upper and lower group.
14
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2009), p. 207.
15
Ahmad Sofyan et-al, Evaluasi Pembelajaran Berbasis Kompetensi, (Jakarta: UIN Jakarta Press, 2006), p. 103.
16
The criterion that is used is as:17
ID REMARK
0 – 0.25 Difficult
0.26 – 0.75 Moderate
0.76– 1.00 Easy
17
CHAPTER IV RESEARCH FINDINGS
A. Description of the Data
1. Before Implementing the Action a. Result of Pre Interview
Pre interview conducted in this study was the unstructured interview. It was held on Tuesday, January 25th 2011 started at 09. 00 A.M and finished at 10.00 A.M. The writer asked the teacher some questions, including: the general condition in English especially in grammar class, the difficulty faced by the students in learning imperative sentences, and the
teacher’s strategy in grammar class especially in imperative sentences and asking about total physical response.
First category explained general condition in English class. In English class the teacher explained the material as usual, there were pre activities, whilst activities, and post activities. The teacher used some activities such as: explaining material, grouping, doing the task and game. The media used by the teacher based on the topic. (See appendix 1.b, items number 1, 2, and 3 of pre interview)
Second category talked about the difficulty faced by the students, focused on Grammar and imperative sentence. The teacher said that tenses were difficult faced by the students. The students were difficult to act the action verb in imperative form and did not respond the command from the teacher because they were lack of vocabulary. The student’s participation actually was good and pay attention to the teacher. (See appendix 1b, items number 4, 5, 6 and 7 of pre interview)
The last category is about the strategy used by the teacher in imperative class and asked about total physical response (TPR). The teacher said that she ever heard and has done the total physical response (TPR) in teaching learning process. Total physical response (TPR) method was effective for imperative sentence and can improve the students’ ability in using imperative sentence. (See appendix 1b, items number 8, 9 and 10 of pre interview)
Besides interview the teacher, the writer interviews three students. It was held on Tuesday, February 1st 2011 started at 09. 45 A.M and finished at 10.15 A.M. The writer asks the students some question about problems on learning grammar in general. The questions are given in interviewing the students before the writer implementing action research.
- Writer : Apakah yang kamu suka dari pelajaran bahasa Inggris (gurunya, materinya, atau metode belajarnya?
Answer:
(Student 1) Materinya, karena mudah dan cepat dimengerti dan
penjelasan gurunya bagus jadi paham materinya. (Students 2) Metode
belajarnya, contoh game, karena dengan game saya bisa cepat
memahami materi. (Student 3) Gurunya, karena gurunya tegas meskipun
- Writer: Apakah kamu suka pelajaran grammar? Answer:
(Student 1) Ya suka, mudah patternnya (pola-pola nya). (Student 2) Suka,
lebih mudah dipahami. (Student 3) Kalau saya mengerti saya suka, tapi
kalau tidak mengerti saya tidak suka jadi tergantung kondisi.
- Writer: Apakah kamu suka belajar rumus-rumus atau struktur dalam bahasa Inggris?
Answer:
(Student 1) Suka, karena mudah dimengerti. (Student 2) Ya, lebih mudah
dipahami. (Student 3) Tidak suka, ribet dan sulit dipahami walaupun
sudah berusaha belajar.
- Writer : Materi apa yang kamu suka dari grammar? Answer:
(Students 1) Future tense. (Student 2) Present progressive. (Student 3)
Tidak ada yang disukai.
- Dengan cara apa proses pembelajaran grammar lebih kamu sukai? Answer:
(Student 1) Dengan penjelasan, karena lebih mudah dan praktis. (Student
2) Dengan penjelasan dari guru dan banyak latihan. (Student 3) Dengan
penjelsan.
last question about the grammar teaching and learning process, three students like to learn grammar by the explanation from the teacher.
b. Result of Pre Observation
Pre observation was carried out before implementing action research. It was held to observe of teaching and learning process in imperative sentences before implementing the action. It was held at the seventh grade students of SMP Islam Ruhama Cireundeu Ciputat Timur 2010/2011 academic year. There consisted of 37 students in the class.
The writer saw teaching and learning process in the seventh grade uncontrolled, some students made a noise in the classroom, was not discipline, and when the teacher gave the exercise they cheated each other. From this observation, it makes the writer thought when she teaches the seventh grade students she had to change the conditions. Therefore, from this observation the writer made a regulation for the students, such as gave the
In this research there are two pretests, the pretest before the cycle 1 and cycle 2. The pretest before cycle 1 was conducted on Tuesday, February 1st 2011 and before cycle 2 on Tuesday 8th 2011. There were 12 questions in multiple choice forms in every pretest.
2. Findings of the First Cycle a. Planning
In this phase there were some activities, first, the writer and the teacher discussed the planning that would be conducted in the action phase to solve the problems faced by the students in using imperative sentences. The lesson plan made in this cycle was two lesson plans. After that, the writer determined the selected material and exercises into a lesson plan. The main material was imperative sentences; the materials took from the English text book, also the writer made hand out for the students and the main discussion was about action verb, giving instruction, and polite request. Students have to listen and perform; listen attentively and respond physically commands given by the writer. In this phase, the writer did not only make the lesson plan
but also prepared unstructured observation sheet to note the students’
activities during teaching learning process. And the writer also prepared the
post test 1 to collect the data; to know whether some students’ improvement
scores from pretest and posttest.
b. Acting
Action of cycle 1 was done on February 1st and 4th 2011. The writer implemented the teaching learning process based on the lesson plan had been made. In the first meeting, the writer taught “action verb” and “giving instruction” through Total Physical Response (TPR), there were some activities, first, writer asked the students about “action verb”, second, the writer asked one of student to act the action verb into simple sentence by using physical movement and perform in front of other students, next, the writer explained the “action verb” and “giving instruction”, after that the writer asked the student to make the imperative sentences in instruction form, finally, the writer gave the conclusion from the material and gave the work sheet to the students and collect it, from the work sheet had been done by
In the second meeting, the writer gave the command by using imperative
sentence “polite request” to the students, and the students acted the command. Next, the writer asked one of student to come forward then she/he asked his/her friend to act the command by using imperative sentence “polite
request”. Then, the writer explained the imperative sentence “polite request”
and asked the students to make a sentence by using imperative sentence
“polite request”, finally, the writer gave the conclusion from the material and gave the work sheet to the students and collect it, from the work sheet had been done by the students, the writer will know students’ ability in using imperative sentence.
c. Observing
In this phase, the collaborator observed the action while the writer is teaching in the class. The collaborator and writer saw that the students were active while doing the activity in the classroom. Although there was noise, the students enjoyed the class activity. Beside, the writer has to control the student who has made noise in the class. The writer has to manage the class and give clear explanation about the material. The writer looked the class
never quite because of the students’ activities; the collaborator also helped the writer for managing the students sit and discipline in the classroom.
After teaching learning process finished, in this observing phase was also carried out the post test 1 exactly on the second action of the cycle 1 to measure how well the students’ ability in using imperative sentences that had been studied. Based on the result of post test 1, the mean score of the class derived 71.08 in which were 26 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65 (sixty five).
d. Reflecting
twenty six students who passed the KKM and there were eleven students did
verb. The writer still needs to accomplish the next cycle to improve students’
score.
3. Findings of the Second Cycle. a. Planning
In the planning phase of the cycle 2, the writer implemented the lesson plan and modified the previous lesson plan based on the result of reflecting in the cycle 1. The lesson plan which was used still related to imperative sentences through total physical response. The students will learn prohibition sentence, identify schematic structure and linguistic features of procedure text, in linguistic features there were imperative sentence and action verb. The title of procedure text was “How to make soda Ice Milk”. Moreover there were some modifications in the cycle 2; the students had to practice directly and listened to the teachers’ command and direction in making soda ice milk and the writer need to give the direction to do the act of verb clearly. The writer hope, from these preparations the students’ ability in using imperative sentences will improve. And the writer also prepared the post test 2 to collect the data.
b. Acting
The action of the cycle 1 was done on February 8th and 11th 2011. There were two meeting in the cycle 2; the first meeting learned about
“prohibition” and the second meeting about the procedure text, the title was
students to act the verb in the prohibition form and gave the worksheet to the students. The second meeting, the writer gave the new vocabulary, such as: Put, pour, stir and add, asked one of the students to come forward to
make”Soda ice milk”, and the students pay attention to the writers’
instruction. To take the exercise, the students made nine groups, every group consisted of four students. The students practiced ”How to sharpen a pencil”
and they listened to the writers’ instruction, after that the writer gave the work
sheet and the students completed the sentences about ”Sharpening a pencil”. Finally, after the sentences were complete, the students read the sentences loudly then they collected the work sheet to the writer.
c. Observing
in the cycle 2, generally the class condition in learning process was better than previous cycle. In this cycle, the students more enthusiastic in leraning imperative sentences, especially about procedure text ”How to make
soda ice”, when the teacher gave the direction by the action verb, the
students’ response were good and understand what was the writer said. They were active in doing the activities. It means that the students more comprehend in using imperative sentences. Furthermore when they were given the exercise by the writer, they enjoyed and did it individually without cheating each other. Related to the students’ ability, they showed progress in using and responsing the imperative sentences. In the second meeting in the cycle 2, the writer was held on posttest 2 regarding students’ ability in using and responding imperative sentences. Based on the score result of posttest 2, the mean score of the class in imperative sentence test achieved 86.48 % or 32 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65 (sixty five).
d. Reflecting
After finishing each phase in cycle 2, the teacher and the observer discussed the action of cycle 2. This phase was carried out after getting the
score result of imperative sentence test. The students’ ability in using
collaborator satisfied because of their score result was good. Furthermore, the
students could response the writers’ command easily and they enthusiastic
and enjoyed during teaching and learning process.
Based on the students’ score from pretest to post test 2 there was a good achievement that was achieved by the students. There were 32 students or 86.48 % who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). After achieving the target reserach of where minimally 75% who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM), so that the writer and observer decided stop the Classroom Action Research (CAR). The writer and the observer concluded
that the total physical response (TPR) could improve students’ ability in using imperative sentences.
4. Findings after Implementing the Classroom Action Research (CAR) a. Result of Post Interview
After implementing total physical response (TPR) method, the writer carried out the interview with the teacher. It was conducted on Friday, February 18th 2011. After finishing cycle 2. It started at 10.00 A.M and finished at 10.30 A.M. The writer wanted to know the teacher opinion about total physical response (TPR) method in teaching learning process of imperative sentences. In this case, the writer divided three categories
questions in the interview. There were the students’ condition in teaching and
learning process of imperaive sentences in the classroom, the method that was use in the classroom, and teachers’ opinion about total physical response.
