A STUDY ON TOTAL PHYSICAL RESPONSE (TPR) IN
TEACHING ENGLISH VOCABULARY TO THE FIRST
GRADE OF SDN GADING - KASRI MALANG
THESIS
By:
ANNA PERMATASARI NIM: 09360276
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING ENGLISH VOCABULARY TO THE FIRST GRADE OF SDN
GADING KASRI MALANG
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
ANNA PERMATASARI 09360276
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ACKNOWLEDGEMENT
By saying Alhamdulillah, all my grateful and prise to Allah SWT who has
been giving me the soul of believe and power and to make my dream come true.
Because of his merciful guidance to my thesis can be finished. Shalawat and
salam still for our prophet Muhammad SAW.
The researcher realizes that this thesis would never been accomplised
without the guidance, motivation and kindness from many person. This is my
special acknowledgements are to the following:
1. Dr. Poncojari Wahyono, M.Kes as the Dean of Teacher Training and
Education Faculty at University of Muhammadiyah Malang.
2. Dr. Sudiran, M.Hum as a Chairman of English Department.
3. Rina Wahyu Setyaningrum, M.Ed as the first advisor and Drs. Taufiq
Burhan, M.Pd as the second advisor, for their suggestions, invaluable
guidance and advice during the consultation period, and their
comments and corrections during the completion.
4. Sri Sugiarti, M.Pd as the Headmaster of SDN Gading Kasri Malang
who give permission in conducting the research.
5. Anik Miftakhul Jannah, S.Pd as the English teacher of SDN Gading
Kasri Malang who gave the support and for spare time to help her
finishing this research.
6. A special thank goes to her beloved father (Zainal), mother (Endah),
and Santi) her close friends (Dini, Novita, Infitta, Riri, Inayatul, Ika,
Fina, Nila, Widi, Ilul, Irham, Nasir, Rudi, Eli, Via, Ayu, Ifa), and E1
classmate for their encouragement, love, care, and pray so that she can
finish this thesis.
Finally, I would like to express my gratitude to personality institutions and
anyone who I cannot mention them in this occasions. Hopefully, Allah SWT will
always bless these mentioned above and all their merciful deeds to help them gain
success in their future life.
Malang, 1st March 2014
TABLE OF CONTENTS
2.4.4. The Principles of the Total Physical Response ... 25
2.5 Students’ Responses ... 27
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 36
4.1.1 The Activities Done Through the Total Physical Response (TPR) Method in the Teaching of Vocabulary ... 36
4.1.1.1 Description of Activities Done at First Grade ... 37
4.1.2 The Students’ Response toward the Total Physical Response (TPR) Method in the Teaching English Vocabulary ... 41
4.2 Discussion ... 44
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 47
5.2 Suggestions ... 48
LIST OF TABLES
LIST OF APPENDIXES
Appendix 1 Observation Sheet
Appendix 2 The result of the interview with the teacher
Appendix 3 Sample of the result of interview with the students
Appendix 4 Student worksheet and result of student’s worksheet Appendix 5 Syllabus
Appendix 6 Lesson Plan
Appendix 7 Documentations
Appendix 8 Lisence
REFERENCES
Aebersold, J. A., and Field, M. L. 2007. From Reader to Reading Teacher.
Cambridge: Cambridge University Press.
Bradburn, Norman, Sudman, and Wansink. 2004. Asking Questions: The
Definitive Guide to Questionnaire Design. San fransisco: John
Wiley and Sons Inc.
Brown, H. D. 2000. Principles of Language Learning and Teaching. San
Fransisco, California: Longman.
Caudron, Craig. 1988. Second Language Classroom Research on Teaching and
Learning. Cambridge: Cambridge University Press.
Cook, B. S. 2001. Learning Another Language Through Actions.
Cook, B. S. 2001. The Total Physical Response, Known World-Wide as TPR.
Online. http://www.tprsource.com/asher.htm. Accessed on October
2013.
Donald Ary, Lucy Cheser Jacobs, Asghar Razavieh, & Chris Sorensen. 2006.
Introduction to Research in Education. Canada: Thomson
Wadsworth
Harmer, J. 2007. How to Teach English: New Edition. England: Pearson
Education Limited.
Kasihani, S. K. E. 2010. English for Young Learners. Jakarta: Bumi Aksara.
Kridalaksana, H. 2007. Pembentukan Kata dalam Bahasa Indonesia. Jakarta:
Gramedia Pustaka Utama.
Kutublog.2011. Teaching Vocabulary Through Games to Elementary Students.
Thesis. Online. http://www.duniabaca.com. Accessed on October
Larsen, F. D. 2000. Techniques and Principles in Language Teaching. Oxford:
Oxford University Press.
Leahley, T.H., and Harris, R. J. 1989. Human Learning. Englewood Cliffs, New
Jersey: Prentice Hall.
Richards, J. C., and Rodgers, T. S. 2001. Approaches and Methods in Language
Teaching. Cambridge : Cambridge University Press.
Riyanto, Y. 2010. Paradigma Baru Pembelajaran – Sebagai Referensi bagi
Pendidik dalam Implementasi Pembelajaran yang Efektif dan
Berkualitas. Jakarta: Kencana Pranada Media Grup.
Suhartatik. 2008. English for Children. Unpublished Material. Malang: IKIP Budi
Utomo Malang.
Wijayanti, M. P. 2011. Teaching Young Learner English Vocabulary Using TPR
Method at Level B TK Sabilil Muhtadiin Malang. Unpublished
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CHAPTER I
INTRODUCTION
This chapter presents such topics as : background of study, statements of
problem, purposeof study, significance of study, scope and limitation, and
definition of key terms. Each section is presented as follows.
1.1Background of Study
Language is necessary communication tool in human activities to interact
with their daily social environment. With language students in this case are able to
communicate and interact with the environment so any problems will be solved
with language. English is one of languages that should be mastered by the
students. Either related with international languages or related with materialsin the
learning. English is considered difficult by the students. So the teacher must be
creative to teach English especially elementary school. English is one of
materials that is tested in the National Final Examination that determinate the
student graduation.English, as other languages, contains reading, sentence
structure, dialogue, and other variations. But the core, the most important element
in the language is the vocabulary (Kasihani ; 2010)
Vocabulary becomes an important part for the students to master, because
with the vocabulary they understand and apply it in any sentence pattern so their
linguistic intelligence can be built. The real situation in this case is school
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assumptions that the vocabularies should be memorized by the students
conventionally, or word by word memorizing that is burdensome.It should be
understood and responded by the school that is contained in the Governmental
Regulation No. 060/11/1993 that determines English as a local content subject which
is taught to students in the 4th, 5th, and 6th years. The following decree of Indonesian
Minister ofEducation No. 23/2006 is about the School Graduation Standard
Competence (SKLSP: Standar Kompetensi Lulusan Satuan Pendidikan).This decree
determines the standard, especially for English subject.
It is the responsibilities of teacher as a agreement mother and also the
educator to solve the problems. Teacher has task to help and direct the learners in
the learning process. The teacher has a role and position that is important in the
learning process. The teacher is the person who conveys the materials, solve
various problems in the class, making evaluation, either before or after the
learning. The teacher is responsible to build semantic memories of the students to
the words and symbols and the meaning that will stay long time and will never
lost when the students memorize the vocabularies. In this case the object is
elementary school students, so the teacher must be more creative and innovative.
According to Harmer (2001: 38),elementary school student should be different
from adult. Young learners especially those at the ages of six to ten learn
differently from older learners, adolescents and adults. The elementary school
students easily get bored, losing interest after ten minutes or so.
Regarding the teaching method, the researcher chooses the Total Physical
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students because TPR is one of the 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 learner’s characters. Total Physical Response is a
language learning method which is based on the coordination of speech and
action. It is linked to the trace theory of memory, which holds that the more often
a memory connection is traced, the stonger memory will be. In TPR classroom,
students respond to command that require physical movement (Richard and
Rodgers : 2001). This method is suitable for the children in learning foreign
language. The teacher can motivate the students to reach the goal of teaching
English. This teaching method also facilitate the teacher to make the class fun and
pleasant. The students are involved through teaching learning process by
following the teacher’s instruction.
There are previous studies related to this research which have discussed
about the implementation of Total Physical Ressponse method. One of them is
proposed by Wijayanti(2011) in her study entitled teaching Young Learner
English Vocabulary Using TPR Method at Level B TK Sabilil Muhtadin Malang
found that ”The students’progress during the teaching and learning activity by
using Total Physical Response is better. The students’ mastery in English
vocabulary can be improved.” She went on to say that ”The activities in teaching
and learning processusing TPR could help them in mastering English
vocabulary.” This suggests that, although English is foreign language , the
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Furthermore, Octaviany (2007) conducted the research under the title ”The
Application Of Total Physical Response In Teaching English Vocabulary To The
Fourth Graders Of SD Negeri 04 Krajankulon Kaliwungu Kendal In The
Academic Year Of 2006-2007.” She analyzed Total Physical Response (TPR) is
memorable. Students’ memorization will be stored longer since they use their
bodies to acquire the meaning of the words.
From the previous studies above, it can be concluded that the researcher is
interested in conducting the observation, it is focused on thesis especially the
student of first grade SDN Gading Kasri Malang because of some reasons. First,
the students of elementary school especially in first grade SDN Gading Kasri
Malang commonly come from very lower capability in mastering vocabulary.
This is provedfromthe students score andteacherinterviews of first grade.Second,
the first year students character’s of SDN Gading Kasri Malang really enjoy in
fun and real teaching variation. The implementation of TPR method in teaching
process especially English can give significant effect in increasing the student
vocabulary and also it can be used as the alternative way to teach vocabulary for
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1.2 Statements of the Problem
Based on the background of study above, the statements of the problem are:
1. What are the activities done through the Total Physical Response
(TPR)method when the teacher teaches vocabulary?
2. What are the students’ responses toward the Total Physical Response
(TPR) method in the teaching vocabulary?
1.3 Purpose of the Study
Based on the problems above, the study is conducted for two purposes:
1. To describe the activities done through Total Physical Response(TPR)
method when teacher teaches vocabulary.
2. To describe the students’ responses toward the Total Physical Response
(TPR) in the teaching vocabulary.
1.4Significance of the study
SDN GadingKasri Malang in developing English perspective and competency
especially in efforts to apply some method in teaching English. Finally for the
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to conduct the similar research. it is also to give contribution for teaching and
learning process, especially teaching vocabulary using TPR method.
1.5 Scope and Limitation of the study
This study focuses on the teaching English vocabulary in the First Grade
of SDN Gading Kasri Malang. This is limited to the activities that were done in
class, as well asstudents response toward Total Physical Response (TPR) method
for teaching English vocabulary. To be more specific, this study investigates two
aspects, namely the activities done through the Total Physical Response (TPR)
method and thestudents’ responses towards the Total Physical response (TPR)
method in the teaching of vocabulary.
1.6 Definition of Key Terms
Some key terms used in this study need clarification in order to avoid
ambiguity as well as misunderstanding and misinterpretation. The key terms
needed to be explained are as follows :
1. Teaching vocabulary is a process where the teacher covers the spectrum of learner needs, how long we have to spend on languge study will depend
on who the students are, what their level is and what elements of language
we are asking them to study, Harmer (2007: p.81)
2. Vocabulary is a listing, either selective or exhaustive, containing the words and phrases of a language, with meanings or translations into
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3. Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action ; it attempts to teach
