Improving students' ability in using prepositions of place through total physical response (TPR) (a classrom action research at first grade of SMPN 10 kota Tangerang selatan)

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IMPROVING STUDENTS’ ABILITY IN USING PREPOSITIONS OF

PLACE THROUGH TOTAL PHYSICAL RESPONSE (TPR)

(A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan)

“Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 in English Language Education

By:

Rif’atul Mahmudah

106014000343

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACH

ERS’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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IMPRO

VING STUDENTS’ ABILITY IN USING

PREPOSITIONS OF

PLACE THROUGH TOTAL PHYSICAL RESPONSE (TPR)

(A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan)

“Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fulfillment of the Requirements

for the Degree of Strata 1 in English Language Education

By:

RIF’ATUL MAHMUDAH 106014000343

Approved by the Advisor

Drs. Sunardi Kartowisastro, Dipl. Ed. NIP. 19440719 196510 2 001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ENDORSEMENT SHEET

The “Skripsi” (Scientifis Paper) entitle “IMPROVING STUDENTS‟ ABILITY IN USING PREPOSITIONS OF PLACE THROUGH TOTAL PHYSICAL RESPONSE” (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan), written by RIF’ATUL MAHMUDAH, student‟s registration number 106014000343 was examined in the examination session of the Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta on August 19th, 2011. The “Skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd”, (Bachelor of Arts) in English Language Education at English Education Department.

Jakarta, August 19th 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, M.Pd ( )

NIP. 19730625 199903 2 001

EXAMINERS : 1. Dr. Atiq Susilo, M.A ( )

NIP. 19491122 197803 1 001

2. Drs. Bahrul Hasibuan, M.Ed ( )

NIP.

Acknowledged by:

Dean of the Faculty of Tarbiyah and Teachers Training

Prof. Dr. Dede Rosyada, MA

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All prises be to Allah, Lord of the world who has given the Mercy and Blessing upon the writer in completing this “skripsi”. Peace and salutation be upon the prophet Muhammad, his family and his followers.

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

gratitude to her beloved parents Bambang Arief Afaqih (alm) and Neng Anah S. Pd, her

beloved little sister (Aidatul Izzati), and her beloved fiance (Deni Solahudin Al-Hamdani,

S. Pd) for their valuable supports and moral encouragements in motivating the writer to finish

her study.

The writer also would like to express her deepest gratitude to Sunardi Kartowisastro, Dipl. Ed. For his advices, corrections, and suggestions for this “skripsi”.

Her gratitude also goes to:

1. All lecturers of Department of English Education who have taught and educated the

writer during her study at UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M. Pd, the Head of Department of English Education.

3. Neneng Sunengsih, M. Pd, the secretary of Department of English Education.

4. Prof. Dr. Dede Rosyada, M.A, the Dean of Faculty of Tarbiyah and Teachers‟ Training

5. Dra. Hj. Elly, Wijayanti, the headmaster of SMPN 10 Kota Tangerang Selatan, who

has given a great chance to the writer to carry out the research at school she leads.

6. Hilman Suwarno, S. IP., M. Si, the English teachers of SMPN 10 Kota Tangerang

Selatan who have helped her conducting the reseacrh.

7. All her friends in Department of English Education Academic Year 2006/2007,

especially to Isti, Oci, Nana, Dila, Hani, Ulvi, Fivi and Ezha for sharing their

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8. To any other person whose names are too numerous to be mentioned one by one for their contribution to the writer during finishing her “skripsi”. The words are not enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this skripsi better. She also hopes that this “skripsi” would be beneficial, particularly for her and for those who are interested in it.

Jakarta, May 23rd, 2011

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ABSTRACT

Rif’atul Mahmudah, 2011. Improving Students‟ Ability in Using Prepositions of Place through Total Physical Response (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan), „Skripsi‟ Department of English Education,

Faculty of Tarbiyah and Teacher‟s Training, Syarif Hidayatullah State Islamic University, Jakarta.

Advisor : Drs. Sunardi Kartowisastro, Dipl. Ed.

Key words : Prepositions of Place, Total Physical Response, SMPN 10 Kota Tangerang Selatan.

This research has purpose to know whether students‟ ability in using prepositions of place could be improved through Total Physical Response. It is also to discuss how Total Physical Response improve students‟ ability in using prepositions of place at first grade of SMPN 10 Kota Tangerang Selatan.

The resarcher used Classroom Action Reseacrh (CAR) to solve students‟ problem in understanding prepositions of place. The Kurt Lewin‟s model which consists of four phases, planning, acting, observing and reflecting is implemented in this study. The data in this research can be derived from test, questionnaire, observation, and interview. The reaseacher used descriptive analysis and statistic analysis to know the result of implementation the CAR to the VII.8 students of SMPN 10 Kota Tangerang Selatan.

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ABSTRAK

Rif’atul Mahmudah, 2011. Improving Students‟ Ability in Using Prepositions of Place through Total Physical Response (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan), Skripsi, Jurusan pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.

Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.

Kata Kunci : Prepositions of Place, Total Physical Response, SMPN 10 Kota Tangerang Selatan.

Penelitian ini bertujuan untuk mengetahui apakah prepositions of place dapat meningkatkan kemampuan siswa melalui Total Physical Response. Penelitian ini juga untuk mendiskusikan tentang penerapan Total Physical Response dalam meningkatkan kemampuan siswa kelas satu di SMPN 10 Kota Tangerang Selatan.

Peneliti menggunakan jenis Penelitian Tindakan Kelas (PTK) untuk mengatasi permasalahan siswa dalam pemahaman prepositions of place. Model Kurt Lewin yang terdiri dari empat fase yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Data dalam penelitian ini dapat diperoleh dari angket, obsevasi, dan wawancara. Peneliti menggunakan analisa deskriptif dan analisa statistik untuk mengetahui hasil dari pelaksanaan PTK. Pada siswa kelas VII.8 SMPN Kota Tangerang Selatan.

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LIST OF TABLES

a. Table 4.1 The Result of Pre Questionnaire ... . 30

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LIST OF FIGURES

1. Figure 3.1 The Kurt Lewin‟s Design of CAR ... 21 2. Figure 4.1 The Improvement of Students‟ Mean Score ... 47 3. Figure 4.2 The Improvement of Class Percentage of the Students Who Passed the

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LIST OF APPENDICES

Appendix 1 Rencana Pelaksanaan Pembelajaran

(1st Meeting of Cycle 1) ... 54

Appendix 7.a The Outcome of Interview before CAR... 83

Appendix 7.b The Outcome of Interview after CAR ... 86

Appendix 8.a The Questionnaire for Students (Before CAR) ... 87

Appendix 8.b The Result of Pre Questionnaire ... 88

Appendix 9.a The Questionnaire for Students (After CAR) ... 89

Appendix 9.b The Result of Post Questionnaire ... 90

Appendix 10 Kisi-Kisi Penulisan Soal Kelas VII Penelitian Tindakan Kelas (PTK) ... 91

Appendix 11 The Instrument of Pretest ... 93

Appendix 12 The Instrument of Posttest 1 ... 97

Appendix 13 The Instrument of Posttest 2 ... 101

Appendix 14 Answer Key ... 105

Appendix 15 Item Analysis of English Test ... 106

Appendix 16 Pedoman Penilaian Validitas Soal ... 107

Appendix 17 The Students‟ Achievement of Pretest, Posttest 1 and Posttest 2 ... 109

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CHAPTER I

INTRODUCTION

This chapter presents and dicusses the background of study, the limitation of study,

the statement of study, the objective of study, the significant of study, and definition of

key terms.

A.The Background of Study

English is one of the international languages learned in almost all of the countries

in the world. We know that English is very important to be learnt at every level in our

country from elementary school until university.

Learning English means that we learn not only the four basic skills, namely,

listening, speaking, reading, and writing but we also learn its components in order to speak

and write English correctly. One of the most important language components is grammar.

The students who study English need to learn grammar so that they can use English well.

It is not easy to learn a language, and it is not easy to teach a langugage as well.

Every language especially English has its own rules and its own skills, and grammar has a

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As we know there are eight parts of speech in English grammar, namely noun,

pronoun, adverb, verb, adjective, conjunction, preposition, and interjection.

As one of parts of speech, preposition is used in communication and preposition is a

problem for most English learners that often get confused due to what Martinet Said : “The students have two main problems with preposition. They have to know whether in any construction a preposition is required or not, and which preposition to use when one is required.”1

Although English has been taught since the fourth grade of Elementary School,

many Indonesian students still do not understand and cannot apply those rules especially

in using prepositions. The preposition is a problem for most English learners that often

make students confused. Unfortunately, many teacher still teach the students using a list of

words and explanation of uses that can be boring as well as an ineffective technique. For instance, many of them translate literally from Indonesian into English. For example “in” equals to di dalam, “on” equals to di atas. “behind” equals to di belakang, “under” equals to di bawah, etc. This method really makes the student feel bored and sometimes make the

students uninterested in their learning process.

Prepositions are as important as other materials, but in fact the students still find

some difficulties in learning them. It naturally happens because learning English

prepositions is not easy.

The process of learning a new language can be quite difficult. However, the

reward for the learner is being able to communicate with a whole new country or culture of people. For that reason, many factors influence students‟ achievement in English, one of them is teaching with strategy. For carrying out the various curricular decisions, the

teacher must learn how to employ a wide range of teaching strategies that is, methods of

approaching the students.2 Learning a new language should be fun, interactive, and

exciting so, strategies are very important for language learning because they are the tools

which are essential for developing communicative competence.

1

A.J.Thomson and A.V.Martinet, A Practical English Grammar, (London:Oxford University Press,1985), p.9

2

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Based on the observation that concluded by the writer about teaching prepositions

of place at first grade of SMPN 10 Kota Tangerang Selatan, the writer found that the most

of students have problem to remember of each meaning of prepositions of place very

well, so they felt difficult to remember of each meaning of prepositions of place. In

addition, the writer also found that the teacher taught prepositions of place deductively, he

explained about the each meaning of prepositions of place and after that gave the example.

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 also forgot the each meaning of prepositions of place, the students seemed much suppressed by

feeling passive and unmotivated tio learn.

Based on the problem above, the writer above, the writer assumed that the students‟ problem in learning prepositions of place not only come from students but also from the teacher‟s method that used in teaching prepositions of place.

TPR is a language teaching method built around the coordination of speech and

action; it attempts to teach language through TPR activity.3 Through TPR, the input is

usually immediately comprehensible in the first presentation, and then the students

demonstrates comprehension by carrying out the command.4 James Asher offered the

Total Physical Response (TPR) as one alternative to the audiolingual approach which was

popular at the time. His method, based on techniques advocated much earlier by Harold

and Dorothy Palmer, which involves giving commands to which students react.5

The main aim of English teaching in Indonesia, especially for Junior High School,

they are listening, speaking, reading, and writing. To master these skills, students cannot avoid studying grammar. This is hoped to make their English good F.L. Billow State: “The Pupils must firmly grounded in the exercise of correct grammar, if he is to attain any skill

or effective of the language, but he need not know consciously formulated rules to account

to him for what he does unconsiously correctly.6

Langague Teachers. (Cambridge: New Bury House Publisher Inc, 1983), p.59

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Using Physical Response can bring out usually a lot of fun for students and provides

excellent practice in both listening comprehension and memory.7 It is claimed that with

TPR a student can easily learn around 25 items in one hour long with a variety of

structures.

From the statement above it can be concluded, that without mastering grammar, the

students can not speak, read, listen or write well. Grammar has an important role in learing

English. And the writer intended to study more and choose her topic about “Improving Students’ Ability in Using Prepositions of Place Through Total Physical Response.” (A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan)

B. The Limitation of Study

In this paper, the writer limits and focuses her study on improving students‟ ability in using prepositions of place at SMPN 10 Kota Tangerang Selatan through TPR.

The writer limits the study only by applying TPR in teaching prepositions of place to the

seventh grade students at SMPN 10 Kota Tangerang Selatan.

C. The Statement of Study

Based on the identification of the problems, the writer formulates the research

problem on this paper by asking: “Can TPR improve students’ ability in using prepositions of place?”

D. The Objective of Study

The objective of the research are:

1. To know whether TPR can improve students‟ ability in using prepositions of place for the seventh grade class students of SMPN 10 Kota Tangerang Selatan.

E. The Significance of Study

The findings (results) of this study are expected to give further conception to 3

(three) groups of people namely: (a) English teacher, (b) Students, and (c) The Further

Researcher. Especially the teacher‟s perception can be developed to something useful for

6

F.L. Billow, Teaching Techniques of Language Teaching, (London: Longman Group Limited, 1961), p.154

7

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them English teachers especially those of Junior High School to improve their way of

teaching English at Junior High School.

F. Definition of Key Terms

For clarification, some terms in the study need to be defined as follows:

(1) SMPN 10 Kota Tangerang Selatan, refers to State Junior High School 10 Kota

Tangerang Selatan, which is under the supervision of the National Education

Department of Indonesia.

(2) Total Physical Response, refers to a language teaching method built around the

coordination of speech and action.8

(3) Preposition, are as subordinate conjunctions and also as the connecting a noun or

pronoun to another word, usually a noun, verb or adjective.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses the understanding of prepositions, the

types of prepositions, the function of prepositions, the understanding of TPR, the

characteristic of TPR, design of TPR, the principles of TPR, and the advantages of

TPR and the disadvantages of TPR.

A. Prepositions

1. The Understanding of Prepositions

According to Frank preposition is classified as part of spech in Traditional

grammar. However, prepositions as well as conjunctions differ from other parts of

speech that (1) each is composed of a small class of words that have no formal

characteristics endings; (2) each signals syntactic structures that function as one of the

other parts of speech.9

Mark Foley and Diane Hall defined that preposition describes the relationship

between two or more things. It can link noun, verbs or adjectives before the

preposition with a noun or pronoun after it. 10 A preposition describes a relationship between other words in a sentence. In itself, a word like “in” or “after” is rather

9

Marcella Frank, Modern English: A Practical Reference Guide, (New York: Prentice Hall, Inc, 1972), p. 163

10

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meaningless and hard to define in more words.11 Majorie Farmer stated that

preposition is a word that introduces a phrase modifying another word or a part of a

sentence.12 Greenbaum defined that prepositions are closed of items connecting two

units in a sentence and specifying a relationship between them.13

From the statement above the writer concludes that preposition is a word that

can not be changed shape and are usually in place in front of the noun to show a

certain relationship with other words in the sentence.

2. The Types of Prepositions

There are many kinds of prepositions. Some of them are the simplist form.

Many of them are monosyllabic such as in, at, up, to, by, of, out, with, from, down,

over, into, after, before, since, behind, above, etc. According to Marcella Frank there

are types of prepositions as follows:

a. Preposition of Location

The common preposition used to indicate location or places are14:

- in being surrounded by something (=di dalam)

E.g: in the swimming pool; in the house

- at presence, around (=di sekitar)

E.g: at the supermarket; at the swimming pool

http://www.uazone.org/friens/es14rus/preposition, December 13th, 2010

12

Majorie Farmer and Friends, Composition and Grammar II, Steps in the Writing Process, (Texas: Laidlaw Brothers Publisher, 1985), p.338

13

Sidney Greenbaum and Randolph Quirk, A Students’ Grammar of English Language, (Harlow: Longman, 1990), p.188

14

Drs. Nasrun Mahmud. English for Muslim University Students, Third Edition. (Jakarta: Pusat Bahasa Dan Budaya Universitas Islam Negeri, 2003), p.79

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- across opposite from (= di seberang)

E.g: across the street; across the river

- around near or all sides of (= di sekeliling)

E.g: around the house; around the room

- between in the space separating two things (= di antara)

E.g: Jack is sitting between Dick and Tom; The

bank is between the hotel and the post office.

- among with or surrounded by (= di antara)

E.g: Mary was standing among the girls; His

little house is among the big and beautiful ones

in the village

- throughout in all parts, all over (= di seluruh)

E.g: He looked for his pen throughout the room

- over/above higher than; up in perpendicular direction from

the sky is over (above) our head

- under/beneath lower than, down in perpendicular direction

from (= di bawah)

E.g: under (beneath) the table

- below at the point lower than (= di bawah)

E.g: below the sea level.

b. Preposition showing Place or position

There are many kinds of prepositions that show the place or position,

they are:

b.1. The point it self

In or inside Hang your coat in the closet. (in gives the area

of something enclosed-a container, a drawer, a

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There was no one inside the house. (inside

emphasizes the containment)

On put the dishes on the table. (0n indicates the

surface of something – a floor, a wall, a ceiling, a desk, a street).

On top of –He‟s standing on top of the desk. (On top of emphasizies the uppermost horizontal

surface. It is used with an object that has some

height).

At he‟s at school (at church, at the store). (At refers to general vicinity. Were presence at the place is

indicated).

At is also used for addresses with street number-

He lives at 200 park Avenue (but he lives on

Park Avenue).

After the verb arrive, at refers to a place smaller than a city or

town-He has arrived at the airport (or the station, the library); in refers

to a place larger than a city or town- He arrived in California (or

Brazil, Europe). For a city, in is more usual. But at may also be used,

especially in reference to traveling-the plane arrived in (or at)

Singapore an hour late.

b.2. Higher or lower than a point

b.2.1. Higher

Over The plane flew over the mountains. (Over is felt

to be generally higher than a point).

Above He lives on the floor above us. (Above is felt to

be directly higher than a point).

This distinction between over and above is not

always carefully observed.

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Under A subway runs under this street. (Under is felt

to be generally lower than a point).

Underneath He swept the dirt under(neath) the rug.

(underneath express the idea of close under,

general meaning of neighboring a point). By is a

synonym for near. Close to means very near.

Next to The theather is right nextto the post office (with

nothing else between them).

Alongside The tug pulled up alongside the tanker.

(Adjoining persons or things considered as lined

up, or side by side).

Beside He sat beside his wife during the party. (on each

side of person or thing that has two sides).

Between He sat between his two sons. (on each side of a

person or thing that has two sides)if more than

two persons or things are positioned around a

point, among is used- He sat among all his

grandchildren.

Opposite The museum is just opposite the post office.

(directly facing someone or something else).15

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c. Preposition showing Direction

The kind of movement designated by each preposition given below is

illustrated by the diagram below.

To form He always walks to school from his home

To From

Toward(s) The pilgrims headed toward(s) Mecca

Toward(s) Away from

In(to)-out of He ran into the house quickly. After a few

minutes he ran out of the house with an umbrella

under his arm

Into Out of

Up-Down He climbed up (or down) he stair.

Up

Down

Around The ship sailed around the island.

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Through You can drive through that town in an hour

Through

Past (or by) He walked past (or by) his old schoolhouse

without stopping.

Past

As far as (up to) We will walk only as far as (up to) the old

schoolhouse. Then we will turn back.16

As far as

From the quatations above, the writer sees that the types of

prepositions are: preposition of location, preposition showing place or position,

and preposition showing direction.

3. The function of prepositions

Some prepositions also function as subordinate conjunctions. These

preposition are; after, as, before, since, and until. A subordinate conjunction will have

both a subject and verb following it, forming a subordinate clause. 17

The preposition has the function of connecting a noun or pronoun to another

word, usually a noun, verb or adjective.

The functions of prepositions are as follows:

a. Correlating a noun with noun

16

Marcella Frank, Modern English: A Practical..., p.166

17

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Example : She has talked to the boy in the room

b. Correlating a verb with verb

Example : My aunt likes to sleep on the floor

c. Correlating a noun with adjective

Example : The man is very successful in his business

d. Correlating a participle with noun

Example : they are frustrated for the problem

e. Correlating a verb participle with noun

Example : they stand up near the car.18

The writer may infer that the functions of prepositions are as subordinate

conjunctions and also as the connecting a noun or pronoun to another word, usually a

noun, verb or adjective.

B. Total Physical Response

1. The Understanding of Total Physical Response

Total Physical Response (TPR) is a langauge teaching method built around the

coordination of speech and action; it attemps to teach language through physical (motor)

activity.19

James Asher said that total physical response method is a language teaching

method created around the coordination of speech and action, it attemps to teach

language through physical activity. It draws on several traditions, including

developmental psychology, learning the theory, and humanistic pedagogy. 20 Total

Physical response method was developed in order to reduce pupils stress when studying

foreign languages.21

18

Ismul Jalala, Cepat pintar bahasa Inggris Prepositions, (Jakarta: PT. Polytama Citra Media, 2000), p.7-12

19

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching. (New York: Cambridge University Press. 1986), P.73

20

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods...., P.87

21

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In a developmental sense, Asher sees that succesful adult a parallel process to

child first language acquisition. He claims that, speech directed to young children

consists primarily of commands, which children respond to physically before they begin

to produce verbal responses. Asher felt adults recapulate the process by which children

acquire thier mother tongue.

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.22

In TPR, teachers interact with students by delivering commands, and students

demonstrate comprehension through physical response.23

From the statements above, the writer concluded that TPR (Total Physical

Response) is a language teaching method built around speech and action, which the

teachers give a command and the students can respond physically.

2. The Characteristics of Total Physical Response

The characteristic of TPR will be summed up as follows:

a. The material is presented in imperative form.

b. The commands are given to the class as a whole.

c. Students will begin to speak when they are ready.

d. Production will naturally be delayed until the students listening comprehension

has been developed.

e. Meaning in target language can often be conveyed through action.

f. Listening should be accompanied by physical movement.

g. The students‟ mistakes are corrected in a timely manner.

h. The learning process as started from the simple sentence and it can be

visualization in the class.24

22

Rebecca L. Oxford, Language Learning Strategy. What Every Teacher Should Know, (Boston:Heinle and Heinle Publishers,1990), p.108

23

Helena Anderson Curtain and Carol Ann Pesola, Language and Children-Making the match: Foreign Language Instruction in the Elementary School, (Addison-Wesley Publishing Company, Inc, 1988), p.127

24

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3. Design of Total Physical Response

a. Method

Total Physical Response method is in harmony with the human biological

program, because it uses body movement before and after speech appears and it does

not require the learner to speak. Total Physical Response (TPR) asks students to

respond physically to the language they hear. Language processing is thus matched

with physical action. When the students can all respond to commands correctly, one

of them can start giving instructions to other classmates. 25 This harmony minimized

stress. Low anxiety relates positively to success in second language acquisition. Asher

felt that this method enlivens a class by creating stimulating experiences, so that the

students are in a more lively state and the learning has strong emotional base as well

as a physical base.

b. The Objectives

The general objectives of Total Physical Response are to teach oral profiency

at beginning level.26 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 language and there by encourage students to persist in

their study beyond a beginning level of proficiency.27

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

Response:

 Teaching oral proficiency at a beginning level

25

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (Harlow: Longman, 2001), p.90

26

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching. (New York: Cambridge University Press. 1986), p.91

27

_{Diane Larsen}–_Freeman,_{Techniques and Principles in Language Teaching,}_{(China: Oxford}

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 Using comprehension as a means to speaking

 Using action-based drills in the imperative form

c. The activities

This method has simplicity as the most attractive features. Its strength lies in

the internalization of the material covered. The teacher gives commands and the

students carry them out.

The 4 basic types of TPR exercises 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.28

4. The Principles of Total Physical Response

The Principles of TPR are very important to note and here some of them are

determined by Diane Larsen-Freeman:

d. Students should not be made to memorize fixed routines.

e. Spoken language should be emphasized over writen language.

f. Students are expected to make errors when they first begin to speak.29

The writer may infer that the principles of Total Physical Response are the

students understanding of the target language shoul be develop before they speak.

28

www.sil.org/lingualinks/ LANGUAGE LEARNING/, Ways to Approach Language Learning/ Total Physical Response, October 12th, 2010

29

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The teacher direct students behaviour use imprerative. Speaking are emphasized

over writing. And The first begin to speak, students are expected to make errors.

5. The Advantages of Total Physical Response

Some advantages of using Total Physical Response in teaching prepositions are:

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

around.

2. Simple TPR activities do not require a great deal of preparation on the part of

the teacher. However, some other more complex applications might.

3. It is good for kinaesthetic learners who need to be active in the class.

4. It is a good tool for building vocabulary.

5. It is memorable. Actions help strengthen the connexions in the brain.

6. Class size need not be a problem.

7. "TPR seems to work effectively for children and adults. There is no age

barrier." according to Asher. 30

8. It is totally flexible. For example the teacher takes little steps to make learners

pace.

9. It is relaxing for students and students learn at their own pace.

10. There is rapid understanding and long-term retention of new language.31

Based on the citations above, the writer sees that the advantages of TPR are

it can elicit fun and make students and can to be active in the class. And it can be

relaxing for students while students learn at their own pace.

6. The Disadvantages of Total Physical Response

1. Learners may not have enough vocabulary to understand the program.

30

http://en.wikipedia.org/wiki/Total_Physical_Response Category: language education, March 21st, 2011.

31

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2. Learnes may feel insecure when they are in class with students in the

traditional classroom.

3. TPR may be despressing for students if the teacher is not familiar with the

program.32

4. 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.

5. Students are not generally given the opportunity to express their own thoughts

in a creative way.

6. 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." if the TPR is often used in the classroom, the

students will become bored.

7. The teacher may find that it is limited in terms of language scope. Certain

target languages may not be suited to this method.

8. It can be a challenge for shy students.33

The writer may infer that the advantages of TPR are the students may not

have enough vocabularary to undestand it. And it can be challenge for shy

students.

32

http://www.slidesshare.net/naiken/total-physical-response, March 23rd, 2011

33

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CHAPTER III

RESEARCH METHODOLOGY

This chapter covers about the research method used in this study. It consists of

the research design, time and location of the research, the subject and the object of the research, the writer‟s role on the research, the research design, the Classroom Action Research (CAR) procedures, the technique of collecting data, the technique of data

analysis, the validity of data, and the criteria of action success.

A. The Research Method

The method used in this research is Classroom Action Research (CAR). This

method is derived from the nature of an action research. According to Michael J.

Wallace, CAR is a type of classroom research carried out by the teacher in order to

solve problems or to find answers toward context-specific issues.34 It means that to

begin the CAR, the researcher or the teacher needs to identify some problems real

found in the classroom. By identifying the specific problem in the classroom, the

writer can then collaborates with the English teacher in doing the research.

The CAR is employed in this study since it is very important for the researcher

to develop a suitable technique to solve the diagnosed problem in learning activity in

the classroom. By applying this design, it is also expected that it might be essential for

learning innovation that leads to improve the quality of school in education. Arikunto

also states that CAR is viewed as a device to improve the quality of teaching learning

34

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activity in the classroom. Beside of solving the diagnosed problems in the classroom,

CAR helps the teacher through any new methods and skills and helps to build

self-awareness especially through pair-teaching regarding as collaborative study between

the researcher and the teacher.35 Hence, it can be seen that CAR is very appropriate to

be applied in a certain situation and problem where the teacher and the researcher

want to have a better understanding about the new strategy he/she implements in

which he/she can do improvement, reforming, solving, and any modification in order to be able to overcome students‟ problems in learning.

Here, the writer and the teacher collaborate in doing the research to get the significant improvement in the students‟ problem in understanding of preposition of place through the new innovation of teaching learning activity, which is Total

Physical Response.

B. Time and Location of the Research

The Writer did Classroom Action Research (CAR) from January 5th 2011 up to

January 28th 2011. This research takes place at SMPN 10 Kota Tangerang Selatan

which is located at Jl. Yaktapena No. 08 Pondok Ranji – Ciputat Timur 15412.

C. Subject and the object of the Research

The subject of this study is the first grade students of SMPN Kota Tangerang

Selatan in class VII 8 as respondents of the research. The number of the students

consists of 40. Furthermore, the object of the research is Total Physical Response to improving students‟ ability in using prepositions of place.

D. The Writer’s Role on the Research

The writer‟s role on this research is as an observer who collaborates with the English teacher. As an observer, beside she makes lesson plans, and research

35

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instruments (observation form, questionnaire, pre-test and post-test), she also manages

the teaching materials used by the teacher. Furthermore, she collects and analyzes data

then reporting the result of the research. On the other side, the teacher carries out the

action based on the lesson plans made by the writer.

E. The Research Design

The writer uses Clasroom Action Research (CAR) in this study, so she follows

principles of CAR to collect the data. The CAR procedures used in this research is Kurt Lewin‟s design. It consists of two cycles in which each cycle contains four phases: Planning, Acting, Observing, and Reflecting.

CYCLE 1

CYCLE 2

Figure 3.1

The Kurt Lewin’s Design of CAR

Acting

Observing Planning

Reflecting

Acting Planning

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F. The Classroom Action Research (CAR) Procedures

The Kurt Lewin‟s design of Classroom Action Research consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. To

make clear what happens in every phase, here are the explanations:

1) Planning

The this phase starts from observing and interviewing to identify and diagnose the students‟ problem in learning English in the classroom. The writer may observe the teaching learning activity in the classroom directly. Beside that

she also interviews the English teacher to get main problem faced by her students

related to grammar field. After that, this phase moves to make the organized

planning at whole of the CAR. The organized planning will be formed into lesson

plan based on the current used syllabus. Moreover, making research instruments

including test (pre-test and post-test) and observation form both for teacher and

students will be done for the next phase. The last one is preparing teaching

materials which mention any regarding procedures of teaching, media, resources,

and evaluation.

2) Acting

This phase is the implementation of what have been planned in the previous

phase. In this phase, both the writer and the English teacher collaborate to carry out

the planned action. The teacher implements any organized program in the

classroom while the researcher acts as an observer. In this activity, the teacher

gives test (pre-test or post test) to students, conducts total physical response to give

the understanding prepositions of place which should be learned by the students in

their grade. Since teaching and learning period for prepositions of place is limited,

the writer and the teacher sets two actions for each cycle.

3) Observing

Observing phase is conducted while the acting phase is being carried out, so

that both of them are done at the same time. It is completely done by the writer as

the observer by noticing the activity, filling the form of observation and also taking

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physical classroom. At last, the outcome of the observing becomes one of the parts

that will be used in reflecting phase.

4) Reflecting

Reflecting is done in the end of each cycle in which the process of

analyzing and evaluating are done. This phase is aimed to reflect the completely

done action based upon data that have been collected, and then it is important to

hold evaluation for completing the next cycle. This phase is carried out and

discussed collaboratively between the researcher and the teacher. The writer and

the teacher do reflection to identify and explain the difficulty or the problems

faced. If there still might have found some problems, it needs to move to the next

cycle concerning re-planning, re-acting, and re-observing. Therefore, it is expected

that the unfinished problems yet can be soon solved.

G. The Technique of Collecting Data

Techniques of collecting data used in this research are qualitative data and

quantitative data. The qualitative data consists of interview, observation and

questionnaire. On the other side, the quantitative data used is pre-test and post-test.36

The complete explanation is as follows:

a) Interview

One of the ways to get deep information in the classroom is by interviewing

the English teacher. The interview is conducted with English teacher before and

after the research is carried out. The interview before and after the research is

conducted to know the difficulties faced by students concerning grammar and

their insight toward teaching grammar activity, the method or strategies usually

adopted by the teacher in teaching grammar. Meanwhile, the interview after accomplishing CAR is conducted to know the teacher‟s response toward teaching grammar through TPR that has been done.

b) Observation

In this case the researcher uses the unstructured or opened observation to

know what happens within teaching learning process. It may be about the

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teacher‟s performance, class situation, and students‟ response concerning the application of TPR during CAR. In other words all of the needed aspects should

be noticed to make sure whether the teaching learning process is in line with the

lesson plan or not. The observation is carried out by using both the form of

prepositions of place. In this case the writer provides questionnaire in the form of

yes/no question.

d)Test

The test used in this study is pre-test and post-test. It is used to get the data concerning with the students‟ progress in understanding prepositions of place through TPR. The pre-test is given to the students before TPR is applied.

Meanwhile, the post-test is given after the implementation of TPR in the end of

each cycle. Both of pre-test and post-test are presented in the form of multiple

choices.

H. The Techniques of Data Analysis

The technique of data analysis consists of data from interview, data from

observation, data from distributing questionnaire, and data from the test (pre-test and

post-test). The analysis qualitative data is used to measure data from observation and

interview, while the analysis quantitative data is used to measure data from

questionnaire and tests. In analyzing the average score of students‟ grammar test in each cycle, the writer uses the formula:37

X : mean

x : individual score

n : number of students

37

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

�

=

∑�

(38)

Next, the writer tries to get the class percentage which pass the minimal

mastery level criterion (KKM) considering English subject gains score 75 (seventy

five). The formula is:38

P : the class percentage

F : total percentage score

N : number of students

Then, after getting mean of students‟ score per actions, the writer identifies whether or not there is an improvement of students‟ score from pre-test up to post-test in cycle 1 and cycle 2. The writer uses the formula below to analyze the data:39

P : percentage of students‟ improvement y : pre-test result

y1 : post-test 1

P : percentage of students‟ improvement

y : pre-test

y2 : post-test 2

38

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

39

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

y1 – y

P = y X 100%

y2 – y

P = y X 100%

_F

P = X 100%

(39)

The formula used to analyze data from the percentage of questionnaire result:

n : number of students who answered the option

N : number of students in the class

I. The Validity of Data

The validity is an essential criterion for evaluating the quality and acceptable

of the research. According to Anderson, to get the validity of data of action research,

there are five criteria; those are democratic validity, outcome validity, process

validity, catalytic validity, and dialogic validity.40 In this case, the writer uses the

outcome, process and dialogic validity for her research.

Outcome validity is taken from the result of the test in each cycle. The writer

compares the result of cycle one and cycle two. When the result of cycle two is better

than cycle one, it means that the research is successful. Then, process validity refers

to the observation of the process to solve the problem. It can be seen from the result of

observation. When there might find some mistakes in the method of teaching, then the

writer discusses with the teacher to modify the further strategy. After that, dialog

validity refers to the discussion between the writer and the English teacher to review

the outcome of the research in reflecting phase. It can be seen from the result of interview. It this case, the writer and the teacher discusses and assess the students‟ test result of cycle one and cycle two together. It is done in order to avoid invalid data.

J. The Criteria of Action Success

In order to call the research successful, there is a standard to determine the

success of an action. The action is successful if it can exceed the criteria which have

been determined. Therefore each evaluation needs some criteria. This standardization

also can be used as the standard to give the meaning about the implementation of the

action. In this case, the writer and the teacher agree that the criteria of being success

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in this classroom action research are the 75% achievement of KKM 68 (sixty eight) of

grammar test from the pre-test until the second post-test in cycle two.41 It means that

when 75% of students get at least 68 score, it could be assessed success and the cycle

would be stopped. However, if 75% of students do not reach the target score yet, the

alternative action would be done in the next cycle.

41

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CHAPTER IV

RESEARCH FINDINGS

This chapter presents the result of research. In this case, it discusses the way to

improve the students‟ ability in using prepositions of place through TPR at VII.8 of SMPN 10 Kota Tangerang Selatan academic year 2010/ 2011. Related to the discussion

of the result, it is divided into three parts. Those are before implementing of CAR, after

implementing the action, discussion of all the data after implementing the action.

A. Before Implementing the Action

There were four parts related to before implementing the action. Those were pre

interview, pre observation, pre test, and pre questionnaire. The explanation was as follow:

1. The Result of Pre Interview

Pre interview was conducted on Wednesday, January 5th 2011. Here, the

writer asked to the teacher some questions which is divided into three categories.

Those were the general condition in English class primarily on grammar, the

difficulties faced by the students in prepositions of place, in particular about the students‟ ability in using prepositions of place and the kinds of strategies implemented by the teacher previously before CAR to improve students‟ ability in using prepositions of place.

First category discussed about the general condition in English class primarily on grammar, in particular about the students‟ ability in using prepositions of place in sentences. The teacher said that some students cannot understand and

they were still confused to remember of each meaning of prepositions of place.

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Second category was related to the teacher‟s strategy in teaching grammar material in prepositions of place previously to solve the students‟ difficulties to understand of each meaning of prepositions of place. It was found that the teacher

applied Grammar Translation Method (GTM) in teaching grammar. He explained

about the material and then gave the example of the sentences. As the assignment, the teacher asked the students to do some exercises from the students‟ handbook (called LKS). After that, the teacher together with the students disscussed the

answers of the exercises and sometimes he translated the sentence into Bahasa

Indonesia. Up to now, the teacher has been looking for an alternative way to teach

grammar in order to improve his students‟ ability and also to motivate the students through an appropriate teaching technique in the classroom. At last, the teacher

agreed to implement TPR in assisting students‟ ability in using prepositions of place. (See Appendix 7.a: 83-85)

2. The Result of Pre Observation

Pre observation was conducted to observe the process of teaching learning

process before doing the action. It was used to collect data how good teacher‟s performance and students‟ activities during the teaching learning process.

Based on the pre observation was conducted by the writer on 5th and 7th

January 2011 at VII.8 class of SMPN 10 Kota Tangerang Selatan academic year

2010/2011. The class consisted of 40 students. In general, some techniques used by

the teacher in teaching learning process were techniques usually used GTM

(Grammar Translation Method). At the first time, the teacher explained what

prepositions of place were. The teacher then gave the examples of prepositions of

place in the whiteboard. Furthermore, the students were asked to write the

examples of prepositions of place. Next, the teacher asked the students to open and

do the exercises of their LKS. He looked like not really care what his students did

in the classroom. Moreover, the students could not finish the work on time and the

teacher often ignored that behavior. Instead, he asked students to continue the task

at home. In the next meeting, the task was discussed together. The students were

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3. The Result of Pre Test

The writer did the pre-test before the teacher conducted CAR to completing the data of this research. It was used to measure the students‟ understanding of prepositions of place. It held on Friday, January 7th 20011. And it

began from 10.15 a.m. up to 10.45 a.m. In this case, the writer gave 25 questions

about prepositions of place. From this test, it is known the mean score of

pre-test done by students was 51.7.

Based on the classification of the data above, it showed that 8 students got

the score above the KKM (Criterion of Minimum Competence), while KKM of VII

grade at SMPN 10 Kota Tangerang Selatan is 68 (sixty eight). Therefore, 32

students were below the standard of KKM. The highest score was 84 and the

lowest achievement gained score 32. From that analyzing, it could be seen that

most of the VII.8 students‟ understanding was still low.(See Appendix 17)

4. The Result of Pre Questionnaire

Pre questionnaire was needed to know students‟ response about the action, their opinions of the teaching learning process before doing the actions. In this

case, the writer provided some questions to the students. It was started 15 minutes

before class over, from 10.45 a.m. up to 11.00 a.m. The pre questionnaire was divided into two categories. Those were the students‟ response in teaching learning process, and the problems faced by the students related to prepositions of place.

The result of pre questionnaire was as follow:

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English.

The students felt motivated when they

followed teaching learning process in

material prepositions of place.

10 25% 30 75%

The students could understand the teacher‟s explanation of prepositions of place so far.

The students had the difficulties to differ

the using of prepositions of place.

28 70% 12 30%

The students like asking to the teacher if

they have not understood yet about

there were 9 students (22.5%) who were satisfied with their score in English they

have got. It was predicted that most of the students often got low score for their

test. Then, there were 20 students (50%) who liked to learn rules in English and

only there were 20 students who did not like to learn some rules in English. They

thought that was complicated enough to be learnt. Next, there were 10 students

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material prepositions of place. It could be predicted that the teaching learning

process was boring. Therefore there were only few students who felt motivated in

teaching learning process. Then, there were 11 students (27.5%) who could understand the teacher‟s explanation of prepositions of place so far. It was predicted that the teacher gave fast or unclear explanation. Besides, the teacher

used not understandable language to explain the teaching material.

In the second category, it showed that there were 30 students (75%) who

found some difficulties in using prepositions of place in sentences. It was because

the students still did not understand well about prepositions of place. Therefore,

most of them could not do the task of prepositions of place well too. Then, there

were 21 students (52.5%) who could remember the meaning of each prepositions

of place, and 19 students (47.5%) could not remember the meaning of each

prepositions of place. Next, there were 10 students (25%) who could do the task

about prepositions of place well. It was predicted the students had no idea how to

do the task. They preferred to cheat or ask to her/ his friends to finish the task.

Then, there were 28 students (70%) who had the difficulties to differ the using of

prepositions of place. It was predicted that some students were still confused to

differ each meaning of prepositions of place. Next, there were only 6 students

(15%) who liked asking to the teacher if they have not understood yet about

prepositions of place. It was predicted that the students were shy to ask question

to their teacher. Then, there were 15 students (37.5%) who realized that sentences

of prepositions of place were related to the students‟ daily life. It was predicted that some of other students still did not know what prepositions of place was.

Therefore, they did not really care about the use of prepositions of place.

Related to the result above, it could be concluded that there were needed to

solve some students‟ problem and the students‟ ability could increase indirectly.

B. The Implementation of CAR

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1. Cycle 1

a. Planning

In this phase, the writer and the teacher made plan for each action based on

the problems faced by the students in prepositions of place. First, arranging the

action that would be done, in this case, the teacher and the writer decided to do

two actions in every cycle. Second, preparing the lesson plan used TPR. It included the students‟ activities in each action. Third, preparing the media to support TPR. Fourth, preparing the observation sheet to observe the students‟ and the teachers‟ activities in teaching learning process. It was used to see whether the action was in line with the lesson plan had made before or not. Fifth was

preparing the post test 1 to collect the data; to know whether there are some students‟ improvement scores from pretest and posttest.

b. Acting

There were two actions in cycle 1. In this case, the writer and the teacher

collaborated to implement the planned action. The teacher used TPR when he was

teaching, meanwhile the writer observed the class condition.

The first action of the cycle 1 was done on Wednesday January 12th 2011.

The teacher did the teaching learning process referring to the lesson plan. The

teacher chose dialogue as the material at that time.

First, before starting the activities, the teacher explained about the method

used in teaching and learning process as briefly as possible. Because the students were in the beginning level, she explained in two ways, the students‟ native language and English as the target language. It was hoped to make the students

had some ideas about what they had to do. She also provided some teaching aids

to help students to know what they were going to demonstrate the activities. In

starting the activities, the teacher demonstrate the activity of body movements

that contain prepositions of place by using command. The examples of the commands given were “put your book on the table!, sit down beside your friends!, put your pen in your bag!, stand up in front of your class!, etc”. The

teacher asks volunteers to pay attention very well. The teacher explained the

procedures to volunteers and uttered some commands related to prepositions of

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Second, the teacher repeated each commands for several times and then

asked for volunteers to respond physically. If they could not do it, he performed it

again so they could perform it like what she did. The rest of the students watched

them. The teacher said a command containing the prepositions of place. The

examples of the commands given were “put your book on the table!, sit down beside your friends!, put your pen in your bag!, stand up in front of your class!, etc”. Students respond to teacher commands through physical action. The teacher helped the students when they got difficulties in practicing the commands‟ teacher. The teacher checked the students at a glance. Does the body movement

done by the students are correct in what are instructed by teacher.

Third, the teacher gave handout to the students; the handout contained a

dialogue text related to prepositions of place. The teacher played the tape

containing the dialogue about prepositions of place. Students listened carefully

and answered the points contained in the conversation. The teacher and students

discussed together to answer the blanks contained in the conversation. (See

Appendix 1: 54-58)

The second action of the cycle 2 was done on Friday, January 14th 2011.

Basically, in second action, the method of TPR was same as the previous action.

The differences were the teacher focused on verb and other prepositions.

First, the teacher gaved motivation to the students. The teacher helped the

students to memorize the previous lesson by giving some questions. The teacher

repeated the earlier material.

Second, the teacher distributed handouts containing about prepositions of

place. The teacher asks the students to do the exercises. The teacher and discuss

joint exercises. The teacher asks to the students to enter their practice questions

into their bag. The teacher gives the command of prepositions of place related

with exercise they do. Then students respond to what was instructed by the

teacher. The teacher checked the students at a glance. Does the body movement

done by the students are correct in what are instructed by teacher.

Improving students' ability in using prepositions of place through total physical response (TPR) (a classrom action research at first grade of SMPN 10 kota Tangerang selatan)