COMPARATIVE ANALYSIS BETWEEN AUDIOLINGUAL AND
TOTAL PHYSICAL RESPONSE METHODS IN ENGLISH
LANGUAGE LEARNING FOR KINDERGARTEN STUDENTS
A THESIS By:
FIKRY PRASTYA SYAHPUTRA REG. NO. 100705027
DEPARTMENT OF ENGLISH
Comparative Analysis between Audio-lingual and Total Physical Response Methods in English Language Learning for Kindergarten Students
A Thesis By:
Fikry Prastya Syahputra Reg. No. 100705027
Supervisor, Co. Supervisor,
Drs. H. Chairul Husni, M.Ed. TESOL Drs. Bahagia Tarigan, M.A. NIP. 19570803 198404 1 004 NIP. 19581017 198601 1 001 Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra in Department of English
UNIVERSITY OF SUMATERA UTARA FACULTY OF CULTURAL STUDIES
Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.
Head, Secretary,
Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of Sarjana Sastra from the Department of English, Faculty of Cultural Studies University of Sumatera Utara, Medan.
The examination is held in Department of English Faculty of Cultural Studies University of Sumatera Utara on Thursday, 17th April 2014
Dean of Faculty of Cultural Studies University of Sumatera Utara
Dr. H. Syahron Lubis, MA NIP.19511013 197603 1 001
Board of examiners
Dr. H. Muhizar Muchtar, M.S
Rahmadsyah Rangkuti, MA. Ph.D
Dr. H. Syahron Lubis, MA
Prof. Dra. Tengku Silvana Sinar, M.A., Ph.D
AUTHOR‟S DECLARATION
I, FIKRY PRASTYA SYAHPUTRA, DECLARE THAT I AM THE SOLE
AUTHOR OF THIS THESIS. EXCEPT WHERE REFERENCE IS MADE IN THE
TEXT OF THIS THESIS, THIS THESIS CONTAINS NO MATERIAL
PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM
A THESIS BY WHICH I HAVE QUALIFIED FOR AWARDED ANOTHER
DEGREE.
NO OTHER PERSON‟S WORK HAS BEEN USED WITHOUT DUE
ACKNOWLEDGEMENT IN THE MAIN TEXT OF THIS THESIS. THIS THESIS
HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN
ANY TERTIARY EDUCATION.
Signed :
COPYRIGHT DECLARATION
NAME : FIKRY PRASTYA SYAHPUTRA
TITLE OF THESIS : ANALYSIS OF ENGLISH LANGUAGE LEARNING IN
KINDERGARTEN THROUGH AUDIOLINGUAL AND
TOTAL PYSHICAL RESPONSE METHODS
QUALIFICATIONS : S-1/ SARJANA SASTRA
DEPARTMENT : ENGLISH LITERATURE
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR
REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF
DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, THE
UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT
USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER LAW OF THE
REPUBLIC OF INDONESIA.
Signed :
ACKNOWLEDGEMENTS
Alhamdulillah, in the name of Allah SWT, the writer would like to thank
Allah SWT, for all the mercy and blessing that I have. Also for the chance and power
that given to me to complete this thesis. Praises and greets to Muhammad SAW who
has brought us to the luminous era and lead us to the goodness of mankind.
The writer sincere gratitude also goes to the Dean of Faculty of Cultural
Studies, University of North Sumatera, Dr. Syahron Lubis, MA, the Head and the
Secretary of English Department, Dr. H. Muhizar Muchtar, M.S and Rahmadsyah
Rangkuti, MA. Ph.D for all the facilities and opportunities given to the writer during
the study.
First and foremost, the writer would like to thank the writer supervisor and
co-supervisor, Drs. H. Chairul Husni, M.Ed. TESOL and Drs. Bahagia Tarigan,
M.A.for the guidance, support, advice, and constructive comments during the writing
of this thesis.
The writer special thanks are expressed to the writer beloved parents, Freedy
Syahputra and Supiah Mansyur and also beloved brother Al Gery Prayudi for giving
the writer support and attention. The other special thanks goes toFitri Annisa for her
kindness, support, time and love all the time.
Big thanks are addressed to the writer best friends Rizki Andrian,WinaViqa,
Annisa Musa, Yuni Erika, Nadia Marchelina, and also to all my friends in English
Department attended year of 2010. For all people in IMSI‟s big family and for my
friend Hary Utomo who edited the video, Uke Tri for letting me uses her laptop and
Dian Putra who accompanied me in any occasion. Thank you everyone.
Finally, the writer has to admit that this thesis is far from being perfect. Thus
any comments, suggestions, and criticism will be humbly accepted. May Allah SWT
bless us. Amin.
Medan
ABSTRACT
This thesis entitled; “Comparative Analysis between Audio-lingual and Total Physical Response Methods in English Language Learning for Kindergarten
Students” is a study of linguistic. This study appeared because of the issue about government policy to eliminate English subject in Elementary school. This emerged
many opinions and claims that interested to be analyzed. Those opinions / claims are;
age predictor in language learning and teaching methods effect in the successful of
language learning, especially foreign language learning. This study / thesis focus on
the language learning and language acquisition of children age of five. The objects of
the study are language learning activities in a kindergarten. And discuss the
phenomena of language acquisition within the process of English language learning
as foreign language.
The study is based on Krashen claims that comparing two teaching methods
will lead to an experiment of language acquisition. So this study conducted a
research which compared two teaching methods. The methods are; Audio-lingual and
Total Physical Response. The teaching material created by the researcher and the
teachers. The researcher recorded the teaching-learning activities to recognize the
progress of study.
This thesis concluded that Audio-lingual was more effective applied in the
TPA/TKI Ad-Dirasa (kindergarten). The conclusion was based on the analysis of the data supported by teachers‟ opinions. There is still a chance of different result regarding the same research with a different object (kindergarten). Because this
research is not the final answered of issues related to the topic. This research is a
supporting evidence of the writer claims within the topic discussed and a reference to
ABSTRAK
Skripsi yang berjudul “Comparative Analysis between Audio-lingual and Total Physical Response Methods in English Language Learning for Kindergarten
Students” ini adalah study mengenai linguistik. Studi ini muncul karena adanya
perdebatan mengenai rencana pemerintah untuk menghapuskan pelajaran bahasa
Inggris di Sekolah Dasar. Perdebatan tersebut memunculkan spekulasi-spekulasi
yang menarik untuk diteliti, antara lain pengaruh umur dan metode pengajaran
bahasa dalam keberhasilan suatu pengajaran bahasa terutama bahasa asing. Dalam
study ini berfokus pada pembelajaran bahasa dan pemerolehan bahasa pada anak –
anak umur 5 tahun. Objek penelitian adalah pembelajaran bahasa di sebuah taman
kanak-kanak dan membahas fenomena-fenomena pemerolehan bahasa di dalam
proses pengajaran bahasa Inggris sebagai bahasa asing (foreign language).
Penelitian berdasarkan pendapat Krashen yang menyatakan bahwa
membandingkan dua metode pembelajaran bahasa akan menuju kepada sebuah
penelitian bahasa. Metode yang digunakanadalah Audio-lingual dengan Total
Physical Response. Materi yang digunakan rancangan bersama antara guru-guru dan
peneliti. Untuk mengetahui kemajuan dalam pembelajaran penilti merekam kegiatan
belajar-mengajar.
Dalam study ini Audio-lingual dianggap lebih berhasil diterapkan pada
anak-anak. Hal ini berdasarkan hasil penelitian yang berpedoman pada keberhasilan para
siswa menyerap materi pembelajaran serta didukung oleh pendapat guru-guru . Akan
tetapi tidak menutup kemungkinan di tempat yang lain dengan jenis penelitian yang
sama akan mendapatkan hasil yang berbeda pula. Sebab dari itu hasil dari penelitian
ini bukan akhir. Hasil studi ini melainkan sebagai bahan pertimbangan untuk para
TABLE OF CONTENTS
2.5 Applied Linguistic Research………... 13
2.6 Relevant Studies ………. 14
CHAPTER III METHOD OF RESEARCH ……… 21
3.1 Research Design………. ……… 21
3.2 Data and Data Source……….. ……….. 22
3.3 Data Collecting Method………. 23
3.4 Data Analysis……….. 24
3.4.2 Data Display……… 25
3.4.3 Conclusion Drawing and Verification……… 25
CHAPTER IV ANALYSIS AND FINDING………. . 26
4.1 Analysis……….. 26
4.2 Findings……….. 42
CHAPTER V CONCLUSIONS AND SUGGESTIONS……….. .. 52
5.1 Conclusions……… 52
5.2 Suggestions……….. 53
ABSTRACT
This thesis entitled; “Comparative Analysis between Audio-lingual and Total Physical Response Methods in English Language Learning for Kindergarten
Students” is a study of linguistic. This study appeared because of the issue about government policy to eliminate English subject in Elementary school. This emerged
many opinions and claims that interested to be analyzed. Those opinions / claims are;
age predictor in language learning and teaching methods effect in the successful of
language learning, especially foreign language learning. This study / thesis focus on
the language learning and language acquisition of children age of five. The objects of
the study are language learning activities in a kindergarten. And discuss the
phenomena of language acquisition within the process of English language learning
as foreign language.
The study is based on Krashen claims that comparing two teaching methods
will lead to an experiment of language acquisition. So this study conducted a
research which compared two teaching methods. The methods are; Audio-lingual and
Total Physical Response. The teaching material created by the researcher and the
teachers. The researcher recorded the teaching-learning activities to recognize the
progress of study.
This thesis concluded that Audio-lingual was more effective applied in the
TPA/TKI Ad-Dirasa (kindergarten). The conclusion was based on the analysis of the data supported by teachers‟ opinions. There is still a chance of different result regarding the same research with a different object (kindergarten). Because this
research is not the final answered of issues related to the topic. This research is a
supporting evidence of the writer claims within the topic discussed and a reference to
ABSTRAK
Skripsi yang berjudul “Comparative Analysis between Audio-lingual and Total Physical Response Methods in English Language Learning for Kindergarten
Students” ini adalah study mengenai linguistik. Studi ini muncul karena adanya
perdebatan mengenai rencana pemerintah untuk menghapuskan pelajaran bahasa
Inggris di Sekolah Dasar. Perdebatan tersebut memunculkan spekulasi-spekulasi
yang menarik untuk diteliti, antara lain pengaruh umur dan metode pengajaran
bahasa dalam keberhasilan suatu pengajaran bahasa terutama bahasa asing. Dalam
study ini berfokus pada pembelajaran bahasa dan pemerolehan bahasa pada anak –
anak umur 5 tahun. Objek penelitian adalah pembelajaran bahasa di sebuah taman
kanak-kanak dan membahas fenomena-fenomena pemerolehan bahasa di dalam
proses pengajaran bahasa Inggris sebagai bahasa asing (foreign language).
Penelitian berdasarkan pendapat Krashen yang menyatakan bahwa
membandingkan dua metode pembelajaran bahasa akan menuju kepada sebuah
penelitian bahasa. Metode yang digunakanadalah Audio-lingual dengan Total
Physical Response. Materi yang digunakan rancangan bersama antara guru-guru dan
peneliti. Untuk mengetahui kemajuan dalam pembelajaran penilti merekam kegiatan
belajar-mengajar.
Dalam study ini Audio-lingual dianggap lebih berhasil diterapkan pada
anak-anak. Hal ini berdasarkan hasil penelitian yang berpedoman pada keberhasilan para
siswa menyerap materi pembelajaran serta didukung oleh pendapat guru-guru . Akan
tetapi tidak menutup kemungkinan di tempat yang lain dengan jenis penelitian yang
sama akan mendapatkan hasil yang berbeda pula. Sebab dari itu hasil dari penelitian
ini bukan akhir. Hasil studi ini melainkan sebagai bahan pertimbangan untuk para
CHAPTER I
INTRODUCTION
1.1. Background of the Study
Indonesia government always concerns the national education. As we know
that well educated people will create a better nation. Indonesia as a developing
country needs to focus more on education side in order to enrich the human
resources.
There is a policy in the blueprint of 2013/2014 curriculum to eliminate
English subject for elementary school students. This policy is quoted from the news.
“JAKARTA (Pos Kota) - Kementerian Pendidikan dan
Kebudayaan (Kemendikbud) belum dapat memastikan apakah akan menghapus mata pelajaran Bahasa Inggris dari kurikulum Sekolah Dasar (SD). Mendikbud Mohammad Nuh bahwa penghapusan mata pelajaran untuk SD itu masih belum final.
„Masih belum final. Tapi kemungkinan untuk itu ada dan terbuka.
Sebelum diputuskan mata pelajaran dan kurikulumnya, kami uji publik dulu. Karena hasil diskusi kan belum bisa dijadikan pegangan,‟ kata Mohammad Nuh di kantornya, Kamis (11/10).”
The Ministry of Education said that the policy is not final yet. There are still
some things to be tested for this policy. The reason for this policy said that the
children did not focus in other lesson when they study English. Kunjana Rahardi a
socio-linguist (2012) in an interview with a local radio said that
“Menurutnya sudah selayaknya anak di usia kelas 1 sampai kelas 3 SD memang tidak dikenalkan dengan bahasa asing lebih dahulu. Sebaliknya harus difokuskan pada bahasa ibu
The other reason is stated by the vice ministry of Education Ministry of
Indonesia Government Mr. Musliar Kasim.
“Bahasa Inggris mungkin dihapuskan dari kurikulum wajib siswa SD yang akan diberlakukan pemerintah pada tahun ajaran 2013-2014. Alasannya, keberadaan mata pelajaran tersebut membuat siswa tidak fokus mendalami kemampuan belajar Bahasa Indonesia.”
The government policy is not coherence with the need of English language
for Indonesia future. In 2014-2015 Indonesia will face AFTA (Asean Free Trade
Association) and AEC (Asean Economic Community). The need of English is an
important issue. It is stated in newspaper of Wall Street English Thailand “For
people over 30, there‟s a danger of being “outdated” compared to those who are AEC
ready. Unfortunately, it may be harder to find a new job. The only solution is to learn
something new –such as English”
The news also mentions other opinion about English “English will be the
language for business in AEC 2015. In the near future, China, Japan, and South
Korea, will join the AEC as well. This means learning English will become even
more crucial”
Meanwhile, parents have some arguments too about the government policy to
eliminate English subject in the elementary school. Most of them disagree with this
“VOA Indonesia - Sebagian orangtua mempertanyakan rencana penghapusan pelajaran Bahasa Inggris dari sekolah dasar oleh Kementerian Pendidikan dan Kebudayaan. Keputusan Kementerian Pendidikan dan Kebudayaan Indonesia untuk menghapuskan pelajaran Bahasa Inggris dari sekolah dasar mulai tahun ajaran 2013-2014 dipertanyakan oleh para orangtua yang menganggap bahasa asing semakin mudah diajarkan pada
anak-anak jika dilakukan sejak dini.”
“Sayang jika Bahasa Inggris dihapuskan. Sekarang [anak-anak] sudah pada bisa, tiba-tiba dihapuskan. Kasian mereka, mengapa jadi mundur ya,” ujar Lita Anggraeni, seorang pegawai negeri sipil di Jakarta.“Biar bagaimana juga pengetahuan umum itu sumbernya bahasa asing, terutama Bahasa Inggris,” tambahnya.
Pendapat serupa disuarakan seorang pegawai bank
bernama Inggrid yang mengatakan, “Bahasa Inggris sebenarnya
dasar ya. Ke depan nanti Bahasa Inggris banyak dipakai, jadi menurut saya lebih baik dikenalkan sejak dini.”
Most of them strongly disagree with the government policy to eliminate
English in elementary school.
Parents‟ ideas and responses about the government policy to eliminate
English from elementary school are in compliance with some linguists and scholars
ideas about studying second languages. The writer agrees with the idea that „children
are more effective to achieve second language in a long term study‟. These ideas
came from people who disagree with this policy and some linguists statements which
stated below.
Krashen (1995:43) says “It has been popularly assumed that age itself is a
predictor of second language proficiency, that younger acquirers are better at second
language acquisition than older.” Krashen (1995:43) also says “Acquirers who begin
natural exposure to second languages during childhood generally achieve higher
Ellis (1997:68) states that “Studies of immigrants in the United States show
that if they arrive before puberty (+ 12 years old) they go on to achieve much higher
levels of grammar proficiency than if they arrive after.” Ellis (1997:68) also argues
that age is an important matter in language acquisition and learning, “Interestingly,
age of arrival is as much better predictor of ultimate achievement than the number of
years of exposure to the target language. In the case of pronunciation, the crucial age
appears to be much earlier, possibly as early as six.”
Bialystok & Miller (1999; 143) say “There is no doubt that learners who
arrived in Canada at a younger age and began learning English earlier had a better
chance of doing well than learners who arrived later. This general trend was found in
our data for the Spanish learners and replicates numerous studies that offer empirical
support for the widely held view that children are more successful at learning a
second language than adults are.”
Parera (1986:84) says “anak – anak memperoleh bahasa lebih cepat dan lebih gampang dari pada orang dewasa karena
anak – anak secara biologis diprogramkan untuk belajar bahasa
sedangkan orang dewasa tidak.”
Based on the claim above linguists and scholars strongly argue that children
are able to learn language better in younger ages.
The policy to eliminate English in the elementary school provokes many
politicians, scholars and teachers. Some agree while others oppose this policy.
English is very important to Indonesian students. English is one of the subjects in
National Examination from junior to senior high school. In the higher level of
English is very important to graduates too. Some job vacancies require
applicants who can speak English. Therefore English is very important to Indonesian
students. The government policy to eliminate English subject from elementary school
is not wise. Based on the arguments, ideas and opinions stated above, the writer
believes that learning English from childhood will achieve a better result in acquiring
them. That‟s why the writer is interested in observing and analyzing children who
learn English language in early childhood. The research attempts to prove that
children can learn English, as a second or foreign language. This research is aimed at
finding out a better language teaching method for children.
This paper has a focus on Language Acquisition and Language Learning.
Language acquisition is a study on how people acquire language and use the
language. Language acquisition combines many aspects of linguistic in the study. As
the fundamental aspects of human being, language is very important.
Language will be useless if no one uses it and like what Chomsky (1968) says
that language is unique to human. Chomsky (1968) in Jendra (2010: 2) says that
“when we study language, we are approaching what some might call „human
essence‟, the distinctive qualities of mind that are so far we know, unique to man.”
Halliday (1973) also says that “all uses of language, however abstract and
however complex the social structure with which they associated, were to be
explained in terms of certain elementary functions. Language acquisition or language
In Indonesia if the L1 is their native language like Javanese so the L2 is
probably Bahasa, but if their L1 is Bahasa there is a change that their L2 is their tribe
language or any other foreign languages. English, Arabic and Mandarin are
commonly learned by Indonesian people.
Based on the explanations above it can be argued that second language
acquisition is a systemic study of how people acquire a second language (L2). Ellis
(1997:3) says “L2 acquisition; then can be defined as the way in which people learn a
language other than their mother tongue, inside or outside of classroom”.
The writer uses Applied Linguistics Research in this paper by comparing two
Language Teaching Methods. Those teaching methods are Audio-lingual Method
and Total Physical Response Method. In order to be able to get a better teaching
method, the writer compares these two teaching methods.
Krashen (1995) also agrees by comparing two teaching methods, an
experiment of language acquisition is likely to occur. Krashen (1995:3) says “An
example that will be important to us in our discussion of language teaching consists
of experiments that compare teaching methods.” These experiments are not going to
attack one method or another but to find a better teaching method for language
learners.
1.2. Problems of the Study
Based on the background above, here are the problems in this research:
a) Which Learning / Teaching Methods are more suitable for kindergarten
b) How children response to both methods?
1.3. Objectives of the Study
Related to the problems above, the writer state some objectives to answer it:
a) To find out what Learning / Teaching Methods are more suitable for kindergarten
students who learn English.
b) To find out the response of children in learning English language using TPR and
Audio-lingual methods.
1.4. Scope of the Study
There are many studies in language acquisition and language learning but the
writer makes a limitation in order to make the analysis more specific.
The writer makes a scope of analysis which focuses on English as the
second/foreign language being learned by children attending kindergarten or pre –
school (around 4 – 6 years of age). The writer compares Audio-lingual Method with
Total Physical Response Method. The data of the observation are the results of
learning process taken from those two methods.
1.5. Significances of the Study
The writer hopes the findings of this study will help teachers, especially
kindergarten teachers who teach English in the class. This study hopefully can
provide some necessary information about a better Language Teaching Method for
young language learners. It is also hoped that the finding of this research can give
CHAPTER II
REVIEW OF LITERATURE
2.1. Behaviorism
Ellis (1997:31) stated that during 1950s and 1950s behaviorist learning theory
was dominant in psychological theory of language acquisition. This theory says;
“language learning is like any other kind of learning that involves habitual action.
Habits are formed when learners respond to stimuli in the environment and
subsequently have their responses reinforced so that they are remembered. Thus, a
habit is a stimulus – response connection.” As a concept of acquiring language
behaviorism plays a great part in the development of language acquisition study.
Children under seven years old are mostly influenced by the behaviorism theory in
acquiring the second language. Hanafia (2013) in his lecture stated that children
under seven years old tend to memorize the words that they always heard. He gave
an example of a mother who taught her baby to say „ibu/mama‟. The word from the
mother is the stimulus and the word from the baby is the response. The concept of
behaviorism matches the discussion in this research, because the object of study
mainly or mostly captures the behaviorism theory and concept in acquiring language.
The object of study is also children under seven years old.
Another example of acquiring second language (behavioral) by children is
when they learn to read Qur‟an. Qur‟an is the holy book of Islam religion. Muslim
children tend to learn how to read Qur‟an since childhood. Holy Qur‟an used Arabic
The way of learning Qur‟an is coherence with Krashen (1988) opinion in
acquiring language. Krashen (1988) says "Language acquisition does not require
extensive use of conscious grammatical rules, and does not require tedious drill."
Thus, children do not require some extensive grammatical rule to understand
the language. They just listen and repeat it. When the „Ustadz‟ (a teacher of Islam
religion) say „alif‟ (آ), „ba‟ (ب) „ta‟ (ت) for this sign, the children simple listen the
sound from the „Ustadz‟ and they acquire it. They pronounce it again after listening
to the sound (utterances) from the „Ustadz‟ this activities is called memorize and
mimicry in behavioral study. It is an example of language acquisition by children in
Arabic language. The writer program and objective in this research is to observe the
same activities but in the different object of study, English instead of Arabic.
The writer focuses on the first stage of acquiring language, vocabulary
acquisition. The children listen to the sound (utterances), and pronounce it again.
This is very much similar to the behavioral strategy mentioned above; repeating the
word loudly to remember it. This is also the reason why Audio-lingual is adopted as
one of the teaching methods in this study. Because some patterns and conditions to
learn / acquire language in audio-lingual methods similar to behaviorism theory.
They are; form habitual activities and force the learner / acquirer to memorize and
2.2. Nativism
The writer uses another language acquisition theory to support this thesis.
Beside behaviorism the writer also mentioned nativism theory in this thesis. Ellis
(1997:32) says “the obvious inadequacies of behaviorists explanations of L2
acquisition led researchers to look towards an alternative theoretical framework.”
Linguists and scholars who opposed behavioral theory began to see another theory.
Ellis (1997:32) “From a preoccupation with the role of „nature‟ (i.e. how
environmental factors shape learning), researchers switched their attention to „nature‟
(i.e. how the innate properties of human mind shape learning). This new paradigm
was, therefore, mentalist (or „nativist‟) in orientation.”
In difference to behaviorism, nativism holds that language is not the result of
general learning mechanisms, but rather innate capacity. This special capacity is
belong only to human and not include to the sound or any other being
communication (animal, etc).
Ellis (1997:32) says “in the 1960s and 1970s a mentalist theory of first
language (L1) acquisition emerged. According to this theory:
- Only human beings are capable of learning language.
- The human mind is equipped with a faculty for learning language, referred to
as a Language Acquisition Device (LAD). This is separate from the
faculties responsible for other kinds of cognitive activity (for example,
logical reasoning).
- Input is needed, but only to „trigger‟ the operation of the language acquisition
device.
The explanations above showed the principals of nativism theory. This theory
mentions in this thesis because, some of the principals similar to some principals in
Total Physical Response methods. In TPR the input is a trigger to an acquisition. The
pattern drill activities in TPR produce an understanding of language by children, as if
they already have the language. This pattern drill is also similar to the existence of
LAD in human brain that nativists belief.
2.3. Audio-lingual Method
Krashen (1995:129-130) says “Audio-lingual; the lesson typically begins
with dialogue, which contains the structures vocabulary of the lesson. The student is
expected to mimic the dialogue and eventually memorize it (termed „mim-mem‟).”
This method focuses on remembering and uttering the words that have been
taught. Teacher is the role model in class that conducts dialogue contains new
vocabulary to learn. Krashen (1995:130) “The dialogue is followed by pattern drill
on the structures introduced in the dialogue. The aim of the drill is to „strengthen
habits‟, to make the pattern automatic.” From this statement, Audio-lingual method
matches with behavioral theory in the term of „strengthen habits‟. Along with it, the
writer chooses Audio-lingual method because of it coherency with behaviorism
theory. So the writer hopes this method suit for children.
Noori (2001) describes the principles of the Audio-lingual method as follows:
- language forms occur within a context
- students‟ native language interferes as little as possible with the students‟
attempts to acquire the target language
- teaching is directed to provide students with a native –speaker like model
- analogy provides a better foundation for language learning than analysis
- errors are carefully avoided because they lead to the formation of bad habits
- positive reinforcement helps the student to develop correct habits
- students are encouraged to learn to respond to verbal and non-verbal stimuli
- the teacher is regarded as an orchestra leader conducting , guiding and
controlling the students‟ behavior in the target language
- Learning foreign language is treated on par with the native language.
This method focuses on mimicking and memorizing the new vocabulary
similar to what the kindergarten teachers used to teach the children. The role of
grammar is less. Using dialogues and group works. The writer chooses this method
because the principals can be modified to be used for children. The matters of study
between Audio-lingual and TPR are made in the similar difficulties.
2.4. Total Physical Response Method (TPR)
Krashen (1995:140) says “Total Physical Response (TPR) consists basically
of obeying commands given by the Instructor that involve an overt physical
response.” This method used actual body response to the words given. The learners
Moreover, Asher (2003) says “TPR (total physical response) is a method of
teaching language using physical movement to react to verbal input in order to
reduce student inhibitions and lower their affective filter. It allows students to react
to language without thinking too much, facilitates long term retention, and reduces
student anxiety and stress.” Asher (2003) also mentions how to implement TPR
effectively; “it is necessary to plan regular sessions that progress in a logical order,
and to keep several principles in mind.” The terms of logical order in TPR principals
is similar to nativism theory of language acquisition.
Asher (2003) also mentions that some principles in doing TPR are as follows:
- Prepare a script
- Build on what has gone before
- Recycle language and review extensively
- Don‟t change the target language
- Be good-natured and positive. In order for students to relax and feel
comfortable, during TPR practice the teacher should project a friendly and
positive manner.
- Introduce limited number of new items and manipulate them extensively
- Incorporate some humor
- Students don't speak
The writer chooses TPR because it is easy to practice and the principles can
be adapted to use for children. Widodo (2005:240) mentions some disadvantages of
using TPR “it is only really suitable for beginner level.” That is why the writer is
interested to use this method.
2.5. Applied Linguistics Research
Krashen (1995:3) says “Applied Linguistics Research: a great deal of
research goes on in linguistics that is not aimed at supporting or attacking any
coherent theory. This research, rather, is aimed at solving practical, real problems
that confront society. A few examples will hopefully make this category clear.” The
research method that is used in this paper is to compare two teaching methods. The
two teaching methods will be used in two different classes but in the same level. The
teaching methods will be used are Audio-lingual & Total Physical Response. The
students will be researched are children who attend kindergarten school. The basic
research hypothesis is adapted from Krashen‟s statement stated in his book; Krashen
(1995:3) says “An example that will be important to us in our discussion of language
teaching consists of experiments that compare teaching methods.” Children are
assumed to have a better ability to grasp language.
In order to optimize their potential, a better teaching method must be applied
to them. Thus, this research aim is to give a supporting evidence of above
assumption. The result of research and observation are data of children ability in
studying English using those two methods. Therefore, the data will be the supporting
evidence and references to choose a better language teaching method for young
2.6. Relevant Studies
The writer of this thesis quoted some research of language acquisition and
language learning applied for children. Ellis (1997:8) conducted a research of SLA in
two immigrant child. J was a ten year Portuguese boy and R was an eleven year boy
came from Pakistan. Both of them moved to England and studied English. Ellis‟ goal
for both of them was to make them able to use „request‟ sentence. Ellis (1997:11)
says that “My goal was narrower; I was concerned with how J and R acquired the
ability to perform a single language function (request).”
This research was focused on J and R ability to perform request in time to
time. The first attempt showed that both of them performed simple words to show
request. They just pointed and objects for the hints, Ellis (1997:9) said that “their
requests were verb less”. When J needed a rubber he just said rubber. So did R. Their
progress showed some time after when they performed request using „give me‟ and
„can‟. Then Ellis assumed that (1997:10) “both learners are capable of successfully
simple request even when they knew very little English.”
There was also research conducted by Wagner-Gough and Hatch (1975). In
the research they determined the progress of acquirer by comparing the data from
The subject was Paul five years old boy and the object was English as second
language. According to Wagner-Gough and Hatch (1975) in Krashen (1988: 119) “at
least some of Paul‟s progress can be attributed to the fact that he had the benefit of
input that was more appropriate for language acquisition. He engaged in
conversations such as this one”:
Adult Paul
Paul, are you writing? Yeah
What are you doing? I‟m write
Paul, are you writing? Yeah
What are you doing? I‟m writing
Is the baby crying? Baby is crying
The research showed that Paul was able to communicate using English. Paul
understood the grammar rules in the second conversation. The researcher determined
Paul progress by his capability in doing this conversation.
Aini (2013) introduces direct method and natural method of English Beginner
as a Second Language for Children of 4-5 Years Old (Kindergarten).
Her thesis focuses on the same object with this thesis object. The object was
students who learn English in kindergarten school / period. The research has different
problems of study and teaching method. However, the writer can learn something
Aini used Parera (1986) concept as the anchor of analyzing the data and
problem. The writer can get many aspects from Aini‟s thesis to support his research.
Aini introduced English by using the Direct Method and Natural Method. She
acted herself as the observer. The activity is as follows:
Subject Matter TK.A Greeting
Teacher said, “Good morning students?” and then students answered, “Good
morning Mom”. Teacher said, “How are you students?” and then students answered,
“Fine”.
This method indicates that teacher uses vocabulary in daily life with a simple
structure so that children can understand the meaning and they know when they can
use it as greeting. (According to Parera, direct method point 1)
Color
Children were assigned to learn colors by using English such as red, green, yellow
and blue as primary colors. The teacher taught the students with visual aid in front of
the class room and repeated each color three times by showing the visual aid.
This method according to Parera is called natural method by showing the meaning
with some objects or pictures.
Number
The Students were assumed familiar with number one to ten (1-10). Teacher wrote
number 1 to 10 in the blackboard and pointed to each number and then said it with
correct pronunciation and the students repeated it after the teacher. The teacher
natural method, showing the meaning by using pictures in front of the class. In this
case teacher wrote it down on the blackboard and asked each student what the
number was.
Body
Students were already familiar with the parts of body, such as: eyes, hands, nose, and
ears. Teacher showed the parts of body with the visual aid. This method is in
accordance with natural method which uses many objects in order to make it easier
for the children to understand new vocabularies that they have just got. This method
is also in accordance with direct method point 5which shows concrete meaning with
reference. Students knew the meaning of each vocabulary because they know the real
object that they had seen. In this case students were not yet taught singular or plural
matters.
Subject Matter TK.B Color
Students were familiar with colors such as: red, yellow, green and blue. The teacher
asked the students about colors by visual aid in front of the class every time the
teacher began the lesson. The teacher always repeated the lesson in order to make the
student remember the lesson that they had got before. This method is adapted from
direct method point 7where the students listen and imitate generously and then the
vocabulary appears automatically.
Number
Students had known number one until twenty (1-20). Teacher wrote number 11 to
number they were randomly. Teacher usually repeated the number three times for
each number. This method applies natural method that uses some pictures or
drawings to show the meaning of vocabulary. This method is adopted from direct
method point 1that uses vocabulary in daily life.
Body
Students knew parts of their body such as: hands, nose, ears, eyes, mouth, leg, neck,
hair, cheek. This method is adopted from direct method point 1that uses vocabulary
in daily life.
Write
Students were assigned to write and to spell number 1 until 20.For example 1 =
O-NE, 2 = T-W-O, 3 = T-H-R-E-E etc. The students wrote it in the class room not as a
home work so each student had a book for English. The teacher always repeated the
lesson in order to make students always remember the lesson for several weeks or
hours and focus on utterance. Most activities were done in the class and the teacher
just met the students when she was teaching them. In introduction English for
beginner specifically for kindergarten, grammar was not introduced, the teacher just
introduced vocabularies about daily life.
The activities used in Introduction English for four and five years old
beginners (kindergarten) are as follows:
- Teacher taught vocabulary about daily life such as: color, number and body.
- Teacher used visual aid to show the vocabulary so that the students
understood what the teacher said.
- Students found it easy to understand each vocabulary by using picture and
visual aid.
All the conclusions are in accordance with Parera: 160
Although Aini‟s thesis is using different methods in introducing English, the
writer gets something from this thesis. The writer finds supporting evidence that
children are able to learn English as second or foreign language. Language teaching
method can be modified for children, depending on the teacher‟s capacity to use it.
Bachrie (2011) in his study shows the level of competence in Using "Must"
and "Have To" for The Eighth Grade of SMPN 1” for children of 12 – 14 years old in
acquiring English. Those students did not just study the language but had a focus on
using the language. The writer of this thesis directly examines the students by giving
some questions around the use of “must” and “have to”.
The test took place in MTs. ULIL AL-BAAB. Mts is in the same level of junior
high school. Mts or „Madrasah Tsanawiyah‟ is a junior high school based on Islamic
way of teaching. In spite of under Indonesia education and cultural ministry
(MENDIKBUD), Madrasah Tsanawiyah is under the Indonesia Islamic ministry.
In this research, the findings show that the second year students of MTs. ULIL
AL-BAAB, “fail” in using modal “must and have to”. It can be seen from the result of
student‟s score in using “must and have to” at the second year students of MTs. ULIL
From 20 students` writing, the researcher concluded that 1 student that was
classified “excellence”, 1 student got “good” in writing task, then 7 students were
classified “fair”, and 11 students were classified “poor”. In the other word, 5% of
student excellence, 5 % got good score, then 35% of students got fair score and 55%
of students got poor score, which meant that they were failed. From the interview,
The writer shows the findings above to show how poor the ability of junior
high student in English. Based on this supporting evidence, the government‟s policy
CHAPTER III
METHOD OF RESEARCH
3.1 Research Design
The writer uses qualitative method in this paper. Miles and Huberman (1994)
define the way of qualitative research is to find the meaning of data based on the
goals stated by the researcher. “Qualitative modes of data analysis provide ways of
discerning, examining, comparing and contrasting, and interpreting meaningful
patterns or themes. Meaningfulness is determined by the particular goals and
objectives of the project at hand: the same data can be analyzed and synthesized from
multiple angles depending on the particular research or evaluation questions being
addressed.”
This research may use any other discipline in analyzing the data. The
researcher focuses on the goal of research. Miles and Huberman (1994) “The
varieties of approaches - including ethnography, narrative analysis, discourse
analysis, and textual analysis - correspond to different types of data, disciplinary
traditions, objectives, and philosophical orientations.”
Based on ideas above, the writer uses qualitative method in this study to
make it easy to be understood by directly in touch with the source of data. Here are
the steps applied in doing the research:
- The observation is done by recording the teaching / learning activity.
- The result of the observation is the data which will be analyzed.
- The two teaching methods are Audio-lingual and Total Physical Response.
- The target language is English.
- The materials of teaching are made to fit with the children ability.
- Observer does not take part in the teaching – learning activities.
- The data of the teaching and learning progress will be converted from
recorded file to transcript form.
- Giving conclusion and suggestion will be the final point of the observer‟s
programs.
The writer uses library research and field research for gathering the data. The
writer search for some books, thesis or articles related to the topic and makes them as
the references. In field research the writer gathering the data by the actual
observation of teaching – learning activity, recorded audio and visual.
3.2 Data and Data Source
The data are transcript file of actual observation in a class while studying
English. The data source is kindergarten student in TKI/TPA AD – DIRASHA. The
writer will record the audiovisual of the teaching and learning activities. The samples
are the students and the informants are the teachers. The texts which will be analyzed
and discussed are based from the recorded activities. The recorded activities are the
teaching and learning activities in the kindergarten and the subject of study is English
From the recorded activities the writer will make a script of dialogues
between students and teacher (teaching and learning process) and every utterance
will be recorded by the recording machine. The writer records it with audiovisual
mode.
In this regards, the writer adopts Krashen‟s statement. Krashen (1995:3) says
“An example that will be important to us in our discussion of language teaching
consists of experiments that compare teaching methods.” the writer uses this
hypothesis to find out the ability of children in understanding English.
3.3 Data Collecting Method
Data collecting method used in this thesis is documentary technique through
observation. The data are the document and the document is the recorded files that
will be converted into script, these are the steps administrated in collecting the data:
- Asking permission to the headmaster to observe in her/his place.
- Cooperating with the teachers there for the observation.
- The teaching process is designed by the observer and taught by the
kindergarten teacher.
- Recording the teaching and learning activities.
- Observing the recorded files and understanding all utterances. Converting all
utterances into a script that will be the document for the analysis.
- Classifying the data: classifying the important data based on the scope of the
analysis. Only the use of English language or the teaching – learning
- Identifying the data: the data individually will be classified within the context
- Conclusion: making a conclusion is the final step of the research.
3.4 Data Analysis
Miles and Huberman (1994) in their book „Qualitative Data Analysis: An
Expanded Sourcebook‟ suggest that qualitative data analysis consists of three
procedures; data reduction, data display, and conclusion drawing and verification.
3.4.1. Data Reduction
Miles and Huberman (1994) say “data reduction refers to the process of
selecting, focusing, simplifying, abstracting, and transforming the data that appear in
written up field notes or transcriptions. Not only do the data need to be condensed for
the sake of manageability, they also have to be transformed so they can be made
intelligible in terms of the issues being addressed.”
In collecting the data, observer might capture utterances that do not belong to
English usage being investigated or simply say it out of the scope of the analysis.
This is the raw data. The raw data have to be reduced in order to be more specific
3.4.2. Data Display
Data display is the second stage of analyzing the data, after the writer gets the
data from reducing the raw data before. The data need to be displayed as the writer
needs to analyze the data intensively. The data will be displayed as a script of
dialogues (teaching – learning process). Miles and Huberman (1994) say “a display
can be an extended piece of text or a diagram, chart, or matrix that provides a new
way of arranging and thinking about the more textually embedded data.”
3.4.3. Conclusion Drawing and Verification
This step is to gain validity of the data; the final step is conclusions. In
analyzing the data, the results of analyzing should be concluded in order to inform
people about the subject. The data analyzed are expected to meet the goal and
purposed of the research.
In order to analyze the data, the writer determined the possible condition
whether the teaching – learning activities succeeded or failed. The writer stated the
purposes of teaching – learning first. Based on Schmidt in Ellis (1997) and
Wagner-Gough and Hatch (1975) researches, the writer stated the goal of each method. The
goal is for students to perform all words that have been taught by the teacher.
The goal for each method is different. For Audio-lingual the purpose is to
make the children able to perform „thank you‟ and „you are welcome‟. This is to
acknowledge them on how to thank and give regard in English because it is essential
Total Physical Response, the writer aim is to make the children be able to
perform „stand up‟ and „sit down‟. They are expected to understand those words and
can perform the action. These words can be used when they start the lesson every
morning to perform greetings. This research is not designed to understand English
grammar yet, just some words that are familiar with them and can be used later after
the research. To claim whether the purpose of this research is fulfilled or not the
writer combines his opinion with the teachers‟ opinion. And the basic idea is simply
to determine the progress; whether the students are able or unable to perform the
CHAPTER IV
ANALYSIS AND FINDING
4.1. Analysis
In this chapter, the writer analyzed the data to make some conclusions and
suggestions. The data are dialogues of teaching – learning activities. The writer gave
a brief explanation about what has happened during the class, plus to transcribe the
teaching – learning activities. The video recorded wass the real condition of
teaching-learning activities, without any addition, deduction, schemes and still mixed
with Bahasa.
The observation took place from November, 11 to 14 2013. At first, the
writer wanted to take or shoot the activities all the time. But, the writer skipped it on
Wednesday. Also, there were events that were not captured by the writer in order to
keep the class‟ situation in a good order.
The writer displayed the full transcribed version first. The text is pure from
the video and the writer took some notes when the teaching – learning activity took
place. These were the raw data.
The writer made the sentence in bold mode at some dialogues which show the
progress of the children learning / acquisition. These bold sentences determined the
goal in each method. The findings of this research determined the suggestion in the
The first day, (Monday 11 of November 2013) the writer just took the daily
activity of children. Fortunately, the writer captured a moment when they used
English.
Monday 11 of November 2013
The children sang a song about the colors in Indonesia and English. The
colors inside the song were; Red Yellow Black Blue Green Pink. The transcript of
the song is as follows:
Students : “… dalam bahasa Inggris, red merah, yellow kuning, black hitam,
blue biru, green hijau, pink merah jambu.” (this was the song that the
students sang)
Teacher : “Siap!”
Students : “Siap!” (while jumping)
Teacher : “Siap!”
Students : “Siap!” (while jumping)
The teacher then asked about numbers while showing her fingers, like
making the sum of numbers, one finger pointed for one, two for two and so on.
Teacher : “bahasaInggris satu?” (while showing her finger for „one‟ mark)
Students : “one”
Then the teacher just showed her fingers and the students already knew what
Students : “two”
Students : “three”
Students : “four”
Students : “five”
Students : “six”
Students : “seven”
Students : “eight”
Students : “nine”
Students : “ten”
Teacher : “satu, dua, tiga”
Students : “satu, dua, tiga. One, two, three [some of the students and with a
very low sound]” (the teacher wanted the students to reply it in
English language)
Teacher : “Satu, dua, tiga”
Students : “satu, dua, tiga.”
Teacher : “one, two, three.”
Teacher : “kalo ibuk bilang satu, dua, tiga anak ibuk bilang bahasa Inggrisnya.
Satu, dua, tiga”
Students : “one, two, three.”
Teacher : “heh, empat, lima, enam.”
Students : “four, five, six.”
Teacher : “tujuh, delapan.”
Students : “seven, eight.”
Teacher : “Sembilan, sepuluh.”
Students : “nine, ten yes.”
From the observation script above it can be concluded that the children were
familiar with English. However, after the practice, they learned English words. They
knew colors and could count from one to ten. After the practice the writers met with
the teachers. The writer then showed the teachers some videos of teaching – learning
activities with TPR and Audio-lingual methods. The teachers then agreed to adopt
the methods.
Tuesday 12 of November 2013
The first method being used was Audio-lingual. The activity was to say
thanks and response. In sort, saying; „thank you‟ and gave the response; „you are
welcome‟. The teacher adapted behavioral technique, by repeating the words loudly.
going to do. She said that they would learn two new English words. She explained it
in Bahasa.
Teacher : “tambah 2 lagi”
Students : “Ada yang baru bu?”
Teacher : “iya tambah 2 lagi, kalo kemaren belom hapal tambah lagi gak pande- pande, lipet tangannya semua. „Thank you‟.” (the teacher wanted the students to say „thank you‟ too)
Students : “thank you” (in a very low voice)
Teacher : “mana suaranya?”
Students : “thank you” (much louder now)
Teacher : “sekali lagi”
Students : “thank you”
Teacher : “sekali lagi”
Students : “thank you”
Teacher : “apa artinya? Ada yang tau?
Students : “ada! Terima kasih” (a girl answered it)
Teacher : “o… paten … ada yang tau rupanya. Terima kasih. Sekali lagi „thank
Students : “thank you”
Teacher : “thank you”
Students : “thank you”
Teacher : “apa artinya?”
Students : “terima kasih!”
Teacher : “terima kasih apa artinya? Bahasa Inggrisnya?”
Students : “thank you” (they answered but not in cohesiveness)
Teacher : “gak denger. Rasya!” (the teacher wanted the students to be louder
and she also scolded one of her student)
Students : “thank you!” (each of them answered it loudly)
Teacher : “thank…”
Students : “you”
Teacher : “artinya?”
Students : “terima kasih”
After giving the first phrase „thank you‟, the teacher moved on to the second
one; „you are welcome‟. The teacher gave explanation about the phrase. She
emphasized this for the students that this phrase is the answer to the previous phrase.
In that situation they must say thanks and to response it. In short, to response
your friend gratitude (thank you), you can answer it with „you are welcome‟.
Students : “you are welcome”
Teacher : “apa artinya?”
Students : “terima kasih”
Teacher : “terima kasih kembali / sama-sama”
In the second phrase, the students still mixed it with the first phrase, but in the
fifth and the sixth attempts they had already got the meaning of each word.
The lesson from another class was using TPR method. The teacher said the
words / phrase while doing the action of what she said too. The words which would
be taught were „sit down‟ and „stand up‟. The role was to introduce the words to the
children with an actual response of their body.
Teacher : “sit down” (while sitting down on a chair)
Student : “sit down, duduk”
Teacher : “sit down”
Student : “duduk”
Teacher : “stand up” (the teacher got up)
Student : “berdiri” (they got up too)
Student : “duduk”
Teacher : “stand up”
Student : “berdiri”
Teacher : “sit down”
Student : “duduk”
Teacher : “stand up”
Student : “berdiri”
In doing the activities, some misunderstanding occurred. The students were
supposed to spell the English words not in Bahasa. From the data above it can be said
that the children had already known the meaning of the words. But they missed the
aim to utter the words in English.
Thursday 14 of November 2013
The writer did not come to the class on Wednesday. But the teachers there
still taught the words to the students. This day was the evaluation day. The writer
adapted other research on children second language acquisition and learning,
proposed by Schmidt (1997) and Wagner – Gough and Hatch (1975) to determine the
development of the children. They did a test in a simple conversation using the words
which had been taught to them. Here is the class with the audio-lingual method.
Teacher : “saya buk, saya pak, apa terima kasih?”
Teacher : “jawabannya apa? Yang tadi baru di bilang”
Students : “terima kasih”
Teacher : “iya terima kasih juga, kembali, apa jawabnya? Dah lupa?”
Students : “you are welcome” (only one student)
Teacher : “you are welcome, katanya si Danar.Pande si Danar.”
Students : “you are welcome” (the other said it)
Teacher : “laki-laki disini gak pande, si Danar pande dia. Apa jawabnya?
Students : “you are welcome”
Teacher : “apa jawabnya?”
Students : “you are welcome”
(Interrupted)
Teacher : “apa terima kasih?”
Students : “you are welcome” (false)
Teacher : “gak denger, apa terima kasih?”
Students : “you are welcome” (false)
Teacher : “terima kasih, thank …”
Students : “you”
Students : “thank you”
Teacher : “terima kasih kembali”
Students : “terima kasih kembali”
Teacher : “apa jadi jawabnya? Apa jawabannya?”
Students : (one student mumbling something)
Teacher : “kuat Bila, apa Bila?” (the teacher wanted the student to say it loudly)
Nabila : “you are welcome”
Teacher : “apa jawabnya Daffa?”
Daffa : “Belcome”
Teacher : “apa belcome-belcome. Apa jawabannya?”
Students : “you are welcome” (two students answered, one by one)
The teacher then asked the students who seems not saying it
Teacher : “coba Janar, apa Janar?”
Janar : “… welcome”
Teacher : “gak denger, coba apa?”
Teacher : “Rizki ajalah, apa Rizki? Apa tadi?
Rizki : “you are welcome”
(Interrupted)
Teacher : “apa si Saskia?
Saskia : “you are welcome”
Teacher : “apa si Kirana?”
Kirana : “you are welcome”
Teacher : “apa si Tiara?”
Tiara : “you are welcome”
Teacher : “hah, gak denger. Apa Tiara?
Tiara : “you are welcome” (the other student also said it)
Teacher : “hush, yang laen diem ibu nyuruh Tiara. Apa Tiara?
Tiara : “you are welcome”
Teacher : “Gilang? Apa Gilang?
Gilang : “you are welcome”
Teacher : “Bunga? Apa Bunga?
Bunga : “you are welcome”
Farish : (the student did not answered)
Teacher : “kan gak mau geleng-geleng”
The teacher gave some advice because some students answered it in a very
soft voice
Teacher : “Jaffa. Apa Jaffa?
Jaffa : “you are welcome”
Teacher : “sama –sama! Satu, dua, tiga apa?”
Students : “you are welcome”
Teacher : “sekali lagi”
Students : “you are welcome”
Teacher : “terima kasih”
Students : “terima kasih / thank you” (some students said „terima kasih‟ the other „thank you‟ but more were correct)
Teacher : “terima kasih”
Students : “thank you”
Overall the students had understood and could use the words in social life.
The avtivities in the TPR class were as follows;
Teacher : “ibu duduk bahasa Inggrisnya apa semalam? Bilang duduk, apa
Students : “sit”
Teacher : “sit down”
Students : “sit down”
Teacher : “apa?”
Students : “sit down”
Teacher : “stan…” (the teacher stand up while spell the word)
Students : “stan”
Teacher : “stand up”
Students : “stand up”
Teacher : “apa sekali lagi, duduk apa?” (the teacher do the „sit down‟)
Students : (the students do „sit down‟ too but keep silent)
Teacher : “apa? Sit down”
Students : “sit down”
Teacher : “apa duduk?”
Students : “sit down”
Teacher : “duduk apa?
Teacher : “berdiri, apa ya berdiri. Stand…” (The teacher does the „stand
up‟)
Students : “stand” (do the „stand up‟ too)
Teacher : “up”
Students : “up”
Teacher : “stand up”
Students : “stand up”
Teacher : “apa berdiri?”
Students : “stand up”
Teacher : “apa duduk?” (the teacher does „sit down‟)
Students : (keep silent while do the „sit down‟ too)
Teacher : “duduk apa duduk? Apa duduk? Sit…”
Students : “sit” (one student say sit down in a very soft voice)
Teacher : “iya apa Fahri?”
Students : “sit down” (more students said it)
Teacher : “iya sit down pinter. Berdiri” (does the stand up)
Students : (they stand up but do not say the words)
Students : “stand up”
Teacher : “stand up”
Students : “stand up”
Teacher : “ibu ulangi lagi, sit down” (while sitting down again)
Students : “sit down” (do the „sit down‟ too)
Teacher : “apa sit down?”
Students : “duduk”
Teacher : “sit down apa?”
Students : “duduk”
Teacher : “stand up” (while standing up)
Students : “stand up” („stand up‟ too)
Teacher : “apa stand up?”
Students : “berdiri”
Teacher : “duduk (the student „sit down‟) apa duduk?
Students : “sit down” (a few students answered it)
Teacher : “iya sit down.Berdiri”
Students : “stand up” (do the stand up)
