A "Skripsi"
Presented to the Faculty of Tarbiyah and Teachers Training In a Partial Fulfillment of the Requirements for the Degree of Strata 1 (S 1)
By:
NIAIRFIANA
102014023756
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···-··-DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDA YATULLAH
ENRICHING VOCABULARY FOR THE FIRST
GllAUE STUDENTS
OF lVU
DARUL H-IYA USING
TOTAL PHYSICAL RESPONSE METHOD
A "Sk.rlpsi''
PERPUSTAKAAN UTAMA
J
U1N SYAHID JAKARTA ..
Prcset1reu to the Faculty ofTarbiyah and Teachers Training
In a Partial f"!fillment of the Requirements for the Degree of Strata 1 (Sl)
Approved
bytile Advisor
Drs. A. M. Zacnuri M. Pel NIP. 195303041979031 001
DEPARTrvIENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE
ISLA!\/UC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
Vocabulary for the First Gracie Students of Ml Darul lhya Using Total Physical
Response Method." written by Nia lrfiana, student's registration number:
I 02014023756, was examined by the Committee on June 16. 2009, . .ind was declared to have passed and, therefore, fulfilled one of the requirements· for the
academic title of
·s.
Pd (Bachelor of Art)' in English Language EclucatJon at theDepartment of English Education.
CHAIRMAN
SECRETARY
EXAMINER
Jakarta, June 16, 2009
EXAMINATION COMMITTEE
: Ors. Syauki. M. Pd
NIP. 19641212 199103 l 002
: Neneng Sunengsih. S. Pd NIP. 150 293 232
: 1. Mas 'ud Mada MA NIP. 150 012 95 I
2. Dr. H. Atiq Susilo. M.A NIP. 19491122 197803 l 001
Acknowledged by:
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ＨｾＧＱｾ＠
Dean of Tarbiyah and Teachers Training Faculty
ACKNOWLEDGMENT
In the name of Allah S. W.T, the beneficient and the merciful. All praises be to Allah the lord of the worlds. Peace and blessing be upon our prophet Muhammad, his family, his descendants, and his followers.
Alhamdulillah wa syukrillah, by the grace of Allah the highest. After a long had effort of writing, the writer is able to finish her paper.
The writer would like to express her greatest honor to her beloved husband Gufron M. Hes, who always motivated her by giving a big love and support, You are my heart who perfectly my life. Muhammad Raihan, you are my cute son. Also her parent (H. Mad Amin S.Ag. and Hj. Maemunah), and for all her brothers for their never ending pray and support so that the writer could finish her study.
The writer would like to address her thanks and great gratitude to her adviser. On this occasion, the writer would like to express his sincere gratitude to Ors. A.M. Zaenuri M.Pd, for his guidance, kindness, patience, valuable helps and corrections during the development of this "skripsi". She also expresses her deep appreciations to Hj. Latifah S.Pd.I, as the headmaster of Mi Darul Ihya Ciomas Bogor who has contributed his valuable time.
Her gratitude and appreciation are also addressed to: I. Prof. Dr. Dede Rosyada, MA as the dean ofTarbiyah Faculty. 2. Ors. Syauki M.Pd as the head of English Department.
3. All lecturers of English Department who have taught and educated the writer his study at UIN Jakarta.
4. The teacher, all of the staffs and all the students in Ml Darul Ihya, for their guidance and kindness.
5. Her best friend; Dewi mualimatul Arifah (Aleem) who always give her motivation during her study at UIN especially in her skripsi writing (thanks a lot for everything), Reni Febriani, Heriyanti, Fifit Fitrianti, Putri "patric!C'
make this skipsi better.
Jakarta, 7 Mei 2009
TABLE OF CONTENT
ACKNOWLEDGMENT ... .i
TABLE OF CONTENT ... .iii
CHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Limitation and Formulation of Problem ... .4
C. Method of the Study ... .4
D. Use of the Study ... .5
E. Organization of the Study ... 5
CHAPTER II: THEORITICAL FRAMEWORK A. Vocabulary I. Definition of Vocabulary ... 8
2. Kinds ofVocabulary ... 9
3. Vocabulary for Elementary Students ... 11
4. Techniques ofTeaching Vocabulary ... 12
B. Total Physical Response 1. Meaning of Total Physical Response ... 13
2. Goal of Total Physical Response ... 15
3. Characteristic ofTotal Physical Response ... 16
4. Advantages and Disadvantages ofTPR Method ... 16
C. Teaching Vocabulary by Using TPR Method ... 18
2. Place and Time of the Research ... 20
3. Population and Sample ... 20
4. Research Instrument.. ... 21
B. Research Finding I. Techniques of Data Collecting ... 21
2. Data Presentation ... 22
3. Techniques of Data Analysis ... .24
4. Data Interpretation ... 29
5. Hypothesis Testing ... .30
CHAPTER IV: CONCLUSION AND SUGGESTIONS A. Conclusion ... 31
B. Suggestion ... .32
BIBLIOGRAPHY ... .33
A. Background of the Study
CHAPTER I
INTRODUCTION
Everyone communicates with others by using a language. Language is a way of conveying ideas to the mind of people which is used as a means of communication. As human being who lives in a society, communication cannot be avoided. According Douglas Brown, "language is a system of arbitrary conventionalized vocal, written, or gesture symbols that enable members of a given community to ｣ｯｭｭｾｮｩ｣｡ｴ･＠ intelligibly with one another''.1
English as one of the international languages has an important role in daily live. It is acknowledged not only as a means of communication but also as a scientific language. In Indonesia, English has been taught from elementary level up to the university level. The aim of learning English in elementary school is to introduce English as a foreign language to the elementary students for those who are preparing themselves to go on studying at junior high school. Meanwhile, the curriculum of elementary school states the aim of learning English in elementary school is:
I. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah.
1
H. Douglas Brown, Principles of Language Learning and Teaching, Fourth edition, (New
2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa inggris untuk meningkatkan daya saing bangsa dalam masyarakat global.;:
I. To explore students' communication skills especially daily communication in school.
2. To inculcate students' awareness of the importance of English as an international language.
As we know listening, speaking, reading, and writing, are the basic skills in learning a language, with all its aspects such as grammar, vocabulary, and sound as the elements of language, which support the development of those skills. Therefore, one of the points to learn by students is vocabulary.
It is widely accepted that vocabulary teaching is a part of the syllabus, and taught in a well-planned and regular basis. Vocabulary. is one of the most important elements in language besides grammar and pronunciation. The linguist· David Wilkins summed up the importance of vocabulary learning, "without grammar very little can be conveyed, without vocabulary nothing can be conveyed". His views are echoed in this advice: "if you spend most of your time studying grammar, your English will not improve very much. You can say very little with grammar, but you can say almost anything with words".3
In elementary, the students are given a set of simple vocabulary to encourage them to learn English, and words which they might find in their environment, such as things in the classroom, at home, around the school, names concerning body parts, and so on. But it is not easy to teach foreign language to the elementary student around the age of six to seven, they are active learners and cannot sit still for longer period., They need more exercises and movement. "The
,.,
younger your pupils, the more physical activities they need".4
2
Kurikulum 2004 SD/MJ,(Depdiknas, Direktorat Jenderal Pendidikan Dasar Dan Menengah, Direktorat Pendidikan Dasar, Jakarta, 2003) p. 78
3
Scott Thornbury, How to Teach Vocabulary, (England UK: bluestone press, 2002), p.13
4
Children are different from adults in character. They have short attention and concentration, especially in memorizing vocabulary. The step to make them love vocabulary is started from the way to build it.
3
In fact, student often find problems in learning the words. The teacher who usually uses the conventional technique in teaching vocabulary as
memorization technique does not stimulate the student to build up their
vocabulary because this technique only emphasizes on memorizing words which in many cases made them feel bored. Asking children to memorize words with their meaning is usually ineffective, sometimes children remember their meaning for a short period of time and moreover they forget with the meaning, As Michael J Wallace said" ... if he is conscientious he will then attempt to memorize the target word and its translation, usually simply repeating it over and over again. This is obviously a somewhat boring and inefficient method of learning vocabulary" .5
As a matter of fact, in daily teaching learning process, the first grade of MI darul Ihya often find themselves difficult in understanding and memorizing vocabulary given by their teacher. They are also lack of attention and
concentration. They don't pay attention to the teacher; in fact they are playing around with their friends and ignoring what is going on in the class. However, the students of first grade MI Darul Ihya are active. They walk around the class, give a positive response to the teacher; they come forward when the teacher asked them to do so.
To overcome this problem, the writer gives an alternative technique to improve student's vocabulary by using Total Physical Response (TPR) method. This method makes the lesson more interesting because they are active in the learning process.
Asher (1977) noted that children, in learning their first language, appear to do a lot of listening before they speak and that their listening is accompanied by physical response (reaching, grabbing, moving, looking and so forth). He also gave some attention to right brain learning. According to
5
Asher, motor activity is a right-brain function that should precede left-brain language processing. Asher was also convinced that language classes were often the locus of too much anxiety and wished to devise a method that was a stress free as possible, where learners would not feel overly self conscious and defensive. The Total Physical response (TPR) classroom then is one in which students do a great deal of listening and acting. The teacher is very directive in orchestrating a performance: "the instructor is the director of a stage play in which the students are the actors" .6
Typically, Total physical Response (TPR) heavily utilizes the imperative mood even into more advanced proficiency levels. Commands are an easy way to get learners to listen and to act the teacher's commands such as; "walk to the door, point the window, point to the blackboard, etc". Asher stated that "most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor". 7
Finally, based on the background above, the writer would like to carry out the research under title: "ENRICHING VOCABULARY FOR THE FIRST GRADE OF MI DARUL lliYA USING TOTAL PHYSICAL RESPONSE METHOD."
B. Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problem, it is necessary to make the limitation of the problem. The writer will limit the problem in improving vocabulary using Total Physical Response method at the first grade students of Madrasah lbtidaiyah Dami lhya Ciomas Bogor
The formulation of the problem is:
• Whether teaching English by nsing Total Physical Response can improve the student's vocabulary?
6
lL Douglas Brown, Principles of Language Learning and Teaching ... ,p. 163
7
Jack C. Richards and Theodore S. Rodger, Approaches and Methods in Language Teaching
5
C. Method of the Study
The method that the writer takes in this research is an experiment
method. In this research the writer takes two classes, one class is an experiment
class and another is a control class. The experiment class is a class that the writer
teaches vocabulary by using Total Physical Response method, and control class is
a class that the writer teaches the vocabulary without using Total Physical
Response method.
D. Use of the Study
This 'Skripsi' is hoped
A. For the Writer:
l. To know the effectiveness of Total Physical Response Method in
teaching vocabulary.
2. To know how to teach vocabulary through Total Physical Response.
3. To fulfill one of the requirements of the English Department for the
Degree Sarjana (SI).
B. For the readers:
I. To present an alternative method in teaching vocabulary
2. To get the information of describing the effectiveness of teaching
vocabulary by using Total Physical Response
3. To be useful for the teacher in teaching vocabulary especially at the first
grade students ofMadrasah lbtidaiyah Darul lhya Ciomas Bogor.
E. Organization of the Study
The organization of this 'Skripsi' is divided into four chapters.
Chapter one is Introduction. It contains the Background of Study, the
Limitation and the Formulation of Problem, Method of the Study, Use of the
Study, and Organization of the Study.
Chapter two is Theoretical Framework. This is divided into some
parts. Part A discusses on vocabulary which is focused at the Definition of
Vocabulary, Kinds of Vocabulary, Vocabulary for the Elementary Students, and
The Techniques of Teaching Vocabulary. Part B, discusses on Total Physical
Response Method, which is focused at the meaning of Total Physical Response
Method, Goal of Total Physical Response, Characteristic of Total Physical
Response Method, and Advantages and Disadvantages of Total Physical Response
Method. Part C, talks about Teaching Vocabulary by using Total Physical
Response Method. Part D, is Hypothesis.
Chapter three is Research Methodology and Findings. Research
Methodology is divided into five items: they are Purpose of Research, Place and
Time of Research, Population and Sample and Research Instrument. Finding is
divided into four items: they are Techniques of Data Collecting, Data
Presentation, Technique of Data Analysis, Data Interpretation, and Hypothesis
Testing.
Chapter four as the last chapter consists of Conclusion and
Suggestion. It concludes the result of the research and gives suggestion how to use
A. Vocabulary
CHAPTER II
THEORETICAL FRAMEWORK
When someone talks about vocabulary, the first comes to one's mind:
vocabulary is about words, where they come from, how they change, how they
relate to each other and how we use them to view the world. 1 Acquiring
vocabulary is very important to master a language. It is impossible to learn a
language without vocabulary, as Zimmerman said "vocabulary is central to
language and of critical importance to the typical language learner."2
Good mastery of vocabulary is important for anyone who learns the
language; it is used in listening, speaking, reading, and writing, besides grammar.
A learner of a foreign language will speak fluently and accurately, write easily, or
understand what s/he reads or hears if s/he has enough vocabulary and has a
capability of using it accurately. As Nasrun Mahmud stated in his book English
for Muslim University Students,
A good vocabulary goes hand in hand with your ability to think logically and to learn easily and quickly. A good vocabulary and your ability to use words correctly and effectively can be your passport to worlds of interesting and exciting information. You can travel in the past, in the
1
Laurie Bauer, Vocabulary. (London: Routledge, 1998), p.8
2 James Coady and l'hornas 1-Iuckin,
present, and in the future through the words you need or hear. You can learn to use words to help transport others to the world you have discovered.3
In other words, vocabulary is a starting point to learn a language. With sufficient words and good vocabularies we can communicate with people and understand what people say.
l. Definition of Vocabulary
Roughly, vocabulary can be defined as words in a language. Based on several linguists and lexicographers, vocabulary can be defined into many different definitions. Meriem Webster's Ninth Collegiate Dictionary, defines vocabulary as follows:
I. A list or collection of words and phrases usually alphabetically arranged and explained or defined.
2. A sum or stock of words employed by a language group, individual or work or in a field of knowledge.
3. A list or collection of te1ms or codes available for use.4
If we take a look at Oxford Advance Learner's Dictionary, we find that: "vocabulary is defined as total number of words that make up a language .. 5
Meanwhile, Paul C. Burns defines vocabulary as "The stock of words used by person, class, or profession.6
From the definition above, it can shows that vocabulary is a list or stock or collection of words, terms, codes, and phrases arranged and explained to make up the language used by a person, class or profession.
3
Nasrun Mahmud, English fbr Muslim University Students, (Jakarta: PT. S\vibakti darma,
2005), p.25
4
Mericm Webster, Webster Ninth Neiv Collegiate Dictionary (New York: Mericm \Vebster,
Inc., 1986), p.1320
5 AS hornby, The Oxford Advanced learnerr's Dictiona1y of Current E'ng/ish (Oxford: Oxford
University Press, 1974), p. 978
6
Paul C Burns et.al, The Language Art in Childhood Education, (New York: Rand Mc
9
2. Kinds ofVocabnlary
There are many kinds of vocabulary in English. They are:
a. Based on the characteristic of the words and the kind of acqniring skill. According to Jo Ann Aeborsold and Marry Lee Field, based on the characteristic of the words and the kind of acquiring skill, vocabulary is divided into two kinds:
l. Active vocabulary: refers to put items which the learners can use appropriately in speaking and writing. Active vocabulary is also called as productive vocabulary.
2. Passive vocabulary: refers to language items that can be recognized and understood in the context of reading and listening. It is also called as receptive vocabulary.7
However, there will be words which are understood, but not used, perhaps because they occur in contexts or types of discourse which are not familiar. For example: His Salary is incommensurate with his ability.8
b. Based on its form and function.
John Read in his book, Assessing Vocabulary, mentioned five kinds of vocabulary based on its form and function, they are:
I. Function Words
These are the words, which only have a full meaning when they are integrated with other word. It includes articles, preposition, pronoun, conjunction, auxiliaries, etc.
2. Content Words
These are the words, which have a full meaning and provide links within sentences. It includes noun, full verb, adjectives, and adverb.
7
Jo ann Aeborsold and mary Lee field, Fron1 Reader to Reading Teacher (New York: Cambridge University Press, 1997), p.248
8
Ruth Gaims and Stuart Redman, Working -u1ith Words a Guide to Teaching and Learning
3. Lemma
This is the base and inflected forms of a word snch as leak, leaks, leaking and leaked.
4. Word Family
This is a set of word which is closely related in form and meaning. It
includes the base words with its inflection and derivations. 5. Homographs
These are single word forms that have more than one meaning. 6. Corpus
This is a list of words based on a frequency count of words in a long text.
The kinds of vocabulary above can be used either in spoken or written language.
c. Dealing with the user of the language.
Furthermore, dealing with the user of the language, vocabulary is divided into:
1. General vocabulary: the words that are used in the general. There is no limited of field and user, terms general that the writer means is general in meaning and using
2. Special vocabulary: the words that are used in the certain field, job, profession or special science and technology.for example: politicians, journalists and lawyer.9 All these have specialized vocabulary arising
from particular circumstances of their live and work
From the explanation above, it is known that vocabulary relates to our work, our environment and our way of life. A mother who only works in the kitchen has small amount of vocabulary, it is different from the driver who always work in the street. Each person has the size of vocabulary which varies with the ability and experience.
9
Syah Djalius and Nous Azimar, Tata Bahasa Inggris Modern Dala1n T'anya Jmvab (Jakarta:
11
2. Vocabulary for Elemeutary Students
A Teacher needs to decide what vocabulary he/she is going to teach to the students. He/she selects the vocabulary that will be useful for the students in order to achieve the goal as stated in the previous chapter; students are able to communicate in English in a simple way. Before teaching the vocabulary to the students, the teacher is hoped to know the principles in the teaching vocabulary. The common principles are:
1. Based on the students' ability. 2. Suitable for the students' capability.
3. Taught gradually from the easiest to the most difficult.10
Students are able to understand English words that they encounter in their daily life they are also able to use the words like in simple conversation, teacher can decide what vocabulary needed by elementary students. For example: the theme is "about classroom" teacher gives a list of words, related to the classroom like: wall, blackboard, chair, table, window, door, eraser, etc. for speaking teacher could teach demonstrative, e.g. what is this? It is is a blackboard, what is that? It is a table, etc. many language items can be taught like numbers, color, part of the body, etc.
Here is the example of vocabulary taught in elementary:
a. Number: one, two, three, four, five, six, seven, eight, nine, ten ... one hundred.
b. Around the school: school yard, flag, flag ceremony, student, teacher, etc.
c. Greetings: good morning, good afternoon, good evening, good night, good bye, I am fine, etc.
d. In the classroom: blackboard, chalk, paper, basket, chair, table, book, etc.
e. Color: red, white, green, orange, blue, black, purple, etc.11
10 John E Warriner, H'arriner's English Gran1marandCon1position,
3rd edition. (USA: I·larout
Brace Jovanovich, inc., 1982), p.631
3. The Teclmiqucs of Teaching Vocabulary
Teaching vocabulary to students seems to be the simplest thing to do. In fact, it requires more than translating some words from one language to another. Students need something fun and easy to access the vocabulary quickly when it is required for use. In this section, some techniques to teaching and learning vocabulary are offered to facilitate students' need in accessing vocabulary.
First, the most common ways in which the vocabulary items are presented m the classroom are visual technique, verbal techniques and translation.12
a. visual techniques
They are extensively used for conveying meaning and are particularly useful for teaching concrete item of vocabulary such as places, professions, description, actions and activities such as sport and verbs movement. The technique includes flashcards, photographs, blackboard drawing, wall charts, realia, mime and gesture.
b. verbal technique
They involve the use of spoken or written language. It includes the use of illustrative situation use of synonym and definition, contrasts and opposites, scales and examples
c. Translation
This is the last choice to present vocabulary when two of the previous techniques are done.
Second, for beginner students, Virginia French Allen offered the technique to present vocabulary. They are using commands, using real objects, pictures and communication experiences.13
12 Ruth Gairn and Stuart Redman, Working With Word ... , p. 73-75
13
Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University
13
Third, still dealing with the technique, Virginia French Allen also offered the techniques to present vocabulary for the intermediate students. They are using simple English to show meaning of words, seeing a new word in a sentence, using more words for common areas of living, using games and using pictures. 14
There are many ways to present the vocabulary, teacher as a facilitator has to be able to choose a good technique to teach how to enrich students' vocabulary. In her research, the writer teaches vocabulary used the technique as Virginia said that beginner students using commands, in the English language teaching methods is best known as Total Physical Response Method (TPR).
B. Total Physical Response Method
1. Meaning of Total Physical Response Method
Total physical response is a language teaching method built around the coordination of speech and action; it attempts to reach language through physical activity. Developed by James Asher, a professor of psychology at San Jose state University California it draws on several including developmental psychology, learning theory, and humanistic pedagogy, as well as on language teaching procedures proposed palmer in 1925.15
Total physical response is limited to the "trace theory"16 of memory in psychology, which holds that the more often or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. Retracing can be done verbally (e.g., by rote repetition) and/or in association with motor activity. Combined tracing, hence increase the probability of successful recal.
In addition, Theresa Romo stated, "Dr. James Asher who developed Total Physical, claimed that second language learning should be based on model of first language learning. The model has three vital aspects:
14 Virginia French Allen, Techniques ... p.46-54
15 Jack C. Richards and Theodore S. Rodgers,
Approaches and Methods ...• p.87
understanding the spoken language must come before speaking, understanding is developed through body movement, and the listening period creates a readiness to speak. This model teaches to never force speaking."17
In a developmental sense, Asher sees successful adult second language
learning as a parallel process to child first language acquisition. He claims that
speech directed to young children consist primarily of commands, which children
respond to physically before they begin to produce verbal responses. Asher feels
adults should recapitulate the processes by which children acquire their mother
tongue.18
Asher's emphasis on developing comprehension skills before the
learner is taught to speak links him to a movement in foreign language teaching
sometimes referred to as the comprehension approach (Winnitz 1983).19 This
refers to several different comprehension-based language teaching proposals,
which share the belief that; comprehension abilities precede productive skills in
learning a language; the teaching of speaking should be delayed until comprehension skills are established; skills acquired through listening transfer to
other skills; teaching should emphasize meaning rather than form; and teaching
should minimize learner stress.
Asher sees Total Physical Response as directed to right-brain learning,
whereas most second language teaching methods are directed to left-brain
learning.20 Asher holds that the child language learner acquires language through
motor movement a right-hemisphere activity. Right-hemisphere activities must
occur before the left hemisphere can process language for production.21
17 'fheresa Romo, Total Physical response in the Classroom,
si.unm.edu/web%20Journals/articles200lffROMO_1.HTM
18
Jack C. Richards and Theodore S. Rodgers, Approaches and Mel hods ... , p.87
19 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods ... , p.87
20
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods .. ., p.91
15
Similarly, the adult should proceed to language mastery through right-hemisphere motor activities, while the left right-hemisphere watches and learns. When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to produce language and to initiate other, more abstract language processes.
According to the definition above, it is said that Total Physical response is a language teaching method built around the coordination of speech and action; it attempts to reach language through physical activity. It is worked from the premise that second language learning should be based on model of first language acquisition in very young children, where children, in learning their first language learning, appear to do a lot of listening before they speak and that their listening is accompanied by physical response (reaching, grabbing, moving, looking and so forth).
2. Goal of Total Physical Response Method
The general objectives of Total Physical response are to teach oral proficiency at a beginning level. Comprehension is a means to an end; the ultimate aim is to teach basic speaking skills. A total Physical Response method course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker. Specific instructional objectives are not elaborated, for these will depend on the particular needs of the learners.22
Teacher who use Total Physical response method believe in the importance of having their students enjoy their experience in learning to communicate in a foreign language. In, fact, Total physical response method was developed in order to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in their study beyond a beginning level proficiency.23
22 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods ... , p.91
23 DianeLarscn-Freeman,
3. Characteristics of Total Physical Response Method
The first phase of a lesson is one of modeling. The instructor issues commands to a few students, then performs the action with them. In the second phase, these same students demonstrate that they can understand the commands by performing them alone. The observers also have an opportunity to demonstrate their understanding.24
The teacher next recombines elements of the commands to have students develop flexibility in understanding unfamiliar utterances. In these commands, the students learn to read and write them.
The characteristics of Total Physical Response method will be summed up as follow:
a. The material is presented in imperative fonn, b. The commands are given to the class as whole. c. Students will begin to speak when they are ready.
d. Production is naturally 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 learning process as started from the simple sentence and it can be visualization in the class.
From the explanation above, it can be said that the use of commands is the major teaching technique of Total Physical Response Method. The commands are given to get students to perform an action; the action makes the meaning of the commands clear.
4. Advantages and Disadvantages of Total Physical Response Method
There are some advantages and disadvantages of Total Physical Response method in teaching learning process, namely:
a. Advantages
Some advantages of total physical response method will be mentioned below:
1. It is a lot of fun, students enjoy it and it can be a real stirrer in the class. It lifts the pace and the mood.
2. It is very memorable. It really helps students to remember phrases or words.
24 Diane Larsen-Freeman,
17
3. It is good for kinesthetic learners who need to be active in the class.
4. It can be used in large or small classes. It doesn't really matter how many students you have as long as you are prepared to take the lead, the students will follow.
5. It works well with mixed-ability classes. The physical actions get across the meaning effectively so that all the students are able to understand and use the target language.
6. It doesn't require a lot of preparation or materials. As long as you are clear what you want to practice (a rehearsal beforehand can help), it won't take a lot of time to get ready.
7. It is very effective with teenagers and young learners. 8. It involves both left and right-brained learning25•
From the benefits of Total Physical response method above, it can be concluded that Total Physical Response method is really important in teaching learning process. It can reduce student's stress and students will not easily bore.
b. Disadvantages of Total Physical Response Method
Besides the advantages of Total Physical response, there are some disadvantages in using it, as follows:
1. Students who are not used to such things might find it embarrassing. 2. It is only really suitable for beginner levels.
3. Students are not generally given the opportunity to express their own thoughts in a creative way.
4. You can't teach everything with it and if used a lot it would become repetitive.26
From the disadvantages above, it can be concluded that Total Physical Response (TPR) can make students uncreative, teaching and learning becomes monotonous and applicable only for beginner learners.
TPR seems to work effectively for children and adults. There is no age barrier. However, it is recognized that TPR is most useful for beginners, though it can be used at higher levels where preparation becomes an issue for the teacher,
25
BBC British Council (http://www.teachingcnglish.org.uk/think/methodology/tpr.shtml), 2/12/2008
26
C. TEACHING VOCABULARY USING TOTAL PHYSICAL RESPONSE METHOD.
The teacher enters the class and says "assalamualaikum", the students answer "waalaikum Salam". The students sing a song "good morning" to attract their attention and asked their feeling in learning English. The teacher introduces herself and she takes attendances, she explains "we are going to learn about things in the classroom", and the teacher mentions the things in the classroom such as: table, chair, blackboard, window, book, bag, etc. after that, she introduces the method they will use to study English. She explains in Indonesian, "You will be studying English in a way that is similar to the way you learned Indonesian. You will not speak at first. Rather, you will just listen to me and do as I do. I will give you command to do something in English and you will do action along with me." Then teacher asked four students to come up to the front of the classroom. Other students in the class are seated in a semi circle so that there is a large space for the action
The four students are in front of the room sit with her in chairs that are lined up facing the other students. She tells the other students to listen and to watch.
[image:25.522.56.435.137.531.2]19
volunteers respond to her command, the teacher calls the student's name one by one and gives them the instruction. For example, Hana, touch the table, touch the chair. Baha, touch the blackboard, touch the window, touch the door. Wildan take pencil, take book, and thing like that. After that the teacher turns to the rest of the class and gives the following commands to the students, touch the table, touch the chair, touch the blackboard, touch the door, touch the window. Take the book, take the pencil. Students are responding what the teacher instructed.
As the last step of the lesson, the teacher writes the vocabularies on the blackboard, and the meaning of those vocabularies. The students copy those vocabularies from the blackboard into the notebooks.
D. HYPOTHESIS I. Null hypothesis (Ho)
"There is no significant difference between teaching vocabulary using TPR Method and teaching vocabulary without using TPR Method at the first grade of MI Darn! Ihya."
2. Alternative hypothesis (Ha)
A. RESEARCH METHODOLOGY 1. The Purpose of Research
The purpose of this research is to know whether the use of Total Physical Response method in teaching learning process can improve and solve the problems in learning vocabulary.
3. Place and Time of the Research
The research was held at MI (Madrasah lbtidaiyah) Darul Ihya that is located at Jalan Raya Kreteg No. 24 Pagelaran Ciomas Bogor 16610. It was begun by visiting the school on Monday, 14th July 2006. And teaching learning process was begun from I 61h July until g•h August 2008. The observation was also done
during these times.
4. Population and Sample
21
S. Research Instrument
The writer used tests as the research instrument. She carried out two kinds of test, namely pre-test and post-test. The pre-test was given before the class sessions started and before the teaching materials were given, whereas the post-test was given afterward. Both the pre-post-test and the post-post-test consisted of20 items.
B. RESEARCH FINDING 1. Techniques of Data Collecting
In collecting data, the writer has done some steps, they are: a. Observation
The writer observed the school situation, the class condition of the first grade students, and the English curriculum of the first grade.1
b. Teaching and learning process
The writer acted as the English teacher. She taught the students of class I-A as the experiment class, and the class 1-B, as the control class. The material she gave to the students is vocabulary things in the classroom such as table, chair, book, window, pencil etc. In the experiment class, she taught the vocabulary with Total Physical Response method and the control class is taught without Total Physical Response.2
c. Test
The test was given in two kinds: pre-test and post test.
The pre-test as well as the post-test consist of 20 items, which were divided into two categories: l 0 matching the picture and the word, 10 fiil in the blank. Each item valued 5 point, therefore the student who can answer all question will get I 00 points. All of the test materials are in relation to the things in the classroom; this test is made by the class teacher.3
1
See Apendix 1&2, p. 35-42
2
See Appendix 3&4, p. 43-48
2. Data Presentation
[image:29.522.53.440.113.573.2]In this section, the writer presents the students' score of experiment class and control class. The data are shown below:
TABLE I
Students' Score of Experiment Class
Student Pre-test Post-test Gained Score
Score Score
I 65 85 20
2 45 80 35
3 55 75 20
4 60 80 20
5 70 95 25
6 35 70 35
7 60 95 35
8 45 80 35
9 50 70 20
10 55 90 35
11 55 85 30
12 30 85 55
13 35 85 50
14 40 80 40
15 70 85 15
16 45 75 30
17 50 90 40
18 45 75 30
19 60 80 30
20 60 100 40
23
[image:30.521.52.439.60.515.2]TABLE2
Students' Score of Control Class
Student Pre-test Post-test Gained Score
Score Score
1
50
60
10
2
65
85
20
3
45
70
25
4
35
60
25
5
45
60
15
6
30
50
20
7
5570
15
8
40
50
109
70
90
20
10
40
5515
11
40
60
20
12
60
85
25
13 55
70
15
14
35
50
15
15
65
80
15
16
50
75
25
17
50
85
35
18
40
65
25
19
35
60
25
20
45
60
15
3. Techniqne of Data Analysis
In analyzing the data, the writer uses the comparative technique. This technique is useful to prove statistically whether any significant difference between two variables, the processed and analyzed data through the following steps:4
a) Investigating students' vocabulary test, giving score, and describing score in table
b) Determining mean of variable X1 with formula: M1=IX1
N1
c) Determining mean of variable X2 with formula: M2=IX2
N2
d) Determining deviation score of variable X1 with formula: x,=X1-M2
e) Detennining deviation score of variable X2 with formula: x2=X2-M2
f) Analyzing the result by using calculation of the t-test as follow:
Note: Ml =the average score of the experiment class M2 = the average score of the control class
XI = sum of the square deviation score experiment class X2 = sum of the square deviation score control class N 1 = the number of the student of experiment class N2 =the number of the student of control class
4 Drs. Anas Sudjono,
2 =constant number g). Giving interpretation
Students's Score of Experiment Class
Students Pre-test Post-tese Gained Score
Score Score
N=20 z:= 1660 z:= 1340 z:= 630
Average= 1030 Average= 1660
20 20
=51.5 = 83
Students' Score of Control Class
Students Pre-test Post-test Gained Score
Score Score
N=20 z:= 950 Z:= 1340 z:= 390
Average = 950 Average = 1340
20 20
=47.5 =67
TABLE3
Data Calculation of Both Experiment Class and Control Class
Students
X1
Xz
Xt
Xz
x1'
Xz'
1
85
60
+2
-7
4
49
2
80
85
-3
+18
9
324
3
75
70
-8
+3
64
9
4
80
60
-3
-7
9
49
5
95
60
+12
-7
144
49
6
70
50
-13-17
169
289
7
95
70
+12
+13
144
9
8
80
50
-3
-17
9
289
9
70
90
-13
+23
169
529
10
90
55
+7
-12
49
144
11
85
60
+2
-7
4
49
12
85
85
+2
+18
4
324
13
85
70
+2
+3
4
9
14
80
50
-3
-17
9
289
15
85
80
+2
+13
2
169
16
75
75
-8
+8
64
64
17
90
85
+7
+18
49
324
18
75
65
-8
-12
64
4
19
80
60
-3
-7
9
49
20
100
60
+17
-7
289
49
Mt= X1 = 1660 = 83
N1 20
M1=
x,
= 1340 = 67 Nz 2083-67
( 1208
+
3070 ) ( 20+
20)(20
+
20-2) ( 20 x 20) 164278 x 40 38 400
t0= 16
v
112.579 x 0.116
v
11.2579=
163.355
t.
= 4.769t0 = 4.77
PERPUSTAKAAN UTAMA
UIN SVAHID
JAKA!lltTA
Based on the data calculation above, it is obtained that the value of lo is 4. 77. To get the't' value from the table (t1), it needs to determine the degree of
freedom (df) with the formula as follow:
= (20 +20)-2
=40-2
= 38
The next step is looking at the Table of 't' value to get the t,, the degree of freedom (df) 38 is not mentioned in the table. Because of that, the writer took the 40 as the closer to the d/38. With the degree of freedom (df) 40, it can be determined that:
at the significant level 5%, t - table (t1) = 2.02
at the significant level 1 %, t - table (t1)
=
2. 71Comparing lo with t1:
SL 5% =lo> t1= 4.77 > 2.02
29
4. Data Interpretation
If
we look at the average score of the experiment class and controlclass, it is obtained that the experiment class got the higher average score than the
control class (83 > 67).
Another thing that can prove the success of teaching the vocabulary
through Total Physical Response method is by looking at the gained score of both
the experiment class and the control class. The experiment class has gained score
higher than the control class. The gained score indicates how far the students
mastering the material or the lesson. It means that the students that using Total
Physical response as a method in learning the vocabulary get more success than
the students that learning vocabulary without Total Physical Response method.
It can be concluded that teaching English using Total Physical
Response method can help students to enrich their vocabulary.
5. Hypothesis Testing
To prove the truth of the alternative hypotheses and the null
hypotheses that have been mentioned before in Chapter II, it necessary to compare
the'!' value resulted from the calculation ( !1) with the 't' value that in the table of
't' value (t1) as follows:
I.
Ifto
is equal or higher than critic value'!' that mentioned in the table (witht,), so the null hypothesis which stated there's no difference of mean of
both sample is rejected: it means the difference of mean from both is
significance.
2. If
to
is lower than t1, so the null hypothesis which stated there is nodifference of mean from both sample accepted, it means the mean
difference of both sample is not significant difference of both samples is
not significant difference but a difference happens by chance because of
sampling error5•
Based on the result of statistical calculation, it is obtained the value of
t0 is 4.77 and the degree f freedom (df) is 38. In the table of significance 5% = 2.02 and 1 % = 2.17. After comparing the values of lo= 4.77 and t1able = 2.02 and 2.17 it means that lo is higher than t, •• 1. : 2.02 < 4.77 > 2.17. It concludes the
A. Conclusion
CHAPTER IV
CONCLUSION AND SUGGESTION
Based on the data calcultion, it can be seen that the experiment class (through Total Physical Respone) got higher score than the control class (without Total Physical Respnse method). It can be seen from the differences of the score between experiment class and control class, the value of to is higher than ti. So it can be concluded that total physical response method is effectively used in teaching English in enrich students' vocabulary.
Teaching English using Total Physical Response is a suitable method, because it is effective and efficient. As a teacher, we should try to do the best to motivate our students and to make the lesson varies. It is possible, with using good methods in teaching English; the students will not be easily bored
B. Suggestion
1. The English teacher is expected to select an appropriate teaching method adjusted to the teching material and the teaching objectives.
2. The English teacher should be creative in developing the teaching learning activity in classroom to make classes alive and lure the student to be actively involved in every class session.
4. To make sure that Total Physical Response is successfully applied the time
provided should be adequate.
5. The teacher should have considered the class circumstance as in Total
Physical Response Method, the students are doing the activities using their
response and it can be done effectively in larger classroom since the
students use their body movement regularly.
6. The English Teacher is expected to use the Total Physical Response
Method as an alternative method in teaching vocabula1y.
7. In teaching learning process with using Total Physical response, the
teacher should have given the simple commands to beginning students as
the complex commands can make them don't understand and confused.
Also suggested for the teacher, if the students are involved during the
BIBLIOGRAPY
Aeborsold, Jo Ann and field, Mary Lee From Reader to Reading Teacher,
NewYork: Cambridge University Press, 1997.
Allen, Virginia French, Techniques in Teaching Vocabulary, New York: Oxford University Press, 1983.
Bauer, Laurie, Vocabulary, London: Routledge, 1998
Brown, H. Douglas, Principles of Language Learning and Teaching, 4rd edition, New jersey: Prentice Hall,Inc, 1994
Brown, James I., and Harris, Albert J.Ed., Readings on Reading instruction,
New York: David Mckay Comp.inc., 1963.
Burns, Paul C, etc. the Language Art in Childhood Education, New York: Rand Mc Nally&Company 1971.
Coady, James and Huckin, Thomas, Second Language Vocabulary Acquisition,
Cambridge: Cambridge University Press, 1997.
Djalius, Syah and Azimar, Nous, Tata Bahasa lnggris Modern Dalam Tanya Jawab, Jakarta: C.V. Miswar, 1980.
Dieckman Anderson, Verna, et al, Reading in the Language Arts, New york: The Macmillan Company, 1964.
Gairns, Ruth and Redman, Stuart, Working With Words a Guide to Teaching and Learning, Cambridge University Press, 1986.
Hornby, A.S. The Oxford English Dictionary, Oxford: Oxford University Press, 1978.
Jack C, Richards, and Rodger, Theodore S, Approaches and Methods in Language Teaching, New York: Cambridge University Press, 1986.
Larsen, Diane, and Freeman, Techniques and principles in language Teaching,
England: Oxford University Press, 1986.
Nasrun Mahmud, English for Muslim University Students, Jakarta: PT. Swibakti Danna, 2005.
Read, John, Assessing Vocabulary, Cambridge, UK: Cambridge University Press, 2000.
Romo, Theresa Total Physical response in the Classroom,
si.unm.edu/web%20Journals/articles2001/TROMO I .HTM
Scott, W.A, and Ytreberg, Lisbet H.,. Teaching English to Children, New York: Longman Inc, 1996.
Sudjono, Anas Drs. Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2000.
Thornbury, Scott, How to Teach Vocabulary, England UK: bluestone press, 2002.
Wallace, Michael J, Teaching Vocabulary, English Language Book Society,
London: Heinemann Education Book, 1987
Warriner, John E, Warriner's English Grammar and Composition, 3nl edition, USA: Harout Brace Jovanovich, inc., 1982.
ＧｾＮＧ＠ ｾＡＺＺｾＺＸＺＭＬ＠ ｾＬＱ･ｲｩ･ｭＬ＠ Webster Ninth Collegiate Dictionary, New York: Meriem Webster, Inc., 1998.
12. Jumlah StafGuru dan Pegawai Tata Usaha
a. Jumlah Staf Guru Keseluruhan : 12 Orang b. Guru Tetap Yayasan : OJ Orang c. Guru Tidak Tetap Yayasan
d. Guru PNS dipekerjakan e. StafTata Usaha
11. Data Ruang Kelas
a. Kelas I : IRuang b. Kelas II
c. Kelas III : I Ruang d. Kelas IV
e. Kelas V
f. Kelas VI : I Ruang 12. Jumlah Rombongan Belajar
a. Kelas I b. Kelas II c. Kelas III d. Kelas IV e. Kelas V
f. Kelas VI
: Baik
: Baik
: Baik
: 08 Orang : 02 Orang : OJ Orang
: 2 Rombongan Belajar : I Rombongan Belajar : l Rombongan Belajar : I Rombongan Belajar : I Rombongan Belajar : l Rombongan Belajar
Appendix2
No
1
Name of School Subject
: M.I Darul Ihya : English
Level : I
Term : I/IT
Competency Topic Basic
Standard Comuetencv
Reading Skill Introduction • Students are able their self and to read loudly Greeting
Speaking • Students are able
Skill to express about
their self, and able to describe about some orally
Writing skill • Students are ab le to complete simply words • Students are able
Listening to write simple
skill words from
teachers sources
English Syllabi
Indicator Lesson Activity Source/Media Evaluatio1 - Students are able to repeat - Listen to teacher's - Speed Up Written test the expressions with pronunciation English, Speaking te appropriate intonation. -Retell teacher's Yudhistira, for
- Students are able to pronunciation the first grade. understand the expressions - Demonstrate the -Grow with related to introductions and instructions English class I,
greetings. - Describe someone Erlangga,
-·Students are able to and spell their names Jakarta 2006. understand the text which - Read the text aloud - Cards, have already read - Do the exercises Worksheet, - Students are able to from worksheet dice, ball
complete the simple words textbook
into simple paragraph - play a game with about introductions ball, dice, cards
38
No Competency Topic Basic Indicator Lesson Activity Source/Media Evaluatio
Standard Comoetencv
2. Reading Skill Alphabets • Students are able - Students are able to listen - Listen to teacher's - Speed Up Written tesl (Spelling to read loudly to teacher's pronunciation. pronunciation English, Speaking te
words) - Students are able to retell -Retell teacher's Yudhistira, for Speaking • Students are able teacher's pronunciation. pronunciation the first grade.
Skill to spell about - Student are able to - Demonstrate the - Grow with
some words and describe someone and spell instructions English class I, W riling skill describe it orally their names orally - Describe someone Erlangga,
• Students are able - Students are able to spell and spell their names Jakarta 2006. to complete their name - Read the text aloud - Cards, simply words - Students are able to do the - Do the exercises Worksheet,
Listening • Students are able instruction from worksheet dice, ball
skill to write simple - Students are able to write textbook
words from simple word - play a game with
teachers sources ball, dice, cards
- sing a song
3. Reading Skill Numbers 1-20 • Students are able - Students are able to listen - Listen to teacher's - Speed Up Written test to complete to teacher's pronunciation. pronunciation English, Speaking te simply words - Students are able to retell -Retell teacher's Yudhistira, for
Speaking • Students are able teacher's pronunciation. pronunciation the first grade. Skill to mention the - Students are able to do the - Demonstrate the -Grow with
number 1-20 instruction instructions English class I,
No Competency Topic Basic Indicator Lesson Activity Sonrce/Media Evaluatiof
Standard Competency
Writing Skill • Students are able -Students are able to write - Do the exercises - Worksheet Written test to complete numbers in words from worksheet numbers made Speaking
simply words textbook from teacher test
Listening • Students are able - Students are able to count - play a game
Skill to write simple - sing a song
words from teachers sources
4. Reading Skill Colors • Students are able - Students are able to listen - Listen to teacher's - Speed Up
to write simple to teacher's pronunciation. pronunciation English, Written test
sources -Retell teacher's Y udhistira, for Speaking
Speaking • Students are able - Students are able to retell pronunciation the first grade. test Skill to describe about teacher's pronunciation - Demonstrate the - Grow with
colors orally instructions English class I,
Writing Skill • Students are able - Describe about Erlangga,
to complete - Students are able to do the colors and spell it Jakatia 2006. simply words instruction - Read the text aloud - Cards
Listening • Students are able - Do the exercises - Wall cart
Skill to write simple - Students are able to from worksheet colors
words from describe about colors textbook
40
No Competency Topic Basic Indicator Lesson Activity Source/Media Evaluatio
Standard Competency
5. Reading Skill My Family • Students are able - Students are able to listen - Listen to teacher's - Speed Up Written tesl to read loudly to teacher's pronunciation. pronunciation English, Speaking te Speaking o Students are able - Students are able to retell -Retell teacher's Yudhistira, for
Skill to describe about teacher's pronunciation pronunciation the first grade. their Family - Students are able to do the - Demonstrate the - Grow with
orally instructions instructions English class I,
Writing skill • Students are able - Students are able to - Describe about Erlangga, to complete describe about family family members and Jakarta 2006.
simply words members surrounding spell it -MPH Book,
Listening • Students are able them. - Read the text aloud Federal
skill to write simple - Students are able to write - Do the exercises Publication words from the family members from worksheet 2005
teachers sources textbook - Cards,
- play a game with Worksheet, ball, dice, cards dice, ball - sing a song - Wall cart
Family
6. Reading Skill Fruits and • Students are able - Students are able to listen - Listen to teacher's -Speed Up Written test Vegetables to read loudly to teacher's pronunciation. pronunciation English, Speaking te
- Students are able to retell -Retell teacher's Y udhistira, for Speaking Students are able teacher's pronunciation pronunciation the first grade. Skill to describe fruits - Students are able to do the - Demonstrate the -Grow with
and vegetables instructions instructions English class I,
orally - Describe about Erlangga,
No Competency Topic Basic Indicator Lesson Activity Source/Media Evaluatior
Standard Competency
Writing skill • Students are able - Students are able to Describe about fruits -Cards Fruits to complete describe about fruits and and vegetables and and vegetables simply words vegetables surrounding spell it -Worksheet
them - Read the text aloud fruit and
Listening • Students are able - Students are able to write - Do the exercises vegetables
skill to write simple fruits and vegetables from worksheet
words from textbook
teacher sources - play a game with
ball, sing a song
7. Reading Skill Animals • Students are able - Students are able to listen - Listen to teacher's - Speed Up Written test to write simple to teacher's pronunciation. pronunciation English, Speaking sources - Students are able to retell -Retell teacher's Yudhistira, for test Speaking • Students are ab le teacher's pronunciation pronunciation the first grade.
Skill to describe about - Students are able to do the - Demonstrate the - Grow with animals orally instruction instructions English class I, Writing Skill • Students are able - Students are able to - Describe about Erlangga,
to complete describe about animals colors and spell it Jakarta 2006. simply words surrounding them - Read the text aloud - Cards • Students are able - Students are able to write - Do the exercises - Wall cart
Listening to write simple animals from worksheet animals
Skill words from textbook
teacher sources - play a game with
42
No Competency Topic Basic Indicator Lesson Activity Source/Media Evaluation
Standard Competency
8.
Reading Skill My School • Students are able - Students are able to listen - Listen to teacher's - Speed Up Written test to write simple to teacher's pronunciation. pronunciation English, SpeakingSpeaking sources - Students are able to retell -Retell teacher's Yudhistira, for test
Skill • Students are ab le teacher's pronunciation pronunciation the first grade.
to describe about - Students are able to do the - Demonstrate the - Grow with
their school instruction instructions English class I,
Writing skill orally - Students are able to - Describe about Erlangga,
• Students are able describe about their school things in the school Jakarta 2006. to complete - Students are ab le to write and spell it - Cards
Listening simply words parts and the things in the - Read the text
skill • Students are able school aloud
to write simple - Do the exercises
words from from worksheet
teacher sources textbook
Appendix3
RENCANAPELAKSANAANPEMBELAJARAN
(RPP)
Nama Sekolah Kelas/Semester Mata pelajaran Terna
Sub tema Waktu
Lesson Plan (Experiment Class)
: MI Darul Ihya : 1/1
: Bahasa Inggris : In the Classroom : Things in the Classroom : 4x pertemuan X 35
I. Tujuan pembelajaran Umum
Siswa dapat menguasai kosakata benda-benda yang terdapat di dalam kelas.
II. Tujuan Pembelajaran Khusus
1. Siswa mampu dapat menjawab pertanyaan guru tentang benda benda diruang kelas secara lisan.
2. Siswa dapat menyebutkan benda-benda yang ada diruang kelas secara lisan.
3. Siswa dapat menjawab pertanyaan guru mengenai benda-benda yang ada di dalam kelas.
III. Materi pembelajaran
Benda-benda yang ada di dalam kelas.
V. kegiatan pembelajaran I. Pendahuluan
- Guru memberi salam dan bertegur sapa dan menyanyikan lagu "Good Morning".
- Guru memperkenalkan diri - Guru memeriksa kehadiran siswa
- Guru mengarahkan siswa pada topik yang akan dibahas
Guru memperkenalkan metode yang akan digunakan dalam belajar Bahasa Inggris.
2. Penyajian
- meminta beberapa orang untuk menjadi sukarelawan.
44
- Guru memperagakan perintah, dan mencontohkan dengan benda-benda yang ada di dalam kelas.sukarelawan hanya menyimak
- Guru memperagakan perintah, sukarelawan mengikuti guru. lni
dilakukan berkali-kali sampai sukarelawan paham dan bisa melakukan sendiri.
- Meminta siswa merespon perintah guru tanpa guru memberikan contoh. - Guru meminta semua siswa untuk memperagakan perintah guru.
- Guru meminta salah seorang untuk memperagakan perintah guru. - Guru menuliskan beberapa kata-kata baru bahasa inggris yang sudah
mereka pelajari selama kegiatan. Pertemuan pertama.
Touh the table, touch the chair, touch the black board, touch door, touch the window.
Pertemuan kedua
Touch the picture, touch the map, touch the basket, touch the vase, touch clock.
Pertemuan ketiga
Pertemuan keempat
Take the pen, take the pencil case, take the broom, take the chalk, take the duster.
3. penutup
- Guru menanyakan pada siswa apa yang sudah mereka pelajari. - Guru memberikan latihan
- Berdoa dan mengucapkan salam.
VI. Alat dan sumber
Appendix 4
RENCANAPELAKSANAANPEMBELAJARAN
(RPP)
Nama Sekolah Kelas/Semester Mata pelajaran Terna
Subtema Waktu
Lesson Plan
(Control Class)
: MI Darul Ihya
: 1/1
: Bahasa Inggris : In the Classroom : Things in the Classroom : 4x pertemuan X 35
I. Tujuan pembelajaran Umum
Siswa dapat menguasai kosakata benda-benda yang terdapat di dalam kelas.
II. Tujuan Pembelajaran Khusus
I. Siswa mampu dapat menjawab pertanyaan guru tentang benda benda diruang kelas secara lisan.
46
2. Siswa dapat menyebutkan benda-benda yang ada diruang kelas secara lisan. 3. Siswa dapat menjawab pertanyaan guru mengenai benda-benda yang ada di
dalam kelas.
III. Materi pembelajaran
Benda-benda yang ada di dalam kelas.
3. penutup
- guru menanyakan pada siswa apa yang sudah mereka pelajari. - Guru memberikan latihan
- Berdoa dan mengucapkan salam.
VI. Alat dan sumber
H. Fill in the blanks with the words in the box!
Example:
Cupboard
I.
picture
2.
3.
4.
a. Door b. Picture c. Window d.Map e. Clock
f. Sharpener h. Cupboard g.Pencil case
h.Pen
i. Broom
j. Pencil case
6 / ,
7.
l
8.
9.
