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THE MASTERY OF ENGLISH VOCABULARY
OF THE THIRD GRADE STUDENTS OF SD N DUKUTALIT 01 JUWANA IN THE ACADEMIC YEAR 2012/2013
TAUGHT BY USING TOTAL PHYSICAL RESPONSE (TPR)
By
DARMINIM 2008-32-186
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
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THE MASTERY OF ENGLISH VOCABULARY
OF THE THIRD GRADE STUDENTS OF SD N DUKUTALIT 01 JUWANA IN THE ACADEMIC YEAR 2012/2013
TAUGHT BY USING TOTAL PHYSICAL RESPONSE (TPR)
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program in English Education
By
DARMINIM 2008-32-186
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
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MOTTO AND DEDICATION
You can’t live your life for order people you have got to do what’s right for
you even if it hurts some people we love (Nicholas Sparks).
Darkness drive can drive out darkness only light can do that. Hate cannot
drive out hate. Only love can do that (Marthin Luther King Jr)
This research is dedicated to:
Allah the Almighty
Her parents who bring her to get into this
point and lead her until today
Her beloved husband and son who shine her
life
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ADVISOR APPROVAL
This is to certify that the Sarjana Skripsi of Darmi has been approved by the thesis advisors for further approval by the Examining Committee.
Kudus, March 2013 Advisor I
Dr. H.A. Hilal Madjdi, M.Pd NIS. 0610713020001020
Advisor II
Titis Sulistyowati, S.S, M.Pd NIP.19810402 200501 2 001
Acknowledged by
The Faculty of Teacher Training and Education Dean,
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BOARD OF EXAMINERS
This is to certify that the skripsi of Darmi has been approved by the examining committee as a requirement for the “Sarjana” Degree in Teaching English as a
Foreign Language.
Day : Wednesday
Date : March 28th, 2013
Examining Committee
Agung Dwi Nurcahyo, SS, M.Pd Chairperson NIS.0610701000001187
Titis Sulistyowati, S.S, M.Pd Member NIP.19810402-200501-2-001
Fitri Budi Suryani, SS, M.Pd Member NIS. 0610701000001155
Ahdi Riyono, SS, M.Hum. Member NIS 0610701000001160
Acknowledged by
The Dean of Teacher Training and Education Faculty
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ACKNOWLEDGEMENT
The writer gives her gratitude to God for giving her everything in her life, so that she can finish writing the research entitled “The Mastery of English Vocabulary
of the Third Grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Taught by Using Total Physical Response (TPR)”. Then, she would like to express her gratitude to:
1. Drs. Susilo Rahardjo, M.Pd as the Dean of Teacher Training and Education Faculty of Muria Kudus University.
2. Fitri Budi Suryani, SS, M.Pd as the Head of English Education Department of Muria Kudus University
3. Dr. H.A. Hilal Madjdi, M.Pd. as the first advisor who has guided and given her suggestion in finishing this research with a great patience.
4. Titis Sulistyowati, S.S., M.Pd. as the second advisor who has given contributive criticism and assistance during completing this research.
5. All of lecturers and staffs of English Education Department who have given her great knowledge, so that the writer can finish writing this research.
6. Her beloved parents and family who always support and guide her. 7. Her beloved husband who give her the greatest spirit in her life.
8. Her beloved friends who amuse her in all her sadness and remind her in all her happiness.
Finally, thanks are also due to those whose names could not be mentioned here, their contributions have enabled him completing this research.
viii ABSTRACT
Darmi. 2012. The Mastery of English Vocabulary of the Third Grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Taught by Using
Total Physical Response (TPR). Skripsi. English Education Department.
Teacher Training and Education Faculty. Muria Kudus University. Advisors: (1) Dr. H.A. Hilal Madjdi, M.Pd (2) Titis Sulistyowati, S.S., M.Pd.
Key words: Vocabulary Mastery, Total Physical Response (TPR)
One of the aims of teaching English in Elementary School is to enhance students to be able to understand English words which they might find in their environment. In fact, students often find problems in learning the words. So it needs more teachers’ attention to make the transfer of the vocabulary process easier to grasp and more fun to learn. Meanwhile, the students of SD N Dukutalit 01 Juwana also have some problems in learning vocabulary. From the reasons above, the writer is intereseted to carry on a research entitled “The Mastery of English Vocabulary of the Third Grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Taught by Using Total Physical Response (TPR)”
The purposes of the research are: (i) to find out the extent of the English vocabulary mastery of the third grade students of SD N Dukutalit 01 Juwana in the academic year of 2012/2013 before being taught by using Total Physical Response (TPR) (ii) to find out the extent of the English vocabulary mastery of the third grade students of SD N Dukutalit 01 Juwana in the academic year of 2012/2013 after being taught by using Total Physical Response (TPR) (iii) to find out whether or not there is a significant difference of the English vocabulary mastery of the third grade students of SD N Dukutalit 01 Juwana in the academic year of 2012/2013 before and after being taught by using Total Physical Response (TPR)
This research is experiement research with one group pretest-posttest. The sample of this research is all the third grade students of SD N Dukutalit 01 Juwana in the academic year 2012/2013 which consists of 32 students. Before applying Total Phisical Response to the third grade students of SD N Dukutalit 01 Juwana, the writer gave try out to the third grade students of SD N Bendar to know the
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Considering the process and the results of this research, the writer suggests that (i) the English Teacher should use Total Physical Response (TPR) in teaching English vocabulary is recommended for English teachers, especially for the
elementary school teacher to attract the students’ interest and motivation in learning English (ii) the students should develop their vocabulary to master the four language skills. The students can use Total Physical Response (TPR) to improve the
vocabulary mastery (iii) to get a wider generalization of the result of this study, such activity should be conducted in other classes of other school, and the writer hopes that there will be many researchers explore about how to apply Total Physical Response more effectively in the future.
x ABSTRAKSI
Darmi. 2012. Penguasaan Kosakata Bahasa Inggris Siswa Kelas 3 SD N Dukutalit 01 Juwana Tahun Pelajaran 2012/2013 yang Diajar Menggunakan Total
Physical Response (TPR). Skripsi. Program Pendidikan Bahasa Inggris
Fakultas Keguruan Dan Ilmu Pendidikan. Unversitas Muria Kudus.
Pembimbing: (1) Dr. H.A. Hilal Madjdi, M.Pd (2) Titis Sulistyowati, S.S., M.Pd.
Kata Kunci : Penguasaan Kosakata, Total Physical Response (TPR)
Salah satu tujuan mengajar Bahasa Inggris di SD adalah untuk meningkatkan siswa untuk mampu memahami kata-kata Bahasa Inggris yang mungkin mereka temukan di lingkungan mereka. Kenyataannya siswa sering menemukan masalah dalam mempelajari kata-kata. Sehingga ini membutuhkan lebih banyak perhatian guru untuk membuat proses pengajaran kosakata lebih mudah untuk memahami dan lebih menyenangkan untuk belajar. Sementara itu, siswa-siswa SD N Dukutalit 01 Juwana juga memiliki beberapa masalaah dalam mempelajari kosakata. Dari alasan di atas, penulis tertarik untuk mengadakan penelitian berjudul “Penguasaan
Kosakata Bahasa Inggris Siswa Kelas 3 SD N Dukutalit 01 Juwana Tahun Pelajaran
2012/2013 yang Diajar Menggunakan Total Physical Response (TPR)”
Tujuan penelitian ini adalah (i) untuk mengetahui penguasaan kosakataa siswa kelas 3 SD N Dukutalit 01 Juwana tahun pelajaran 2012/2013 sebelum diajar menggunakan Total Physical Response (TPR) (ii) untuk mengetahui penguasaan kosakataa siswa kelas 3 SD N Dukutalit 01 Juwana tahun pelajaran 2012/2013 setelah diajar menggunakan Total Physical Response (TPR) (iii) untuk mengetahui penguasaan kosakataa siswa kelas 3 SD N Dukutalit 01 Juwana tahun pelajaran 2012/2013 sebelum dan setelah diajar menggunakan Total Physical Response (TPR).
Penelitian ini adalah penelitian eksperimen dengan satu group pretest-posttest. Sampel penelitian ini adalah semua siswa kelas 3 SD N Dukutalit 01 Juwana tahun pelajaran 2012/2013 yang terdiri dari 32 siswa. Sebelum menerapkan Total Physical Response (TPR) untuk siswa kelas 3 SD N Dukutalit 01 Juwana, penulis memberikan uji coba kepada siswa kelas 3 SD N Bendar untuk mengetahui reliabilitas soal tes. Hasil uji coba menunjukkan bahwa tes termasuk reliabilitas tinggi (0,80)
Hasil penelitian ini menunjukkan bahwa (i) penguasaan kosakata siswa kelas 3 SD N Dukutalit 01 Juwana tahun pelajaran 2012/2013 sebelum diajar
menggunakan Total Physical Response (TPR) dikategorikan cukup. (rata-rata = 68,75, Standar Deviasi =13.5) (ii) penguasaan kosakata siswa kelas 3 SD N Dukutalit 01 Juwana tahun pelajaran 2012/2013 setelah diajar menggunakan Total Physical Response (TPR) dikategorikan baik. (rata-rata = 89,91, Standar Deviasi =8,75) (iii) ada perbedaan yang signifikan antara penguasaan kosakata siswa kelas 3 SD N Dukutalit 01 Juwana tahun pelajaran 2012/2013 sebelum dan sesudah diajar
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Berdasarkan proses dan hasil penelitian ini, penulis menyarankan bahwa (i) Guru Bahasa Inggris menggunakan Total Physical Response (TPR) dalam mengajar kosakata bahasa Inggris. Khusunya untuk menarik ketertarikan siswa dan motivasi siswa (ii) siswa seharusnya mengembangkan kosakata mereka untuk menguasai empat kemampuan bahasa. Siswa bisa menggunakan Total Physical Response (TPR) untuk meningkatkan penguasaan kosakata (iii) untuk mendapatkan perluasan hasil penelitian ini seperti aktifitas seharusnya dilaksanakan di kelas lain disekolah lain. Penulis mengharapkan bahwa banyak penelitian memahami bagaimaana
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MOTTO AND DEDICATION..………. iv
ADVISOR APPROVAL..………... v
BOARD OF EXAMINER..………... ACKNOWLEDGEMENT ..………... ABSTRACT ..……… ABSTRAKSI ..………... TABLE OF CONTENTS ..………... LIST OF TABLES ..………... LIST OF FIGURES……….. LIST OF APPENDICES ..………... vi
1.4 Significance of the Study..………. 4
1.5 Limitation of the Study..……….. 5
1.6 Operational Definition.……… 5
CHAPTER II: REVIEW TO RELATED LITERATURE 2.1 Foreign Language Learning and Teaching……….. 7
2.1.1 Teaching English in Elementary School………... 8
2.1.2 Curriculum of English teaching in SD N Dukutalit 01 Juwana……….. 10
2.1.3 The Purpose of Teaching English in SD N Dukutalit 01 Juwana…… 10
2.1.4 The Material of Teaching English in SD N Dukutalit 01 Juwana……... 11
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2.2 English Vocabulary Mastery……… 13
2.2.1 The definition of Vocabulary……….. 13
2.2.2 The Types of Vocabulary Mastery……….. 14
2.2.3 The Purpose of Vocabulary Mastery………... 15
2.3 Total Physical Response……….. 16
2.3.1 The Definition of TPR………. 16
2.3.2 The Objectives of TPR……… 18
2.3.3 The teachers’ and Learner’s Role in TPR………... 19
2.3.4 The Principle of TPR………... 20
2.4 Teaching English Vocabulary by Using TPR………. 22
2.5 Previous Research………... 23
2.6 Theoretical Framework………... 24
2.7 Hypothesis………... 25
CHAPTER III: METHODOLOGY OF THE RESEARCH 3.1 Design of the Research ………... 26
3.2 Subject of the Research………... 28
3.3 Instrument of the Research……….. 28
3.4 Technique of Collecting Data……….. 31
3.5 Technique of Analyzing Data……….. 32
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Dukutalit 01 Juwana in the Academic Year 2012/2013 After Being Taught by Using Total Physical Response (TPR) ……….. 39 4.3 Hypothesis Testing………. 41 CHAPTER V DISCUSSIONS
5.1 The Vocabulary Mastery of the Third Grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Before Being Taught by Using Total Physical Response (TPR)………... 43 5.2 The Vocabulary Mastery of the Third grade Students of SD N
Dukutalit 01 Juwana in the Academic Year 2012/2013 After Being Taught by Using Total Physical Response (TPR) ……….. 44 5.3 The Difference between the Vocabulary Mastery of the Third grade
Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Before and After being Taught by Using Total Physical Response (TPR)……… 45 CHAPTER VI: CONCLUSION AND SUGGESTION
5.1 Conclusion ………. 47 5.2 Suggestion ……….. 48
BIBLIOGRAPHY ………
APPENDICES………...
STATEMENT SHEET ………
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LIST OF TABLES
Table Page
3.1 Table Interpretation of Reliability………. 31 3.2 Criteria of Scoring……….. 34 4.1 The Pre- Test Scores of Vocabulary Mastery of the Third grade
Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Before Being Taught by Using Total Physical Response (TPR)………. 37 4.2 The Table Distribution of the Vocabulary Mastery of the Third
grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Before Being Taught by Using Total Physical Response (TPR)……… 38 4.3 The Post- Test Scores of Vocabulary Mastery of the Third grade
Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 After Being Taught by Using Total Physical Response (TPR)……….. 39 4.4 The Table Distribution of the Vocabulary Mastery of the Third
Grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 After Being Taught by Using Total Physical
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LIST OF FIGURES
Appendix Page
4.1 The Polygon of the Vocabulary Mastery of the Third Grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 Before Being Taught by Using Total Physical
Response (TPR)……….. 38
4.2 The Polygon of the Vocabulary Mastery of the Third Grade Students of SD N Dukutalit 01 Juwana in the Academic Year 2012/2013 After Being Taught by Using Total Physical
xvii Academic Year 2012/2013……… 56 6 Pre-Test………. 58 being Taught By Using Total Physical Response (TPR)………
74 11 The Calculation of Mean and Standard Deviation of the
Vocabulary Mastery of the Third Grade Students of SD N Dukutalit 1 Juwana in the Academic Year 2012/2013 After being Taught by Using Total Physical Response (TPR)………
