Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh penggunaan metode total physical response terhadap keterampilan berbicara siswa dalam pembelajaran bahasa Inggris di Sekolah Menengah Pertama (SMP). Artinya ada pengaruh yang signifikan penggunaan metode Total Physical Response terhadap keterampilan berbicara siswa di SMP Muhammadiyah 3 Metro tahun ajaran 2017/2018. Skripsi ini berjudul “Pengaruh Penggunaan Metode Respon Fisik Total Terhadap Kemampuan Berbicara Siswa Kelas VIII SMP Muhammadiyah 3 Metro”.
APPENDICES
Background of the Study
Based on the observation of the author in the classroom, the author faces some problems in this research, such as: students' speaking ability is low and students' vocabulary is low, especially in English learning process. Data from pre-survey of students' speaking ability in eighth grade of SMP Muhammadiyah 3 Metro. Based on the above problem, the researcher would like to improve the students' speaking skills in learning English with a method (the Total Physical Response method), so the researcher is interested in finding out how much influence it has to use the Total Physical Response method over for the students'.
Problem Identification
The causes of the problem are the habit ignored by the teacher when the teacher was teaching. The teacher should be able to create interesting technique or method to get the best result in teaching.
Problem Limitation
Problem Formulation
As information for the English teacher on how to implement the Total Physical Response method to improve students' speaking skills in English learning.
- Factor That Influenced on Speaking Skill a. Age or Maturational Constraints
- What makes speaking difficult?
- The Roles of Students in Learning Speaking Skill
The central role of listening skills in the L2 or foreign language acquisition process is now largely accepted. And there is little doubt that listening plays an extremely important role in the development of speaking skills. Usually one person speaks and the other responds through the listening process.
While listening, students must understand the text by storing information in memory, integrating it with what follows, and continuously adjusting their understanding of what they hear in the light of prior knowledge and incoming information”. From a pragmatic perspective, language is a form of social action because linguistic communication takes place in the context of structured interpersonal exchange, and meaning is thus socially regulated. The same characteristics must be considered in the productive speech generation, but with a slight twist, since the students are now the producer.
One of the advantages of spoken language is that the process of thinking while speaking allows you to display a certain number of hesitations in performance, pauses, backtracking and correlations. As mentioned in the previous section, learning to produce language waves in a vacuum - without an interlocutor - will rob the speaking skill of its richest component, the creativity of conversational negotiation.3. There are several categories that can be used as the role of students in developing speaking skills in the classroom.
These conversations are a bit trickier for learners because they may include some or all of the following factors - a casual register, colloquial language, emotionally charged language, slang and sarcasm.
The Total Physical Response Method
- The Concept of Total Physical Response Method
- The principles of “ Total Physical Response Method”
- The Characteristics of the Total Physical Response method
- Technique of the Total Physical Response Method
- The Goals of Using Total Physical Response Method
Dianne Larsen adds: “The Total Physical Response method was developed to reduce the stress people feel when learning a foreign language. Total Physical Response Methods believe in the importance of letting their students enjoy their experience of learning to communicate in a foreign language and thereby encourage students to continue their studies beyond an initial level of proficiency.”9. Based on the above explanation, the writer concludes that the Total Physical Response method is one of the methods of teaching English language where students listen and respond to their teacher's spoken target language commands.
The Total Physical Response method was developed to reduce people's stress when learning a foreign language, especially when learning English. The Total Physical Response method believes in the importance of letting their students enjoy their experience learning how to communicate in a foreign language. In the Physical Response method, students listen and respond to their teacher's spoken target language command.
It should be clear from the class we observed that the use of commands is the main teaching technique of the total physical response method. The Total Physical Response Method believes in the importance of their students enjoying the experience of learning to communicate. The Total Physical Response method believes in the importance of their students enjoying the experience of learning to communicate in a foreign language.
In fact, the total physical response method was developed to reduce the stress people feel when learning a foreign language, thereby encouraging students to persist in learning beyond the initial level of proficiency.”14.
Theoretical Framework and Paradigm 1. Theoretical Framework
- Paradigm
So, the purpose of teacher using TPR to make the student enjoy when learning English. Motivation will give effect in learning comprehension, which makes students fail or succeed in their learning. Paradigm is the simple scheme, but contains with the main elements of the research that point out each other from the research indication and the connection.
The writer will use the total physical response method to enhance students' speaking ability in learning English. However, if the grade of the TPR method is low, then the students' speaking performance is also low.
Hypothesis Formulation
Research Design
Population and Technique Sampling 1. Population
- Sampling Technique
The cluster random sampling was taken from four classes, and the author got VIII A for research on this technique, was done by sampling the students of the eighth grade at SMP Muhammadiyah 3 Metro.
The Operational Definition of Variables
- Observation
- Documentation
This means that it is a psychological process by which a speaker puts a mental concept into a linguistic form, such as words, phrases and sentences used to convey a message to a listener. Observation in classroom or daycare settings has been found to be a useful way to look at many educational research questions, such as whether girls and boys play differently, or whether teacher behaviors affect student achievement.4 Outlines of Observation for get student data activities such as students' attention during the learning process, attending the class with enthusiasm, giving commands, performing physical actions correctly, students' ability to question or answer, understanding the material, able to carry out the exercise of the task well and the students 'good participants. The researcher used documentation method to get a detailed information about students' speaking ability in English learning, school history, student list, teacher and employment of SMP Muhammadiyah 3 Metro.
Research Instrument
The Data Analysis
The Description of Data 1. Research Setting
- Pre-Test Result
- Putting the data into the formula Chi-Square (χ 2 )
The purpose of the pre-test was to determine the speaking skills of the students before starting the treatment. In order to measure the speaking skills of the students, the students have to present a dialogue that they have done before in front of the class and it is related to the topic. The result of the pre-test of the assessment of speaking ability of students in the eighth grade of SMP Muhammadiyah 3 Metro.
The post-test result of the students' speaking score at the eighth grade of SMP Muhammadiyah 3 Metro. From the table above it can be seen that there was an increase in the students' speaking skills. After conducting observation and testing, including pre-test and post-test, the researcher analyzed the data using chi-square analysis to prove whether there was a significant influence of the use of TPR Method towards students' speaking ability at the eight grade of SMP Muhammadiyah 3 Metro, as follows were the hypotheses: (ha) there was a positive and significant influence of the use of TPR Method towards students' speaking skills at the eighth grade of SMP Muhammadiyah Metro.
And (Ho) there was no positive and significant influence of using the TPR method towards students' speaking ability in eighth grade in SMP Muhammadiyah 3 Metro. The result of the students' speaking skills in the pre-test and post-test based on the categories. Then the researcher showed the data as follows: the students were included in poor category (2 students), the students.
The contingency table of the expected frequency (Fe) about the result of the students' speaking skills in pre-test and post-test. For the investigation of whether there was a positive and significant influence of the use of total physical response method on the students' speaking skills at the eighth grade of SMP Muhammadiyah 3 Metro, then the researcher counted the degree of freedom (df). This means that "there is a positive and significant use of Totatl Physical Response method on the students' speaking skill at the eighth grade of SMP Muhammadiyah 3 Metro".
Discussions
The students would interact with others and it could help them increase their speaking skills. After the researcher applied the strategy in the classroom, the test conducted by the researcher showed that the TPR method could affect students' speaking skills, especially for the eighth grade students of SMP Muhammadiyah 3 Metro. The result of this study shows that the use of the TPR method had a positive and significant influence on the speaking skills of the students.
Only two students passed the MSC, and after the treatment there were 12 students who passed the MSC. Therefore, it could be inferred that the strategy used had a positive influence on the students' speaking skills scores.
Limitation
Conclusion
The teachers are recommended to use the TPR method in teaching English, especially in teaching fluency with topic and more adjustments to be more interesting. The principal is suggested to prepare the school's facilitation to support the English learning processes. Douglas Brown, Principle Teaching in an Interactive Approach to Language Pedagogy San Francisco State University, 2001.
Hatch, Evelyn Hatch en Farhady, Hussein, Research Design and Statistic for Applied Linguistic, Newbury House Uitgever: Los Angeles, 1982. Isaac Mwita, The Role of Motivation Performance Management: The case of performance-related-pay schemes in British local autoriteiten, International, Development Department (IDD) School of Public Policy The University of Birmingham, 2002. Maryam bahardofar en Reza Omidvar, Technology in Teaching Speaking Skill, University of Mysore: Mysore (India), 2014.
