THE EFFECTIVENESS OF USING TOTAL PHYSICAL RESPONSE METHOD IN LEARNING IMPERATIVE SENTENCE AT
SECOND YEAR STUDENTS
OF SMA NEGERI 8 MAKASSAR
A
Thesis
Submitted in
Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
in English Education Department of
Tarbiyah and
Teaching Science Faculty of
UIN Alauddin
Makassar
BY
ASWANDI
Reg. Number: 204011O8026
ENGLISH TEACHING DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
2012
______________________________________________________________
ABSTRACT
Name :
Aswandi
Reg. Number : 20401108026
Title
:“The Effectiveness
of Using Total Physical Response Method in Learning Imperative Sentence at
Second Year Students of SMA Negeri 8 Makassar”
Consultant I : Dra.
Hj. Djuwairiah Ahmad M.Pd., M.TESOL.
Consultant
II :
H. Erwin
Hafid, Lc., M.Th.I, M.Ed.
The objective of this research was to find out the effectiveness of using Total
Physical Response Method in learning imperative sentences at second year
students of SMA Negeri 8 Makassar.
This
research employed quasi-experimental method using two groups pre-test and
post-test design. One
of the groups treated as the
experimental group and the rest was treated as the control group.
There were two variables used in this research:
independent variable (the use of Total
Physical Response in learning imperative sentence) and dependent variable (the students’ knowledge in learning imperative sentence).
The
population of this research was the second year students
of SMA
Negeri 8 Makassar academic year 2012/2013.
There were eight classes and each class consists of 40
students. The total number of population was 320
students.
The writer used purposive sampling technique and took 40
students as sample of this research.
This
research employed grammar test as the
instrument of data collection. The result of this test was used to assess to
what extent Total Physical Response can be effective in teach
imperative sentence.
After several meetings, this research found that the use of Total Physical Response was significantly effective in learning imperative sentence. Based on the
findings, the writer concluded that the second year students
of SMA
Negeri 8 Makassar could be effective
their learning by using Total
Physical Response.
The result of this research w
as
(1) the mean score obtained by students
through pre-test of experimental group was 55.35
and pre-test of control group was 51.75
and post-test of experimental group was 78.15 and post-test
of control group was 60.65. (2) The t-test
value was higher
than t-table (15.1>2,021). It means that
there was a significant difference between the result of the students’ pre-test
and post-test. Therefore, hypothesis H0 was rejected and H1was accepted.
______________________________________________________________
CHAPTER
I
INTRODUCTION
This
chapter deals with background, problem statement, objective of the research,
significance of the research, the scope of the research, and the difinition of
the term.
A.
Background
English is an important language
that is used by many people all over the word. English influences many factors
in human life, such as in social, culture, politic, economy, etc. It is used
extensively as a second language and as an official language throughout the
word.
Recently, English as a
foreign language has been more and more studied by Indonesian students. It is
the first foreign language taught to Indonesian students from elementary to
tertiary level. The main goal of English teaching in Indonesian has been
designed. Not only for academic purpose but also for the development of scince
and technology as a part of program of goverment of Indonesian.
However, it is not so easy for
Indonesian learners to understand English. Since it has a number of regulations
items. One of them is grammar. As Harmer (1987) stated that, the grammar is the
way in which word change them selves and group together to make sentence.
Furthermore, grammar is one of the important elements in learning English. The
mastery of the grammar becomes very essential in supporting language skill
because it can help the learners to learn English more quicklyand efficiently.
There are some factors sometimes influence
the students in learnning such as psychological factors where students are
usually ashamed, awkward, clumsy and afraid of speaking English to other
people. Besides, cognitive factors as the insufficient of English grammar,
vocabulary, pronunciation and the lack of practice. Those factors are caused
the limited situation in which the students can practice their English more frequently.
Through
Total Physical Response Method every students must be active, this method can
make the students active in learning imperative sentence. It is one way to
increase the students’ effectiveness in learning English. So, learning process
in class will be succcessful.
B. Problem Statements
Based on the previous background, the
researcher formulated problems statement as follow:
1. To
what extent is the effectiveness of using Total Physical Response Method in
learning imperative sentences at the second year students of Madrasah Aliyah
Madani Alauddin Pao-Pao, Gowa Regency?
2. How
the students’ response in learning imperative sentence through using Total
Physical Response Method?
C. Research Objective
The main objectives of this research
are:
1. To
find out the effectiveness of using Total Physical Response Method in learning
imperative sentences at the second year students of Madrasah Aliyah Madani
Alauddin Pao-Pao, Gowa Regency.
2. To
find out the students response in learning imperative sentence through using
Total Physical Response Method.
D. Research
Significance
Some
significance of this research are:
1. The
result of this research is expected to increase linguistic mastery and
students’ acquisition of English.
2. The
result of this research is expected to be an input in improving the quality of
English learning, especially in learning imperative sentence.
3. The
result of this research is expected to be a reference for other researchers who
are interested to do research on the learning imperative sentence.
E. Research Scope
This
researcher is focused on analyzing the effectiveness of using Total Physical
Response Method in learning imperative sentence at the second year students of
Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency.
F. Operational
Defenition of Terms
The researcher would
like to study about “the effectiveness of using Total Phisycal Response Method
in learning imperative sentence at the second year students of Madrasah Aliyah
Madani Alauddin Pao-Pao, Gowa Regency.” Therefore to make the understanding of
this thesis, the researcher would like to explain some defenition and terms:
1. Total
Physical Response
Total Phisycal Response or TPR is a
language teaching method built around the coordination of speech and action;
it to teach language through Physical
(motor) activity (Richards, 1986).
2. Learning
According
to Bowel and Higard in Akmal (2010), learning refer Imperative sentence to the
chance in a subject behavior potential to a given situation brought by the
subject repeated experience in that situation provided change can not be
explained on the basic or the subject native responses tendencies devices.
3. Imperative
sentence
Imperative
sentences are sentences that request the person we are speaking to do or not to do something.
Imperative
are used, for example, to tell or ask people qhat to do, to make suggestions,
to give advice or instructions, to encourage and offer, and to express wishes
for people’s welfare (Michael Swan, 1980, 1990).
CHAPTER II
REVIEW OF
RELATED LITERATURE
This chapter deals with previous related
research finding, pertinent ideas, resume.
A.
Previous
Related Research Findings
1. Some
of the researcher had write down in their books about using total physical
respon method in learning imperative sentence. Richard frost (2006: 2) in his
paper (Total Physical Respone), he found that TPR is really suitable for
beginner levels, but TPR also successfully with intermediate and advanced
levels. Total Physical Respone was successfully in teaching because it was a lot of fun, very memorable,
good for kinesthetic, and it can be used in large and small classes.
2. Total
Phisycal Response or usually we brief be TPR is a language teaching method
built around the coordination of speech and action; it attempts to teach
language through physical (motor) activity (Richards: 1986,87)
3. The Total Physical
Response method is focusing on
listening comprehension by considering from observation to how children acquire
their mother tongue. A baby spends many months listening to the people around
him. The child has the time to try to make sense out of the sounds he hears.
4. According
to Asher, "TPR is based on the premise that the human brain has a
biological program for acquiring any natural language
on earth - including the sign language
of the deaf. The process is visible when we observe how infants
internalize their first language. It looks to the way that children learn their
native language. Communication between parents and their children combines both
verbal and physical aspects. The child responds physically to the speech of
their parent. The responses of the child are in turn positively reinforced by
the speech of the parent. For many months the child absorbs the language
without being able to speak. It is during this period that the internalization
and code breaking occurs. After this stage the child is able to reproduce the
language spontaneously. With TPR the language teacher tries to mimic this
process in class.
5. Next,
David Dickson (2007: 1) in his paper Total Physical Respone, he found that TPR
is great for teaching the names of items. He used the real tool to introduce
and practice the basic vocabulary. It made the students ofthen know how to use
many of the tools, and they’re eager to learn the English names for them.
Based on the
previous research finding above, the writer concludes that the use of Total
Physical Response (TPR) method in English teaching-learning as a foreign
language gives much contribution toward the process of English learning. It may
bring the learning process to be more dynamic of interesting as well, because
it can be combined with realia, picture, games, and action song.
B.
Some
Pertinent Ideas
1. Definition
of Total Physical Response (TPR) Method
TPR is language teaching method
built around the coordination of speech and action; it attemps to teach
language through physical (motor) activity. Developed by james Asher, a
professor of psychology at san jose state university, California, it draws on
several tradition, including development psycology, learning theory, and
humanistic pedagogy, as well as on language teaching procedures proposed by
Harold and Dorothy palmer in 1925. 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 concists
primarily of commonds, which children respond to physically before they begin
to produce verbal responses. Asher feels that adults should recapitulate the
processes by which children acquire their native language.
Asher share with the school of
humanistic psycology a concern for the role of affective (emotional) factors in
language learning. A method that is undemanding in terms of llinguistic
production and that involves gamellike movements reduces learner stress, he
believes, and creates a positive mood in the learner, which facillitates learning.
Approach: Theory of language and
learning
TPR reflects a grammer-based view
of language. Asher states 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” (1977:4). He views the verb, and
particularly the verb in the imperatiive, as the central linguistic motif
aaround which language use and learning are organized.
Asher sees a stumulus-response view
as providing the learning theory underlying language teaching pedagogy.
TPR can also be linked to the “trace
theory” of memory in psychology (e.g., katone 1940), which holds that the more
often of \r the more intensively a memory connection is traced, the stronger
the memory association will be adn themore likely it will be recalled.
Retracing can be done verbally (e.g., by rote repetition) and/or in association
with motor activity. Combined tracing activities, such as verval rehearsal
accompacied by motor activity, hence increase the possiiblity of successful
recall.
In addition, asher has elaborated
an account of what he feels facilitates or inhibits foreign language learning.
For this dimension of his learning theory he draws on three rether influential
learning hypotheses:
a. There
exists a specific innate bio-program for language learning, which defines an
optimal path for first and second language development.
b. Brain
lateralization defines different learning functions in the left- and
right-brain hemispheres.
c. Stress
(an affective filter) intervenes between the act of learning and what is to be
learned; the lower the stress, the greater the learning.
Asher sees Total Physical Response
as directed to right-brain learning, whereas most second language teaching
method are-directed to left child language learner acquires language through
motor movement – a right-hemisphere activity. Right-hemisphere activities must
occur before the left hemisphere can process languagefor production.
Similarly, the adult should proceed
to language mastery through righ-learns. When a suffcient amount of
right-hemisphere learning has taken plece, the left hemisphere will be
triggered to produce language and to initiate other, more abstract language
processes.
Total Physical Response enjoyed
some popularity in the 1970s and 1980s because of jits support by those who
emphasize the fole of comprehension in second language acquisition. (1981), for
example, regards provision of comprehensible input and reduction of stress as
keys to successful language acquisition, and he sees performing physical ations
jin the target language as a means of making input comprehensible and
minimizing stress. Asher stressed that Total Physical Response should be used
in association with other methods and techniques. Indeed, practitioners of TPR
typically follow this recommendation, suggesting that for many teachers TPR represents
a useful set of techniques and is compatible with other approaches to teaching.
TPR pratices therefore may be effective for
resons other than those proposed by Asher and do not necessarily demand
commitment to the learning theories used to justify them.
2. Definition
of learning
According
to Bowel and Higard in Akmal (2010), learning refer Imperative sentence to the
chance in a subject behavior potential to a given situation brought by the
subject repeated experience in that situation provided change can not be
explained on the basic or the subject native responses tendencies devices.
3. Definition
of imperative sentence
Imperative
sentences are sentences that request the person we are speaking to do or not to do something. Imperative are
used, for example, to tell or ask people qhat to do, to make suggestions, to
give advice or instructions, to encourage and offer, and to express wishes for
people’s welfare (Michael Swan, 1980, 1990).
CHAPTER III
RESEARCH METHOD
A. Research Design
In
this research, the researcher will use true experimental design to find out the
effectivenes of using Total Phisycal Response Method in learning imperative
sentences. The research design is
presented as follow:
Control
Group Pre-Test and Post Test
Class
|
Pre-test
|
Treatment
|
Post-test
|
E
|
O1
|
X
|
O2
|
C
|
O1
|
X
|
O2
|
Notation: E = Experimental class
C
= Controlled class
O1 = Pre-test
O2 = Post- test
X
= Treatment
(Gay,
1981)
B. Research Variables
This research has two variables. They
are independent and dependent variable; independent variable is the use of
Total Physical Response in learning imperative sentence, and dependent variable
is the students’ knowledge in learning imperative sentence.
1. Population
Population
is one of important element on the research. According to Sugiyono, “population
is the generalized composed of the object / subject that have curtain qualities
and characteristic are determined by the researcher to learn and then draw the
conclusion.”( 2011)
The
population of this research will be taken from the second grade students of
Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa regency, academic year 2012-2013.
It consist of 2 class, namely class XI A and XI B that consisted of 63
students.
2. Sample
Sample
is the representative of the population. Sugiyono had stated that, “sample is
the part of the number and characteristic that is possessed by the population.”
(2011)
This
research will use purposive sampling technique, where the researcher will take
one class as a representative of 2 class population. The researches chose the
class XI A that consisted of 32 students.
D.
Time and location
This research was conducted on Juli, 2012. It take
the place at the class of the second class. Exactly at a building of Madrasah
Aliyah Madani Alauddin Paopao,
Gowa Regency.
E. Research Instrument
The instrument will be
used by the researcher in this research are:
1. Test
of grammer
In collecting data, the
writer used grammer test. The grammer test was used in pre-test and post-test.
The test consists of imperative sentence through the application of Total
Physical Respone (TPR).
2. Questionnaire
Another
instrument which was used by the researcher in this research was questionnaires.
Arikunto state that questionnaires is a number of written quetion that will be
used to get some information from respondents about their personal
identification or the things related to themselves. (Arikunto, 2002:128).
The
questionnaire is intended to know the effects of the Total Physical Response in
learning imperative sentence.
F. Data Collection Procedure
Technique
of collecting data in this research are as follow:
1. Pre-test
The
researcher will give the students pre-test in the first meeting. It consists
of explanation about everything which
related to the material. It runs for 30-60 minutes.
2. Treatment
In
the treatment, the students will be given imperative sentence through total
physical response (TPR), each meeting spent 90 minutes.
3. Post-test
After
doing the entire treatment, the last step will be post-test which is supplyed
to the students.
The data collected will be
analyzed the t-test, the steps are as follow:
1. Scoring
the students correct answer of pre-test and post-test.
( Rosmalasari, 2004)
2. Classifying
the students’ scores using the following scales:
Table 5.
Scale
|
Classification
|
95 –
100
|
Excellent
|
85 – 94
|
Very
Good
|
75 –
84
|
Good
|
65 –
74
|
Fairly
Good
|
55 –
64
|
Fair
|
45 –
54
|
Poor
|
0 – 44
|
Very
Poor
|
___________________________________________________
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(2010). Factors Influencing Students’
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and Arts UNM.
Dickson,
David. (2007). Total Physical Respone. Retrieved 15th January 2012 from the World
Wide: http://www.tpr-world.com.
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(2006). Total Physical Response-TPR. Rtrieved
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http://www.tpr-world.com.
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(2004). Improving the Students’ Writing
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