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TEACHING ENGLISH VOCABULARIES THROUGH TOTAL PHYSICAL

RESPONSE METHOD AT THE FIFTH GRADE STUDENT OF SDN RAWAMENENG

KEC. BLANAKAN KAB. SUBANG

Ricky Eka Setyawan

Email : Kiky198915@yahoo.co.id

No Reg : 08.22.0205

English Education Study Program Language and Art DepartmentSekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung

ABSTRACK

The objective of this research entitled Teaching English Vocabularies Through Total Physical Response At The

Fifth Grade Student Of SDN Rawameneng Kec. Blanakan Kab. Subang was to find out whether or not using

Total Physical Response (TPR) method was effective in improving students vocabulary mastery. This researchused one group pretest posttest design and quantitative research method. The instrument of this research was atest. The population of this research was 45 of the fifth grade students of SDN Rawameneng Kec. Blanakan Kab.

Subang, and the sample was 30 students selected using simple random sampling technique. The data of thisresearch were collected by giving the pretest and posttest to students sample. The collected data were analyzed

by using t -test formula. The results of data analysis showed that: mean score of pretest was 37, mean score ofposttest was 63, the tobs was 82.05. The ttabel with degree of freedom (df) was 29 and significance level at 0.05%

was 2.045. Based on the data analysis the alternative hypothesis of this research was accepted because t obs washigher than ttabel (82.05 > 2.045). It also mean that Teaching English Vocabulary through Total Physical

Response at the fifth grade of SDN Rawameneng kec. Blanakan kab. Subang was effective to improving studentvocabulary mastery.

Key words: vocabularies, Total Physical Response

A. BACKGROUND

Language is an important means for communication in our daily activity. Through

language we can express our opinions, thoughts,

ideas, and feelings. In order to make goodcommunication, people must have enough words,

which they understand and use. Considering this need,English as foreign language is taught in the early age,

hence, in Indonesia, English is generally taught since

kindergarten. Vocabulary as one of the language skill

elements has an important role for English learner in

learning a foreign language. Teachers teach studentshow to use vocabulary to convey their ideas, feeling,and knowledge. It also means that teaching speaking;

writing, reading, and listening cannot be separated

from teaching vocabulary. Harmer (1991:153) statesthat Vocabulary provides the vital organs and flesh in

English. Children have special characteristics and

needs, so teaching English for young learners isconsidered to be a complicated and challenging

activity for English teacher. Total Physical Response

creates the supportive condition in which studentslearn the target language coincide with their first

language acquisition. It means that TPR allows

students to acquire vocabulary in a manner similar to

how a child learns his or her first language. Itintroduces how to learn English especially vocabulary

in cheerful conditions. The students do not feel forced

to learn vocabulary because they can memorize thevocabularies that are given subconsciously. The

students are just asked to see, listen, and practice what

the teacher does. The TPR classroom, then, was one inwhich students did a great deal of listening and acting.

The teacher was very directive on orchestrating a

performance: the instructor is the director of a stage

play in which the students are the actors. (Asher1977:43). Concerning the facts above, it is expected

that research on teaching English vocabulariesthrough TPR method can offer an alternative in

providing the technique in teaching vocabulary inelementary school.

B. THEORITICAL OF FOUNDATIONThere are many various means of teaching, like the

old definition which means a process of transferring

knowledge or skill connected with the definite subjectto the students. In this case the teacher is more active

than the students because the students only receive

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what is taught by the teacher. While the other experts

have developed teaching widely as stated by Wrigley

and Guth (1992: 102), Teaching is supporting adultwith little English and little formal education in their

efforts to understand and use English in its manyform.Teaching vocabulary is very important since it is

the essential term to learn foreign language. Wallace(1982: 9) states that learning a foreign language is

basically a matter of learning the vocabulary of that

language. A few things that have to be remembered in

teaching vocabulary are that should be connected withthe students previous knowledge, contextualized,

practiced and then revised to prevent students fromforgetting.

Asher (1986) defines Total Physical Response

method as language-teaching method builds aroundthe coordination of speech and action; it attempts to

teach language through physical (motor) activity.

Thus, in Total Physical Response activities, studentslistened silently to acquisition series of command and

responds with appropriate physical action.

C. Research Methodology

1. The Research Design

In this research, the writer chose an experimentalmethod to investigate the problem of the sixth year

students at SDN Rawameneng kec. Blanakan kab.

Subang which were selected for this study.Experimental method is the research method that has

an aim to explain about causality between onevariable with other (variable X and variable Y). To

explain this causality, researcher has to control and

measure the measure variable. Experimental methodis not only used to explain causality between one

variable and other variables but also to explain and

predict a movement or tendency a variable in thefuture. This experiment purposed to predict.

In this research, the writer used a pre-experimental

design of one group pretest and posttest. It means thatthe students in the class were given a pretest and

posttest. In the pretest the students were given the test

in multiple choices, while in the posttest they weregiven the test after the treatment. So, it made it easy

for the writer to find out the mastery of students invocabulary.

As the summary, the experimental research

comprises a number of elements among other:

According to Brown (1988:7). Variable issomething that may vary or differ. Variable is also

observable characteristic that may vary among

individuals. Identifying the variable is important to

language learning and discovering how these variables

affect the teaching language. They are some different

classifications of variables within the statisticallanguage studies:

a. Dependent VariableDependent variable is a variable that receives

stimulus and measure for the effect of the treatmenthas had upon it. According to Brown (1988:10).

A dependent variable is observed to determine what

effect, if any, the other type of variables may have

on it. In the other word, it is the variable of focus thevariable on which other variable will act if there is

any relationship. Thus, a dependent variable cannot beidentified in isolation. It makes sense only in the

context of the other variable in the study

b. Independent VariableIndependent variable is a variable that is part of

situation that exist from which originates the stimulusgiven to dependent variables. In addition, according to

Brown (1988:10). those independent variables are

variable selected by researcher to determine theireffect on or relationship with dependent variable. In

short, an independent variable is one that is selected

and systematically manipulated by researcher todetermine whether, or the degree to which, it has any

effect on the dependent variable. In this research, the

independent variable refers to teaching vocabularythrough Total Physical Response Method (TPR).

2. Research MethodThe research method in this research is quantitative

method and the writer decided to apply experimentalmethod. In this research, the students were given the

pretest before the treatment. The treatment was

explanation about the material using Total PhysicalResponse method. After the treatment, they were

given the post test and the result were analyze as

describe in data analyses.

3. Research Instruments

In this research, the writer used test as theinstrument during this research. Test given in two

parts at first, in the pretest and second, in the post test.The pretest given before treatment. The posttest is

given after treatment by Total Physical Response

Method. The test was developed by the writer. It was

not a standard test.

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4. PopulationAccording to Milan (1992:69). A population is a

group of elements or cases, whether individual,objects or events, that conform to specific criteria and

to which we in tend to generalize the result of theresearch.In this research, the population was homogenous,

because all students who were observed were studentsin elementary school. Therefore, the population in this

research was fifth grade students in SDN

Rawameneng kec. Blanakan kab. Subang that have 45

students. It consists of 19 male students and 26 femalestudents in academic year 2011 - 2012 which were

described in the following table.

5. Sample

According to Milan. (1992:69). Sample is groupof subject from whom data are collected. In this

research the writer selected 30 students of population

at fifth grade students of SDN Rawameneng kec.Blanakan kab. Subang.

In choosing the sample, the writer used simple

random as sampling technique. Simple random ischoosing sample method, where all member of

population get same chance to be chosen as member

of sample.

6. Data Collection

The data in this research were collected by askingquestion on the post test after two meeting during the

research on May 17th and 18th 2012.

7. Data Analysis

The obtained data of this research was analyzed byT test and follow the steps below:

a. Find out the standard deviation of difference (SDD)

with the formula:

SDD = -2

b. Find out the mean of difference (MD)

MD =

c. Calculated the standard error from mean ofdifference (SEMD)

SEMD =

d. Determining t-observed (to)

to =e. Determining degree of freedom (df)

df = N-1

8. Research ProcedureResearch procedure is most important part of

research sequence. Thus, this research procedure hasto prepare well to get the truth and to find out the

result.There are some procedures during this research:

a. Research preparation IThe research preparetion includes:

1) Submitting research permission

2) Preparing research instrument

3) Research instrument is prepared before start aresearch. It has to do to get more information in

prove hypothesis during this research and to makeall procedure easier.

4) Consultation and training instrument test

5) Before making and trying instrument test, thewriter meets and consults to the first and second

supervisors who are given suggestion to the writer

during this research to get agreement from them.Based on supervisor agreement and suggestion.

Therefore, the writer ready to use that instrument

for all students as a sample in this research.

b. Research preparation II

The writer prepares some materials, which arerelated to this research based on English Program

Outline.

c. Organizing teacher procedure by using Total

Physical Response Method

1) ExplainingBefore giving a pretest, the writer explains what he

will do for all of the students. The writer explainsprocedure in this research to all of the students in the

class, until they understand what they will do in this

research.

2) Giving an exampleAfter all, the writer gives some examples how to

answer the question about the material that is given.

d. Practicing the research procedure

1) Organizing the research instrument2) Trying out the research instrument to all student

3) Analyzing the trying out data4) Administering the pretest to find out the initial

ability

5) Giving the treatment to the class using Total

Physical Response Method6) Administering the posttest after given treatment

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7) Analyzing the data collected from pretest, posttest

and questionnaire Drawing conclusions and

making suggestions

D. FINDING AND DISCUSSIONS1. Instrument

The instrument used to collect the data is a test.Test given in two parts at first, in the pretest and

second, in the posttest

a. The pretest is a test to find out the initial ability in

the class.b. The posttest is given after the treatment by Total

Physical Response.

2. Data Processing

In doing the research, the writer processed the dataresearch, which he has collected to find out the pretest

and the posttest result, the comparison of the test

result, standard deviation of difference, standard errorfrom mean of difference, tobs, and degrees of freedom.

a. The Pretest resultTable 4.1

Score of pretest and Posttest Results

No Students Name ScoreScore

1 Student 1 45 60

2 Student 2 45 70

3 Student 3 30 60

4 Student 4 20 60

5 Student 5 35 70

6 Student 6 30 55

7 Student 7 10 50

8 Student 8 45 80

9 Student 9 45 80

10 Student 10 10 45

11 Student 11 45 70

12 Student 12 55 75

13 Student 13 30 65

14 Student 14 35 65

15 Student 15 25 55

16 Student 16 50 75

17 Student 17 45 85

18 Student 18 35 45

19 Student 19 20 50

20 Student 20 20 35

21 Student 21 55 80

22Student 22 35 45

23 Student 23 40 60

24 Student 24 45 85

25 Student 25 35 45

26 Student 26 35 35

27 Student 27 35 55

28 Student 28 45 75

29 Student 29 50 80

30 Student 30 60 65

Total 11101875

b. The Comparison of the ResultTable 4.3

Score of the Comparison Results

NoStudentsName

Score D =(X-Y)

D2 =(X-Y)2pretest Posttes

1 Student 1 45 60 -25 625

2 Student 2 45 70 -25 625

3 Student 3 30 60 -30 900

4 Student 4 20 60 -40 1600

5 Student 5 35 70 -25 625

6 Student 6 30 55 -25 625

7 Student 7 10 50 -40 1600

8 Student 8 45 80 -35 1225

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9 Student 9 45 80 -35 1225

10 Student 10 10 45 -35 1225

11 Student 11 45 70 -25 625

12 Student 12 55 75 -20 400

13 Student 13 30 65 -25 625

14 Student 14 35 65 -30 900

15 Student 15 25 55 -30 900

16 Student 16 50 75 -25 625

17 Student 17 45 85 -40 1600

18 Student 18 35 45 -10 100

19 Student 19 20 50 -30 900

20 Student 20 20 35 -15 225

21 Student 21 55 80 -25 625

22 Student 22 35 45 -10 100

23 Student 23 40 60 -20 400

24 Student 24 45 85 -40 1600

25 Student 25 35 45 -10 100

26 Student 26 35 35 -0 0

27 Student 27 35 55 -20 400

28 Student 28 45 75 -30 900

29 Student 29 50 80 -30 900

30 Student 30 60 65 -5 25

Total -750 22225

The writer found out the standard deviation of thedifference (SDD) with the formula:

SDD = -

= -

=

=

= 14.63

To find out the mean of differences (MD) betweenvariable X and Y, the writer used this formula:

MD =

=

= - 156,25

After gaining the result of SDD = 10.38 the writercalculated the standard errors from the mean of

difference (SEMD) between variable X and Y:

SEMD =

=

=

= 1,905

The last calculation is determining the result of t obs(to) of the test with this formula:

t o =

=

= -82,02

The result of t-observed was -82.02. Regardless the

minus, it does not indicate a negative score. Then, to

complete the result of the research, the writer foundout the degrees of freedom (DF) with this formula:

df = N-1

= 30-1= 29 (see table of t value at the degree of

freedom)

At the degree of significance 5% the t-table was

2.045, so the observed was higher than t-table, 82.02>2.093.

3. Data Summary

a. The standard deviation of difference (SDD) withthe formula:

SDD = 14,63

b. The mean of difference (MD)MD = - 156,25

c. The standard error from mean of difference (SEMD)SEMD=1.905

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d. The Determining t-observed (t o)to = 82,02

e. The Determining degree of freedom (df)df = 29

f. The degree of significance 5% the t-table was2.045, so the observed was higher than t-table,

82,02 > 2.045.

4. Hypothesis TestingThe alternative hypothesis in this research

Teaching English Vocabulariy Through TotalPhysical Response At The Fifth Grade Student Of

SDN Rawameneng Kec. Blanakan Kab. Subang It

can be used to improving students vocabularymastery. The population of this research was forty

five and the sample was forty students of the fifth

grade student of SDN Rawameneng kec. Blanakankab. Subang.

The writer tested the hypothesis by using a t-test.The t-test was 0.05 at a significant level by using the

degree of freedom (DF = 29), it was known as 2.045.

In fact t-test was 82,02 and it was higher than thetable. In conclusion the alternative hypothesis (H1) is

accepted and null hypothesis (H0) is rejected.

D. CONCLUSIONS AND SUGESTIONS1.The Conclusions

The use of TPR method in the young learners

classroom can be successful when two main

aspects, namely, appropriate materials and

appropriate classroom activities, support it. It

means that the instructions should meet thestudents characteristics and needs.

The result of this research showed that Total

Physical Response method does not only improve the

students vocabulary achievement, but it alsomotivates the students to learn in an interesting way.

Moreover, Total Physical Response method, which

gave a context, environment, and fun for the students,

was proven to be able to make the students moreengaged in learning vocabulary.

Hopefully, the findings of this study can encourageteachers who teach English in elementary schools to

consider TPR as an alternative method in realizing a

better English learning in their classrooms.2. The Suggestion

Based on the findings, it appears that Total

Physical Response method maybe effective in

improving vocabulary achievement of fifth grade

students.

Furthermore, TPR can become a method that isused by the teacher to lead the students to learnt not

only vocabulary but also grammar and other languageskill. Hence, it is a high time to apply.

BIBLIOGRAPHY

Asher, J. (1977) Language by Commands: The TotalPhysical Response Approach to Learning

Language.

http://www.context.org/ICLIB/IC06/Asher.htm

Asher, J. 2006. Discussion of

TPR.http://www/sil.org/lingualinks/languagelearn

ng/WaysToApproachLanguageLearning/TotalPhysicalResponse.htm. [online] November, 20th 2008

Asher, J. 2006. What is TPR? ITS ALL IN THE WAY

WE LEARN.http://www.tprsource.com/asher.htm [online] November, 20th 2008

Brown, H. Douglas. (2001).Teaching by Principles:An interactive Approach to LanguagePedagogy

(2nd edition). New York: Addison Wesley

Longman, Inc.

Brown, H. Douglas. (1990). Understanding Research

in Second Language Learning: A teachersGuideto Statistics and Research Design. Cambrige:

Cambridge University Press.

Harmer, Jeremy. (1991). The Practice of Language

Teaching. Edinburgh: Pearson Education Limited.

McMilan, J. H and Schumacher, S. (2001). Research

Education: A Conceptual Introduction (5th

Education). New York: Longman.

Wallace, Michael. (1984). Practical LanguageTeaching: Teaching Vocabulary. London:

Heinemann Educational Books.

Wrigley, Heide Spruck and Guth. Gloria J.A. (1992).

Bringing Literacy to Life: Issues and Optons in

Adult, ESL Literacy