i

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 DARMI

NIM 2008-32-186

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

ii

iii

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 DARMI

NIM 2008-32-186

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

iv

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

All her best friends

v

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,

Drs. Susilo Rahardjo, M.Pd

NIP. 19560619 1985803 1 002

vi

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

Dr. Slamet Utomo, M.Pd

NIP. 19621219 198703 1 001

vii

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.

Kudus, 2012

The Writer

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

realiability of the test. The result of try out shows that the test is high reliable (0.80)

The result of this research shows that (i) 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) is categorized as sufficient.

(Mean = 68.75, Standard Deviation =13.5) (ii) 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) is categorized as good. (Mean

= 89.91, Standard Deviation =8.75) (iii) there is a significant 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). It can be seen on t-observation is higher than t-table (to = 11.45 > tt

= 2.04).

ix

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

menggunakan Total Physical Response (TPR). Ini bisa dilihat pada t-penelitian lebih

tinggi daripada t-table (to = 11,45 > tt = 2,04).

xi

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

mengaplikasikan Total Physical Response lebih efektif dan menyenangkan

xii

TABLE OF CONTENTS

COVER

Page

i

PAGE OF LOGGO ………………………………………………………..... ii

PAGE OF TITLE…………………………………………………………….. iii

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

vii

viii

x

xii

xv

xvi

xvii

CHAPTER 1: INTRODUCTION

1.1 Background of the Study …..………………………………………… 1

1.2 Statement of the Problem ….…………………………………………. 3

1.3 Objective of the Study ………………………………………………… 4

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

2.1.5 The method of Teaching English in SD N Dukutalit 01 Juwana……… 12

xiii

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

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

4.1 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)……………………

36

4.2 The Vocabulary Mastery of the Third grade Students of SD N

xiv

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 ………………………………………………………

CURRICULUM VITAE……………………………………………...............

49

51

82

83

xv

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

Response (TPR)…………………………………………………

40

xvi

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

Response (TPR)………………………………………………..

41

xvii

LIST OF APPENDICES

Appendix

Page

1 The Table of Specification of the Test to Measure the

Vocabulary of Students………………………………………

51

2 Try Out Test…………………………………………………… 52

3 Score of Try Out 53

4 The Score of English Vocabulary Try Out Test of the Third

Grade Students of SD N Bendar in the Academic Year

2012/2013………………………………………………………..

54

5 The Calculation Reliability of Try Out Test of the Vocabulary

Mastery of Third Grade Students of SD N Bendar in the

Academic Year 2012/2013………………………………………

56

6 Pre-Test…………………………………………………………. 58

7 Lesson Plan……………………………………………………... 59

8 The Third Grade Students of SD N Dukutalit 01 Juwana………. 72

9 Post Test………………………………………………………… 73

10 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 Before

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)………

77

12 The T-Test Technique to Analyze the Differences Between the

Mean Score of the Vocabulary of the Third Grade Students of

SD N Dukutalit 1 Juwana in the Academic Year 2012/2013

Before and After Being Taught by Total Physical Response

(TPR)……………………………………………………………..

80

13 t-table …………………………………………………………… 82

18