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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 : [email protected]
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
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