Professional Documents
Culture Documents
“Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fulfillment of the
Requirements for the Degree of Strata 1 in English Language Education
By:
Rif’atul Mahmudah
106014000343
“Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers‟ Training
in a Partial Fulfillment of the Requirements
for the Degree of Strata 1 in English Language Education
By:
RIF’ATUL MAHMUDAH
106014000343
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki, M.Pd ( )
NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, M.Pd ( )
NIP. 19730625 199903 2 001
EXAMINERS : 1. Dr. Atiq Susilo, M.A ( )
NIP. 19491122 197803 1 001
2. Drs. Bahrul Hasibuan, M.Ed ( )
NIP.
Acknowledged by:
Dean of the Faculty of Tarbiyah and Teachers Training
All prises be to Allah, Lord of the world who has given the Mercy and Blessing upon
the writer in completing this “skripsi”. Peace and salutation be upon the prophet Muhammad,
his family and his followers.
In t his occasion, the writer would like to express her greatest appreciation, honor and
gratitude to her beloved parents Bambang Arief Afaqih (alm) and Neng Anah S. Pd, her
beloved li ttle sister (Aidatul Izzati), and her beloved fiance (Deni Solahudin Al-Hamdani,
S. Pd) for t heir valuable supports and moral encouragements in motivating the writer to finish
her study.
The writer also would like to express her deepest gratitude to Sunardi Kartowisastro,
Dipl. Ed. For his advices, corrections, and suggestions for this “skripsi”.
1. All lecturers of Department of English Education who have taught and educated the
writer during her study at UIN Syarif Hidayatullah Jakarta.
4. Prof. Dr. Dede Rosyada, M.A, the Dean of Faculty of Tarbiyah and Teachers‟
Training
5. Dra. Hj. Elly, Wijayanti, the headmaster of SMPN 10 Kota Tangerang Selatan, who
has given a great chance to the writer to carry out the research at school she leads.
6. Hilman Suwarno, S. IP., M. Si, the English teachers of SMPN 10 Kota Tangerang
Selatan who have helped her conducting the reseacrh.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive critics and
suggestions to make this skripsi better. She also hopes that this “skripsi” would be
beneficial, particularly for her and for those who are interested in it.
rd
Jakarta, May 23 , 2011
The Writer
ABSTRACT
The findings of this research show that the implementation of CAR is successful
since the criterion of success is achieved. The improvement of the students‟
understanding of prepositions of place can be seen clearly in the improvement of their
achievement in pretest and posttest. The mean of pretest score is 51.7 meanwhile the
minimal mastery criterion (Kriteria Ketuntasan Minimal/ KKM) is 68. It means that
there are only 22.5% students could pass the KKM. Next, the mean of posttest 1 and
posttest 2 score are 72.7 and 84. At last of the reasearch showed that the percentage of
students who could get the score above the KKM is 90%. Besides, the significant
improvement can be seen from the students‟ response in teaching learning process. The
result of observation and interview showed that students were active involved in the
classroom.
ABSTRAK
Hasil penelitian ini menunjukkan bahwa penerapan dari PTK yang telah
dilakukan berhasil. Peningkatan kemapuan siswa akan prepositions of place dapat
dilihat dengan jelas dari pencapaian mereka dalam hasil pretest dan posttest. Rata-rata
nilai pretest adalah 51.7 dimana Kriteria Ketuntasan Minimal (KKM) adalah 68. Ini
artinya hanya 22.5% siswa yang dapat melampaui KKM. Selanjutnya, hasil rata-rata
nilai posttest 1 dan posttest 2 adalah 72.7 dan 84 Hasil penelitian ini menunjukkan
bahwa persentase siswa yang mendapat nilai diatas KKM adalah sebesar 90%.
Disamping itu, terlihat juga peningkatan yang signifikan dari respon siswa terhadap
proses belajar mengajar. Dan hasil dari observasi dan wawancara menunjukkan bahwa
siswa terlihat lebih aktif di dalam kelas.
TABLE OF CONTENTS
TITLE ............................................................................................................. i
SURAT P ERNYATAAN KARYA SENDIRI.............................................. ii
APROVE MENT SHEET .............................................................................. iii
ENDORS EMENT SHEET............................................................................ iv
ACKNOWLEDGMENT ............................................................................... v
ABSTRAC T..........................................................................................................vii
ABSTRAK...........................................................................................................viii
TABLE O F CONTENTS .............................................................................. ix
LIST OF TABLES................................................................................................xii
LIST OF FIGURES............................................................................................xiii
LIST OF APPENDICES.....................................................................................xiv
BIBLIOGRAPHY................................................................................................52
APPENDICES......................................................................................................54
LIST OF TABLES
INTRODUCTION
This chapter presents and dicusses the background of study, the limitation of study,
the statement of study, the objective of study, the significant of study, and definition of
key terms.
in the world. We know that English is very important to be learnt at every level in our
country from elementary school until university.
Learning English means that we learn not only the four basic skills, namely,
listening, speaking, reading, and writing but we also learn its components in order to speak
and write English correctly. One of the most important language components is grammar.
The students who study English need to learn grammar so that they can use English well.
It is not easy to learn a language, and it is not easy to teach a langugage as well.
Every language especially English has its own rules and its own skills, and grammar has a
great role on one‟s acquisition in English which is different from Indonesian language.
The problem now is how far the students understand and can apply those rules.
As we know there are eight parts of speech in English grammar, namely noun,
pronoun, adverb, verb, adjective, conjunction, preposition, and interjection.
Although English has been taught since the fourth grade of Elementary School,
donesian students still do not understand and cannot apply those rules especially
many In
prepositions. The preposition is a problem for most English learners that often
in using
make students confused. Unfortunately, many teacher still teach the students using a list of
words and explanation of uses that can be boring as well as an ineffective technique. For
instance, many of them translate literally from Indonesian into English. For example “in”
equals ot di dalam, “on” equals to di atas. “behind” equals to di belakang, “under” equals
to di bawah, etc. This method really makes the student feel bored and sometimes make the
students uninterested in their learning process.
Prepositions are as important as other materials, but in fact the students still find
some difficulties in learning them. It naturally happens because learning English
prepositions is not easy.
The process of learning a new language can be quite difficult. However, the
reward for the learner is being able to communicate with a whole new country or culture
of people. For that reason, many factors influence students‟ achievement in English, one
of them is teaching with strategy. For carrying out the various curricular decisions, the
teacher must learn how to employ a wide range of teaching strategies that is, methods of
2
approaching the students. Learning a new language should be fun, interactive, and
exciting so, strategies are very important for language learning because they are the tools
which are essential for developing communicative competence.
1
A.J.Thomson and A.V.Martinet, A Practical English Grammar, (London:Oxford University
Press,1985), p.9
2
Joyce R. Bruce and Harootunian Berj, The structure of Teaching, (Chicago: Science Research
Associties, Inc, 1967), p.3
Based on the observation that concluded by the writer about teaching prepositions
of place at first grade of SMPN 10 Kota Tangerang Selatan, the writer found that the most
of stud ents have problem to remember of each meaning of prepositions of place very
well, so they felt difficult to remember of each meaning of prepositions of place. In
addition, the writer also found that the teacher taught prepositions of place deductively, he
explained about the each meaning of prepositions of place and after that gave the example.
Finally,the teacher gave tasks to them, even though some students still look confuse and
don‟t understand the material. This teaching way make the students get bored and also
forgot t he each meaning of prepositions of place, the students seemed much suppressed by
feeling passive and unmotivated tio learn.
Based on the problem above, the writer above, the writer assumed that the
students‟ problem in learning prepositions of place not only come from students but also
from the teacher‟s method that used in teaching prepositions of place.
TPR is a language teaching method built around the coordination of speech and
action; it attempts to teach language through TPR activity.3 Through TPR, the input is
usually immediately comprehensible in the first presentation, and then the students
demonstrates comprehension by carrying out the command.4 James Asher offered the
Total Physical Response (TPR) as one alternative to the audiolingual approach which was
popular at the time. His method, based on techniques advocated much earlier by Harold
5
and Dorothy Palmer, which involves giving commands to which students react.
The main aim of English teaching in Indonesia, especially for Junior High School,
they are listening, speaking, reading, and writing. To master these skills, students cannot
avoid studying grammar. This is hoped to make their English good F.L. Billow State: “The
Pupils must firmly grounded in the exercise of correct grammar, if he is to attain any skill
or effective of the language, but he need not know consciously formulated rules to account
6
to him for what he does unconsiously correctly.
3
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching.
(London: Cambridge University Press, 2001), p.87
4
John W. Oller And Patricia A. Richard-Amato, Methods that work – A Smorgasbord of Idea for
Langague Teachers. (Cambridge: New Bury House Publisher Inc, 1983), p.59
5
Patricia A. Richard- Amato, Making it Happen, (New York: Longman, 1988), p. 158
Using Physical Response can bring out usually a lot of fun for students and provides
excellen t practice in both listening comprehension and memory.7 It is claimed that with
TPR a student can easily learn around 25 items in one hour long with a variety of
structures.
From the statement above it can be concluded, that without mastering grammar, the
students can not speak, read, listen or write well. Grammar has an important role in learing
English. And the writer intended to study more and choose her topic about “Improving
Students’ Ability in Using Prepositions of Place Through Total Physical Response.”
(A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan)
In this paper, the writer limits and focuses her study on improving students‟
ability in using prepositions of place at SMPN 10 Kota Tangerang Selatan through TPR.
The writer limits the study only by applying TPR in teaching prepositions of place to the
seventhgrade students at SMPN 10 Kota Tangerang Selatan.
The findings (results) of this study are expected to give further conception to 3
(three) groups of people namely: (a) English teacher, (b) Students, and (c) The Further
Researcher. Especially the teacher‟s perception can be developed to something useful for
6
F.L. Billow, Teaching Techniques of Language Teaching, (London: Longman Group Limited, 1961),
p.154
7
Rebecca L. Oxford, Language Learning Strategi, What Every Teacher Should Know, (Boston: Heinle
and Heinle Publishers, 1990), p.108
them English teachers especially those of Junior High School to improve their way of
teaching English at Junior High School.
8
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
(London: Cambridge University Press. 2001), P.87
CHAPTER II
THEORETICAL FRAMEWORK
A. Pre positions
Mark Foley and Diane Hall defined that preposition describes the relationship
between two or more things. It can link noun, verbs or adjectives before the
preposition with a noun or pronoun after it. 10 A preposition describes a relationship
between other words in a sentence. In itself, a word like “in” or “after” is rather
9
Marcella Frank, Modern English: A Practical Reference Guide, (New York: Prentice Hall, Inc, 1972),
p. 163
10
Mark Foley and Diane Hall, Advanced Learner’s Grammar: A self-study reference & practice book
with answers, (Harlow: Longman, 2003), p.280
11
meaningless and hard to define in more words. Majorie Farmer stated that
preposition is a word that introduces a phrase modifying another word or a part of a
sentence.12 Greenbaum defined that prepositions are closed of items connecting two
units in a sentence and specifying a relationship between them.13
From the statement above the writer concludes that preposition is a word that
cannot be changed shape and are usually in place in front of the noun to show a
certain relationship with other words in the sentence.
11 th
http://www.uazone.org/friens/es14rus/preposition, December 13 , 2010
12
Majorie Farmer and Friends, Composition and Grammar II, Steps in the Writing Process, (Texas:
Laidlaw Brothers Publisher, 1985), p.338
13
Sidney Greenbaum and Randolph Quirk, A Students’ Grammar of English Language, (Harlow:
Longman, 1990), p.188
14
Drs. Nasrun Mahmud. English for Muslim University Students, Third Edition. (Jakarta: Pusat Bahasa
Dan Budaya Universitas Islam Negeri, 2003), p.79
- across opposite from (= di seberang)
Into Out of
Around
conju
noun,
B. Total P
1. Th
coord
activit
method created around the coordination of speech and action, it attemps to teach
language through physical activity. It draws on several traditions, including
20
developmental psychology, learning the theory, and humanistic pedagogy. Total
Physical response method was developed in order to reduce pupils stress when studying
21
foreign languages.
18
Ismul Jalala, Cepat pintar bahasa Inggris Prepositions, (Jakarta: PT. Polytama Citra Media, 2000),
p.7-12
19
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching. (New
York: Cambridge University Press. 1986), P.73
20
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods...., P.87
21
Diane Larsen – Freeman, Techniques and Principles in Language Teaching, (China: Oxford
University Press), p.114
In a developmental sense, Asher sees that succesful adult a parallel process to
child first language acquisition. He claims that, speech directed to young children
consists primarily of commands, which children respond to physically before they begin
to produce verbal responses. Asher felt adults recapulate the process by which children
acquire thier mother tongue.
TPR has become a command and effective means of introducing children and
adultsto a foreign language, and in particular to listening, especially in early stage of
instruction. Using physical response is usually a lot of fun for students and provides
excellent practice in both listening comprehension and memory.22
In TPR, teachers interact with students by delivering commands, and students
demonstrate comprehension through physical response.23
From the statements above, the writer concluded that TPR (Total Physical
Response) is a language teaching method built around speech and action, which the
teache
rs give a command and the students can respond physically.
22
Rebecca L. Oxford, Language Learning Strategy. What Every Teacher Should Know, (Boston:Heinle
and Heinle Publishers,1990), p.108
23
Helena Anderson Curtain and Carol Ann Pesola, Language and Children-Making the match:
Foreign Language Instruction in the Elementary School, (Addison-Wesley Publishing Company, Inc, 1988),
p.127
24
Patricia A. Richards- Amato, Making it Happen, (New York: Longman, 1988), p.71-73
3. Design of Total Physical Response
a. Method
Total Physical Response method is in harmony with the human biological
program, because it uses body movement before and after speech appears and it does
notrequire the learner to speak. Total Physical Response (TPR) asks students to
respond physically to the language they hear. Language processing is thus matched
with physical action. When the students can all respond to commands correctly, one
25
of them can start giving instructions to other classmates. This harmony minimized
stress. Low anxiety relates positively to success in second language acquisition. Asher
feltthat this method enlivens a class by creating stimulating experiences, so that the
students are in a more lively state and the learning has strong emotional base as well
as a physical base.
b. The Objectives
The general objectives of Total Physical Response are to teach oral profiency
at eginning
b 26
level. Comprehension is a means to an end, and the ultimate aim is to
teach basic speaking skills. TPR aims to produce learners who are capable of an
uninhibited communication that is intelligible to native speaker.
TPR was developed in order to improve the better result of teaching learning
process of a new language. Teachers who use TPR believe in the importance of
having the students enjoy their experience in learning to communicate a foreign
language.
According to Freeman, TPR was develop in order to reduce the stress people
feel when studying foreign language and there by encourage students to persist in
27
their study beyond a beginning level of proficiency.
From the statement above, there are some objectives of Total Physical
Response:
Teaching oral proficiency at a beginning level
25
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (Harlow: Longman,
2001), p.90
26
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching. (New
York: Cambridge University Press. 1986), p.91
27
Diane Larsen – Freeman, Techniques and Principles in Language Teaching, (China: Oxford
University Press), p. 113
c.
Using comprehension as a means to speaking
Using action-based drills in the imperative form
The activities
This method has simplicity as the most attractive features. Its strength lies in
speaking.
the
internalization of the material covered. The teacher gives commands and the
stu
dents carry them out.
The 4 basic types of TPR exercises are:
1) Single commands and descriptions.
2) Action series (action sequences, dialogue, etc)
3) Natural action dialogue (role playing dialogue and skits).
28
4) Action role playing without prepare script.
4. Th
e Principles of Total Physical Response
The Principles of TPR are very important to note and here some of them are
det
ermined by Diane Larsen-Freeman:
a.
Meaning in target language can often be conveyed through action memory is
activated through learner response.
b.
The students understanding of the target language should be developed before
c. The imperative is a powerful linguistics device through which the teacher can
direct students behavior.
d. Students should not be made to memorize fixed routines.
e. Spoken language should be emphasized over writen language.
29
f. Students are expected to make errors when they first begin to speak.
The writer may infer that the principles of Total Physical Response are the
students understanding of the target language shoul be develop before they speak.
28
www.sil.org/lingualinks/ LANGUAGE LEARNING/, Ways to Approach Language Learning/ Total
th
Physical Response, October 12 , 2010
29
Diane Larsen – Freeman, Techniques and Principles in Language Teaching, (China: Oxford
University Press), p.111-112
The teacher direct students behaviour use imprerative. Speaking are emphasized
over writing. And The first begin to speak, students are expected to make errors.
1. It is fun and easy. Students will enjoy getting up out of their chairs and moving
around.
2. Simple TPR activities do not require a great deal of preparation on the part of
the teacher. However, some other more complex applications might.
7. "TPR seems to work effectively for children and adults. There is no age
30
barrier." according to Asher.
8. It is totally flexible. For example the teacher takes little steps to make learners
pace.
30 st
http://en.wikipedia.org/wiki/Total_Physical_Response Category: language education, March 21 ,
2011.
31 rd
http://www.slidesshare.net/naiken/total-physical-response, March 23 , 2011
2. Learnes may feel insecure when they are in class with students in the
traditional classroom.
3. TPR may be despressing for students if the teacher is not familiar with the
32
program.
4. Whilst it can be used at higher levels TPR is most useful for beginners. It is
also at the higher levels where preparation becomes an issue for the teacher.
5. Students are not generally given the opportunity to express their own thoughts
in a creative way.
. It is easy to overuse TPR. "Any novelty, if carried on too long, will trigger
adaptation." Asher writes, "No matter how exciting and productive the
innovation, people will tire of it." if the TPR is often used in the classroom, the
students will become bored.
32 7. The teacher may find that it is limited in terms ofrd language scope. Certain
http://www.slidesshare.net/naiken/total-physical-response, March 23 , 2011
target languages may not be suited to this method.
33 st
http://en.wikipedia.org/wiki/Total_Physical_Response
33 Category: language education, March 21 ,
2011 8. It can be a challenge for shy students.
The writer may infer that the advantages of TPR are the students may not
have enough vocabularary to undestand it. And it can be challenge for shy
students.
CHAPTER III
RESEARCH METHODOLOGY
This chapter covers about the research method used in this study. It consists of
the research design, time and location of the research, the subject and the object of the
resea
rch, the writer‟s role on the research, the research design, the Classroom Action
Research (CAR) procedures, the technique of collecting data, the technique of data
analysis, the validity of data, and the criteria of action success.
The CAR is employed in this study since it is very important for the researcher
to develop a suitable technique to solve the diagnosed problem in learning activity in
the classroom. By applying this design, it is also expected that it might be essential for
learning innovation that leads to improve the quality of school in education. Arikunto
also states that CAR is viewed as a device to improve the quality of teaching learning
34
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University
Press, 2006), p.5
activity in the classroom. Beside of solving the diagnosed problems in the classroom,
CAR helps the teacher through any new methods and skills and helps to build self-
awareness especially through pair-teaching regarding as collaborative study between
theresearcher and the teacher.35 Hence, it can be seen that CAR is very appropriate to
be applied in a certain situation and problem where the teacher and the researcher
want to have a better understanding about the new strategy he/she implements in
which he/she can do improvement, reforming, solving, and any modification in order
to be able to overcome students‟ problems in learning.
Here, the writer and the teacher collaborate in doing the research to get the
significant improvement in the students‟ problem in understanding of preposition of
place through the new innovation of teaching learning activity, which is Total
Physical Response.
th
The Writer did Classroom Action Research (CAR) from January 5 2011 up to
January 28th 2011. This research takes place at SMPN 10 Kota Tangerang Selatan
which is located at Jl. Yaktapena No. 08 Pondok Ranji – Ciputat Timur 15412.
The subject of this study is the first grade students of SMPN Kota Tangerang
Selatan in class VII 8 as respondents of the research. The number of the students
consists of 40. Furthermore, the object of the research is Total Physical Response to
improving students‟ ability in using prepositions of place.
35
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Kasara, 2009), p.106-108
ruments (observation form, questionnaire, pre-test and post-test), she also manages
teaching materials used by the teacher. Furthermore, she collects and analyzes data
then reporting the result of the research. On the other side, the teacher carries out the
on based on the lesson plans made by the writer.
E. e Research Design
The writer uses Clasroom Action Research (CAR) in this study, so she follows
nciples of CAR to collect the data. The CAR procedures used in this research is
t Lewin‟s design. It consists of two cycles in which each cycle contains four
ses: Planning, Acting, Observing, and Reflecting.
Planning Acting
CYCLE 1
Reflecting Observing
Planning Acting
CYCLE 2
Reflecting Observing
Figure 3.1
This phase is the implementation of what have been planned in the previous
phase. In this phase, both the writer and the English teacher collaborate to carry out
the planned action. The teacher implements any organized program in the
classroom while the researcher acts as an observer. In this activity, the teacher
gives test (pre-test or post test) to students, conducts total physical response to give
the understanding prepositions of place which should be learned by the students in
their grade. Since teaching and learning period for prepositions of place is limited,
the writer and the teacher sets two actions for each cycle.
3) Observing
Observing phase is conducted while the acting phase is being carried out, so
that both of them are done at the same time. It is completely done by the writer as
the observer by noticing the activity, filling the form of observation and also taking
notes related to teacher‟s performance, students‟ behavior and students‟ feeling
expressed. The observer should extremely notice and note all of activities in the
hysical classroom. At last, the outcome of the observing becomes one of the parts
hat will be used in reflecting phase.
4 Reflecting
a) Interview
One of the ways to get deep information in the classroom is by interviewing
the English teacher. The interview is conducted with English teacher before and
after the research is carried out. The interview before and after the research is
conducted to know the difficulties faced by students concerning grammar and
their insight toward teaching grammar activity, the method or strategies usually
adopted by the teacher in teaching grammar. Meanwhile, the interview after
accomplishing CAR is conducted to know the teacher‟s response toward teaching
grammar through TPR that has been done.
b) Observation
In this case the researcher uses the unstructured or opened observation to
know what happens within teaching learning process. It may be about the
36
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara,2009), p.131-132
teacher‟s performance, class situation, and students‟ response concerning the
application of TPR during CAR. In other words all of the needed aspects should
be noticed to make sure whether the teaching learning process is in line with the
lesson plan or not. The observation is carried out by using both the form of
observation as a guidelines during the research and field notes as an additional
data.
Questionnaire
It is necessary to know students‟ feeling during CAR. Therefore, the
questionnaire is given to the students around their enthusiasm to be involved in
prepositions of place. In this case the writer provides questionnaire in the form of
yes/no question.
Test
The test used in this study is pre-test and post-test. It is used to get the data
concerning with the students‟ progress in understanding prepositions of place
through TPR. The pre-test is given to the students before TPR is applied.
Meanwhile, the post-test is given after the implementation of TPR in the end of
each cycle. Both of pre-test and post-test are presented in the form of multiple
choices.
∑�
� = �
X : mean
x : individual score
n : number of students
37
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p.67
Next, the writer tries to get the class percentage which pass the minimal
astery level criterion (KKM) considering English subject gains score 75 (seventy
38
). The formula is:
F
y1 : post-test 1
= X 100%
y2 – y
N
P= y X 100%
: the class percentage
P : percentage of students‟ improvement
: total percentage score
y : pre-test
: number of students
y2 :Then,
post-test
after2 getting mean of students‟ score per actions, the writer identifies
whether or not there is an improvement of students‟ score from pre-test up to post-test
39
ycle 1 and cycle 2. The writer uses the formula below to analyze the data:
y1 – y
38
Anas
= Sudjono,
y Pengantar
X 100% Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43
39
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning
Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and
Astronomy, 2008),: p.3
percentage of students‟ improvement
: pre-test result
The formula used to analyze data from the percentage of questionnaire result:
% = n x 100
N
40
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merrill
Prentice Hall, 2003), p.84
his classroom action research are the 75% achievement of KKM 68 (sixty eight) of
41
mmar test from the pre-test until the second post-test in cycle two. It means that
when 75% of students get at least 68 score, it could be assessed success and the cycle
ould be stopped. However, if 75% of students do not reach the target score yet, the
rnative action would be done in the next cycle.
41
Syaiful Bahri Djamarah and Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta,
2006), p.108
CHAPTER IV
RESEARCH FINDINGS
This chapter presents the result of research. In this case, it discusses the way to
impro ve the students‟ ability in using prepositions of place through TPR at VII.8 of
SMPN 10 Kota Tangerang Selatan academic year 2010/ 2011. Related to the discussion
of the result, it is divided into three parts. Those are before implementing of CAR, after
implementing the action, discussion of all the data after implementing the action.
Table 4.1
The Result of Pre Questionnaire
The Result of Students’ answer
No The Students’ answer Yes Percenta N Percenta
. o
ge ge
1. The students’ response of (%) (%)
teaching
learning process
The students were satisfied with 9 22.5% 31 77.5%
their score in English they have got.
The students liked to learn rules 20 50% 20 50%
in
E nglish.
T he students felt motivated when they 10 25% 30 75%
f ollowed teaching learning process in
aterial prepositions of place.
m
T he students could understand the 11 27.5% 29 72.5%
tea cher‟s explanation of prepositions of
pl ace so far.
2. T he problems faced by the students
re lated to prepositions of place.
T he students found some difficulties in 30 75% 10 25%
u sing prepositions of place in sentences.
T he students could remember the 21 52.5% 19 47.5%
m eaning of each of prepositions of
ace.
pT he students could do the task about 10 25% 30 75%
pr epositions of place well.
T he students had the difficulties to differ 28 70% 12 30%
the using of prepositions of place.
T he students like asking to the teacher if 6 15% 34 85%
they have not understood yet about
prepositions of place.
The students realized that the 15 37.5% 35 87.5%
sentences of prepositions of place
were related to the students‟ daily
life.
In pre questionnaire, the students gave response in teaching learning
process before the action. The explanation was as follows. In the first category,
there were 9 students (22.5%) who were satisfied with their score in English they
have got. It was predicted that most of the students often got low score for their
test. Then, there were 20 students (50%) who liked to learn rules in English and
only there were 20 students who did not like to learn some rules in English. They
thought that was complicated enough to be learnt. Next, there were 10 students
(25%) who felt motivated when they followed teaching learning process in
material prepositions of place. It could be predicted that the teaching learning
process was boring. Therefore there were only few students who felt motivated in
teaching learning process. Then, there were 11 students (27.5%) who could
understand the teacher‟s explanation of prepositions of place so far. It was
predicted that the teacher gave fast or unclear explanation. Besides, the teacher
to their teacher. Then, there were 15 students (37.5%) who realized that sentences
used not understandable language to explain the teaching material.
of prepositions of place were related to the students‟ daily life. It was predicted
In the second category, it showed that there were 30 students (75%) who
that some of other students still did not know what prepositions of place was.
found some difficulties in using prepositions of place in sentences. It was because
Therefore, they did not really care about the use of prepositions of place.
the students still did not understand well about prepositions of place. Therefore,
Related to the result above, it could be concluded that there were needed to
most of them could not do the task of prepositions of place well too. Then, there
solve some students‟ problem and the students‟ ability could increase indirectly.
were 21 students (52.5%) who could remember the meaning of each prepositions
of place, and 19 students (47.5%) could not remember the meaning of each
prepositions of place. Next, there were 10 students (25%) who could do the task
B. The Implementation of CAR
aboutClassroom
The prepositionsAction
of place well. It was
Research was predicted the in
carried out students had no idea
two cycles. Eachhow to
cycle
do of
consisted thetwo
task.actions.
They preferred
It neededto 80
cheat or ask(2x40‟)
minutes to her/ his
for friends to finish
every action in the task.
teaching
learningThen, there were 28 students (70%) who had the difficulties to differ the using of
process.
prepositions of place. It was predicted that some students were still confused to
differ each meaning of prepositions of place. Next, there were only 6 students
(15%) who liked asking to the teacher if they have not understood yet about
prepositions of place. It was predicted that the students were shy to ask question
Cycle 1
a. Planning
In this phase, the writer and the teacher made plan for each action based on
the problems faced by the students in prepositions of place. First, arranging the
action that would be done, in this case, the teacher and the writer decided to do
two actions in every cycle. Second, preparing the lesson plan used TPR. It
included the students‟ activities in each action. Third, preparing the media to
support TPR. Fourth, preparing the observation sheet to observe the students‟ and
the teachers‟ activities in teaching learning process. It was used to see whether the
action was in line with the lesson plan had made before or not. Fifth was
preparing the post test 1 to collect the data; to know whether there are some
students‟ improvement scores from pretest and posttest.
b. Acting
There were two actions in cycle 1. In this case, the writer and the teacher
collaborated to implement the planned action. The teacher used TPR when he was
teaching, meanwhile the writer observed the class condition.
th
The first action of the cycle 1 was done on Wednesday January 12 2011.
The teacher did the teaching learning process referring to the lesson plan. The
1. teacher chose dialogue as the material at that time.
First, before starting the activities, the teacher explained about the method
used in teaching and learning process as briefly as possible. Because the students
were in the beginning level, she explained in two ways, the students‟ native
language and English as the target language. It was hoped to make the students
had some ideas about what they had to do. She also provided some teaching aids
to help students to know what they were going to demonstrate the activities. In
starting the activities, the teacher demonstrate the activity of body movements
that contain prepositions of place by using command. The examples of the
commands given were “put your book on the table!, sit down beside your
friends!, put your pen in your bag!, stand up in front of your class!, etc”. The
teacher asks volunteers to pay attention very well. The teacher explained the
procedures to volunteers and uttered some commands related to prepositions of
place by performing them slowly and clearly.
Second, the teacher repeated each commands for several times and then
asked for volunteers to respond physically. If they could not do it, he performed it
again so they could perform it like what she did. The rest of the students watched
them. The teacher said a command containing the prepositions of place. The
examples of the commands given were “put your book on the table!, sit down
beside your friends!, put your pen in your bag!, stand up in front of your class!,
etc”. Students respond to teacher commands through physical action. The teacher
helped the students when they got difficulties in practicing the commands‟
teacher. The teacher checked the students at a glance. Does the body movement
done by the students are correct in what are instructed by teacher.
Third, the teacher gave handout to the students; the handout contained a
dialogue text related to prepositions of place. The teacher played the tape
containing the dialogue about prepositions of place. Students listened carefully
and answered the points contained in the conversation. The teacher and students
discussed together to answer the blanks contained in the conversation. (See
Appendix 1: 54-58)
th
The second action of the cycle 2 was done on Friday, January 14 2011.
Basically, in second action, the method of TPR was same as the previous action.
The differences were the teacher focused on verb and other prepositions.
First, the teacher gaved motivation to the students. The teacher helped the
students to memorize the previous lesson by giving some questions. The teacher
repeated the earlier material.
Second, the teacher distributed handouts containing about prepositions of
place. The teacher asks the students to do the exercises. The teacher and discuss
joint exercises. The teacher asks to the students to enter their practice questions
into their bag. The teacher gives the command of prepositions of place related
with exercise they do. Then students respond to what was instructed by the
teacher. The teacher checked the students at a glance. Does the body movement
done by the students are correct in what are instructed by teacher.
Third, the teacher asked to students‟ difficulties for teaching and learning
activities. Concluded the lesson. And closed the lesson. (See Appendix 2: 59-64)
c. Observing
During the implementation of the teaching and learning process to improve
students‟ ability in using prepositions of place through TPR method, the writer
did the observation. The observation of cycle 1 was conducted in each action. The
observer tried to notice all the activities in the physical classroom activity. In this
do the tasks. The students did not cheat or make some noise with their friends.
case, the writer did the observation towards implementation of the action using
The teacher together with the students disscussed the tasks well. The
checklist.
teacher apllied
st
the TPR in the middle the tasks were discussed th
together. The
The 1 observation was done on Wednesday January 12 2001. In this
teacher gave some questions and the students answered the teacher‟s questions.
phase, the writer observed not only the teacher‟s performance, but also the
At last of the teaching learning activity, the teacher gave posttest 1 and the
students‟ behavior during the teacher implemented the TPR method in teaching
students did it very well. There was not cheating anymore. (See Appendix 5.b: 76
learning process. Related to the teacher‟s performance. As a whole, he had
& 6.b: 80)
accomplished the task in line with the lesson plan had been made. He did the TPR
method well. He also could encourage the students to follow his instruction,
d. Reflecting
although not all of the students were excited. Some students still looked sleepy
In this phase, the teacher and the writer discussed about the conclusion of
and chatted with his/ her friends. However, the teaching learning process was still
implementing the action. They analyzed the students‟ achievement and progress
under control as the whole. (See Appendix 5.a: 75 & 6.a: 79)
based on their post test 1 score. Then, they tried to modify ththe action in order to
nd
The 2 observation was done on Friday, January 14 2011. Basically, in
make the students more comprehend of prepositions of place in sentences and in
nd
2 action, the implementing of TPR in the classroom was same as the previous
order to get 75% of the students in the class could pass the KKM 70% of the
action. The difference was the teaching learning activity focused on multiple
choice exercise. The teacher was good in giving instruction to the students how to
students who passed the KKM. Besides, they also tried to modify the teaching
material in the lesson plan to be more interesting, so the students would be more
excited to follow the lesson.
Next, the teacher and the writer had to still reflect the improper
implementation of TPR. Here the writer gave her perception of the teaching
learning process. Then, the writer gave some solutions to solve the problems.
First, the teacher still had difficulties in implementing TPR in the class. In this
case, the writer suggested to the teacher to discuss some minutes before teaching
learning process in implementing TPR. Second, in giving the explanation, the
teacher was not clear enough and sometimes too fast, it made some students
confused. To solve this problem, the writer suggested giving explanation more
clearly and slowly. Third, the students should be encouraged to think critically.
The suggestion was the teacher had to give more persuasion questions to the
students, and then they had to analyze the teacher‟s questions well.
From the reflecting phase above, there must be efforts to improve students‟
ability in using prepositions of place through TPR, although there was significant
improvement in pretest and posttest of cycle 1. It had to be improved again in the
next cycle.
2. Cycle 2
a. Planning
The writer decided to conduct the next cycle after identifying the problems
that was found in the cycle 1. In order to get the optimal result to solve the
problem, there was re-planning. In this case, the writer modified the previous
lesson which was used still related to TPR. However, there were some
modifications in the second cycle. First, the teacher needed to give more exercises
which required students‟ critical thinking. Second, the teaching material should
be more interesting and creative than before. it needed to avoid the students felt
bored in teaching learning process. Third, the writer prepared the observation
sheet to observe the teacher‟s and the students‟ activities in teaching learning
process. Fourth, the writer also prepared the posttest 2 to collect the data of
students‟ achievement score.
b. Acting
There were two actions in cycle 2. In this case, the writer and the teacher
collaborated to implement the planned action. The teacher applied TPR when he
was teaching, meanwhile the writer observed the class condition.
th
The first action of the cycle 2 was done on Friday, January 21 2011. The
teacher did the teaching learning process referring to the lesson plan. In fact, the
implementing of TPR was not too different from the cycle 1. It was the students
had to make a new sentence from the different kind of prepositions of place. In
this case, the teacher gave a worksheet to the students which contained the task
should be done by the students. At the task, prepositions of place was
implemented in speaking and writing form among the students. The topic
discussed about things around your friend at home.
First, the teacher helped the students to remember the previous lesson by
asking some questions. He also did not forget to give motivation to the students.
Then he gave worksheet to the students; the worksheet contained “Things around
your friend at home” table. He explained briefly what the worksheet would talk
about.
Second, the teacher wrote some steps to do the task on the whiteboard
meanwhile the students did the same thing in their notebook. He then explained
the steps one by one. The teacher then asked the students to move around the
class to fill in their worksheet, the students had to come back to their seat.
Third, the students continued their task on their seat. Their job was they had
to make new sentencess by using their friends‟ name as the subject. After
finishing all of the task, the teacher and the students discussed the tasks together.
Next, the teacher asked students to demonstrate the command given by the
teacher. The teacher read out the sentence order in which there is prepositions of
place. Students imitate and said the words that are pronounced by the teacher.
In the middle discussing the task, the teacher gave some questions which
forced the students to think critically. After discussing all of the tasks, the teacher
gave score to the students. By the end of the lesson, the teacher made reflection
and conclusion of the teaching learning process. (See Appendix 3: 65-69)
th
The second action of cycle 2 was done on Wednesday, January 26 2011.
In this case, the teacher did teaching learning process referring to the lesson plan.
The teaching material was about descriptive text. For the first exercise, the
students was listened to a text which was read by the teacher. And the students fill
in the blanks that existed in the text. The topic discussed about “your money is in
the drawer”. Therefore, for the second exercise was students observed their
classes. And fills the questions.
First, the teacher repeated the earlier material. The teacher asked students to
demonstrate a command given by the teacher. Next, Students performed the
command that given by the teacher. Then he gave handout to the students which
contained about prepositions of place. He read the text and the students listened
carefully and answered fill in the blanks contained into text. The teacher then
together with students discussed the task. The students corrected their work by
themselves.
Second, the students working on the next task given by the teacher about
“observe their classroom. Where are the things?” . After that, the teacher and the
students discussed the answer together.
Third, the teacher refered students to read a text at random and then
followed by other students. Then, the teacher asked the students to imitate
sentences are pronounced by the teacher. By the end of the lesson, the teacher
asked them to do posttest of cycle 2. The test consisted of twenty five questions in
multiple choices. The characteristic of the posttest 2 was same as the posttest 1 in
the previous cycle. (See Appendix 4: 70–74)
c. Observing
During the implementation of the teaching learning process in cycle 2, the
writer observed the teacher‟s and the students‟ activities. It was conducted on two
actions. The observation was done to know the implementation of the actions
using checklist.
The observed tried to notice all the activities in the physical classroom
activity. Related to the observation that had been done by the writer during the
teaching learning process, it showed that there was better improvement of
students‟ activities during teaching learning process of cycle 2 than cycle 1.
st th
The 1 observation of cycle 2 was done on Friday, January 21 2011. In
this phase, the writer observed not only the teacher‟s performance, but also the
students‟ behavior during the teacher implemented the TPR in teaching learning
process. Related to the teacher‟s performance, as a whole, he had accomplished
the task in line with the lesson plan had been made. He did the TPR better than
before. He was also better in managing time of teaching learning process. He
could make the students more excited to follow the lesson. Therefore, the class
seemed more alive than before.
Students‟ participation was very good at that time. The teaching material
seemed interesting for the students, therefore almost of them followed the
teaching learning process enthusiastically. Beside that, they could move around
the class and not only stayed on their sheat. Their understanding about
prepositions of place also looked increased. It can be looked when the teacher
gave some questions orally then almost students could answer correctly. Teaching
learning process was under control as whole. (See Appendix 5.c: 77 & 6.c: 81)
nd th
The 2 observation of cycle 2 was done on Wednesday, January 26
nd
2011. Basically, in 2 action, the implementing of TPR in the classroom was
same as the previous action. That was the implementation of TPR on descriptive
text and fill in the blanks.
As whole, the teacher was good in explaining the material. He was also
good in giving instruction to the students how to do the tasks. As whole, the
students did the tasks well. They did not walk or jog with their friends anymore
but they still enjoyed their task. Meanwhile, the teacher gave his good
contribution in motivating the students. He guided his students in the classroom.
He did not lose his students to work the task. He moved around the class to check
his students‟ work. He would tell if the students made a mistake. The teacher and
the students concluded the lesson together in the end of the lesson. The teacher
also did not forget to give homework to the students. At last of the teaching
learning activity, the teacher gave posttest 2 and the students did it very well.
There was not cheating anymore. (See Appendix 5.d: 78 & 6.d: 82)
d. Reflecting
After assesing the students‟ second posstest result, the writer and the
teacher did reflecting phase. The writer and the teacher felt satisfied since their
efforts to improve students‟ ability in using prepositions of place through TPR
had been realized. From the second posttest result, they knew that most of the
students had been able to understand each meaning of prepositions of place in
sentences. The students also could accept the material easily. They were more
interested in following the teaching learning process in the classroom.
Shortly, since the score result of the second posttest reached the
requirement of an action success where minimally 75% students could pass the
KKM in the score of 68 (sixty eight). Therefore the writer and the teacher decided
to stop the CAR. Hence, the writer and the teacher did not need to revise the plan
or move to the next cycle.
Mean
:
51.7 72.7 84
∑�
�=
* The students who passed the KKM (68)
�
To compare the test result between pretest and posttest of each cycle, the writer used
some steps. Those were calculating the students‟ mean score of the test, calculating the class
percentage, and calculating the students‟ improvement score from pretest to posttest 1 and 2
into percentage.
In analyzing the data of pretest, the first step was to get mean score of the
lass. It was calculated as following:
∑�
Based on the calculation of pretest above, the mean score of the class is 51.7
percentage of students who passed the Minimum Mastery Criterion (KKM)
and the
was 22.5%. It meant that there were still 31 students below the KKM.
. ૠ Next, in cycle 1 of CAR, the writer calculated the result of posttest 1 to
know theAfter
students‟ score improvement
calculating the mean offrom the pretest
pretest, to posttest
the next step wasresult. There were
calculating the
three steps of
rcentage to get this improvement.
students‟ score which Those
passedwere calculatingMastery
the Minimum the students‟ mean
Criterion score
(KKM).
ofwas
the calculated
class, calculating thefollow:
by using as students‟ improvement score into percentage and
calculating the class percentage.
F
X The
100%first step was calculating the mean score of posttest 1. The calculating
N
as following:
9
X 100%
40
22.5%
∑�
�
�=
2908
�= 40
72.7
�=
From that calculation, the students‟ mean score of posttest in cycle 1 was
72.7. It showed that there was improvement from the pretest mean score before it
could be seen from the pretest mean score (51.7) to the mean score of posttest 1
y1 – y
P= X 100%
y
72.7– 51.7
P= X 100%
51.7
21
P= X 100%
51.7
P = 40.61%
The third step was calculating the percentage of students‟ who passed the
KKM. The calculation by using as follows:
F
P= X 100%
N
28
P= X 100%
40
P = 70 %
From that calculation, the class percentage which passed the KKM is 70%.
Itmeant that in the cycle 1 of CAR, there were 28 students who passed the KKM
d there were 12 students whose score below the KKM. The class percentage in the
an
posttest 1 showed some students‟ improvement of the class percentage in the pretest
(22.5%). The students‟ improvement which passed the KKM was 47.5% & (70% -
22.5%). Even though it was still needed more improvement because it could not
hieve yet 75% as the target of success CAR.
ac
Furthermore, at the second cycle of CAR, the writer also calculated the
result of posttest 2 to know the further the score improvement either from the result
ofpretest or posttest 1. There were three steps to know this improvement. Those
were calculating the mean score of the class, calculating the percentage of the
students‟ improvement score, and calculating the class percentage which passed the
KKM (68).
Firstly, the writer calculated the mean score of the class in posttest 2. The
calculating using as follows:
∑�
�=
�
3360
�=
40
� = 84
From that calculation, the students‟ mean score of postttest in cycle 2 was
4. It showed that there was improvement from the posttest 1 mean score before. It
uld be seen from the posttest 1 mean score (72.7) to the mean score of posttest 2
84). It improved 11.3 (84 – 72.7).
y2 – y
P X 100%
y
84 – 51.7
P X 100%
51.7
32.3
P X 100%
51.7
P 62.47%
Based on the computation above, it could be seen that the result of posttest
2 improvement from pretest was 62.47% or 21.86% (62.47 – 40.61)
The last step was the wrier tried to get the class percentage whose score
passed the KKM. It used the calculation as following:
F
P= X 100%
N
36
P= X 100%
40
P = 90 %
From that calculation, the class percentage was 90%. It meant that in the
cycle 2 there were 36 students who passed the KKM and there were only 4 students
elow
b the KKM. The class percentage of posttest 2 obviously showed some
i(
mprovements from the previous test; the improvement was 60% from pretest
36%) or 20% from the class percentage of posttest 1 (70%)
90
80
70
60
50
40
30
20
10
0
Pretest Posttest 1 Posttest 2
Figure 4.1
90
80
70
60
50
40
30
20
10
0
PretestPosttest 1Posttest 2
Figure 4.2
Table 4.3
The Result of Post Questionnaire
Meanwhile, there were 38 students (95%) felt easier to distinguish the using
of each meaning of prepositions of place in sentences. Then, all of the students (100%)
agreed that the teacher gave the chance for them to work in group. Next, there were only 5
students (12.5%) who often asked to the teacher in teaching learning process. After that, it
showed 36 students (90%) felt their ability in completing the sentence better than before
implementing total physical response method. At last, there were 39 students (97.5%) felt
that the teacher‟s method helped them to more understand the teaching learning material.
After discussing all the data conducted before and after implementing CAR
through TPR method, generally it could be concluded that there were some improvements.
Most of the students felt more motivated and interested in teaching learning activity.
Therefore, it effected to develop their ability to understand the teaching material well,
especially in prepositions of place. Shortly, an effort to improve students‟ ability in using
prepositions of place through total physical response was successful.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the analysis in the previous chapter, the writer concludes
that:
1. The students‟ progress during the teaching and learning activity by using
Total Physical Response (TPR) is better. The main factors affecting this
success are the students‟ interest in teaching and learning activities given
using TPR, and the students‟ achievement in learning prepositions of place by
in the result of students‟ score in pre-test, post-test I in the first cycle and
post-test II in the second cycle.
2. Furthermore, the improvements of students‟ understanding of prepositions of
place can be seen clearly in the improvement of their achievement in pretest
and posttest. The result of pretest and posttest showed the significant
improvement. There was 62.47% improvement of students‟ mean score from
prestest to the posttest of second cycle. In pretest, there were only 9 students
who passed the KKM. Then, in the result of posttest in cycle 1, there were 28
students or 70% in the class who passed the KKM considering their mean
score of test was 72.7. Next, in the result of posttest in the cycle 2, there were
36 or 90% students who passed the KKM in which their mean score test was
84. It showed that learning prepositions of place through Total Physical
Response (TPR) was successful.
B. Suggestion
Based on the conclusion above, the writer would like to offer the suggestion.
The suggestion is:
Using Total Physical Response (TPR) in teaching prepositions of place
is recommended for English teacher, because by using TPR not only
make students enjoy, fun and relax in learning English but also take
longer in their mind in memorizing the vocabularies, because they
response the command by their physical.
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