improving students’ ability in using prepositions...
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IMPROVING STUDENTS’ ABILITY IN USING PREPOSITIONS OF
PLACE THROUGH TOTAL PHYSICAL RESPONSE (TPR)
(A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan)
“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
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
IMPROVING STUDENTS’ ABILITY IN USING PREPOSITIONS OF
PLACE THROUGH TOTAL PHYSICAL RESPONSE (TPR)
(A Classroom Action Research at First Grade of SMPN 10 Kota Tangerang Selatan)
“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
Approved by the Advisor
Drs. Sunardi Kartowisastro, Dipl. Ed.
NIP. 19440719 196510 2 001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ENDORSEMENT SHEET
The “Skripsi” (Scientifis Paper) entitle “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), written by
RIF’ATUL MAHMUDAH, student‟s registration number 106014000343 was examined in
the examination session of the Faculty of Tarbiyah and Teachers‟ Training, Syarif
Hidayatullah State Islamic University Jakarta on August 19th
, 2011. The “Skripsi” has been
accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd”,
(Bachelor of Arts) in English Language Education at English Education Department.
Jakarta, August 19th
2011
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
Prof. Dr. Dede Rosyada, MA
NIP. 19571005 198703 1 003
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
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 this 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 little sister (Aidatul Izzati), and her beloved fiance (Deni Solahudin Al-Hamdani,
S. Pd) for their 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”.
Her gratitude also goes to:
1. All lecturers of Department of English Education who have taught and educated the
writer during her study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M. Pd, the Head of Department of English Education.
3. Neneng Sunengsih, M. Pd, the secretary of Department of English Education.
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.
7. All her friends in Department of English Education Academic Year 2006/2007,
especially to Isti, Oci, Nana, Dila, Hani, Ulvi, Fivi and Ezha for sharing their
knowledge, time, care, and supports.
8. To any other person whose names are too numerous to be mentioned one by one for
their contribution to the writer during finishing her “skripsi”. The words are not
enough to say any appreciations for their help.
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.
Jakarta, May 23rd
, 2011
The Writer
ABSTRACT
Rif’atul Mahmudah, 2011. 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), „Skripsi‟ Department of English Education,
Faculty of Tarbiyah and Teacher‟s Training, Syarif Hidayatullah State Islamic
University, Jakarta.
Advisor : Drs. Sunardi Kartowisastro, Dipl. Ed.
Key words : Prepositions of Place, Total Physical Response, SMPN 10 Kota Tangerang
Selatan.
This research has purpose to know whether students‟ ability in using
prepositions of place could be improved through Total Physical Response. It is also to
discuss how Total Physical Response improve students‟ ability in using prepositions of
place at first grade of SMPN 10 Kota Tangerang Selatan.
The resarcher used Classroom Action Reseacrh (CAR) to solve students‟
problem in understanding prepositions of place. The Kurt Lewin‟s model which consists
of four phases, planning, acting, observing and reflecting is implemented in this study.
The data in this research can be derived from test, questionnaire, observation, and
interview. The reaseacher used descriptive analysis and statistic analysis to know the
result of implementation the CAR to the VII.8 students of SMPN 10 Kota Tangerang
Selatan.
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
Rif’atul Mahmudah, 2011. 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), Skripsi, Jurusan pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah,
Jakarta.
Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.
Kata Kunci : Prepositions of Place, Total Physical Response, SMPN 10 Kota
Tangerang Selatan.
Penelitian ini bertujuan untuk mengetahui apakah prepositions of place dapat
meningkatkan kemampuan siswa melalui Total Physical Response. Penelitian ini juga
untuk mendiskusikan tentang penerapan Total Physical Response dalam meningkatkan
kemampuan siswa kelas satu di SMPN 10 Kota Tangerang Selatan.
Peneliti menggunakan jenis Penelitian Tindakan Kelas (PTK) untuk mengatasi
permasalahan siswa dalam pemahaman prepositions of place. Model Kurt Lewin yang
terdiri dari empat fase yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Data
dalam penelitian ini dapat diperoleh dari angket, obsevasi, dan wawancara. Peneliti
menggunakan analisa deskriptif dan analisa statistik untuk mengetahui hasil dari
pelaksanaan PTK. Pada siswa kelas VII.8 SMPN Kota Tangerang Selatan.
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 PERNYATAAN KARYA SENDIRI .............................................. ii
APROVEMENT SHEET .............................................................................. iii
ENDORSEMENT SHEET ............................................................................ iv
ACKNOWLEDGMENT ............................................................................... v
ABSTRACT .................................................................................................... vii
ABSTRAK ...................................................................................................... viii
TABLE OF CONTENTS .............................................................................. ix
LIST OF TABLES ......................................................................................... xii
LIST OF FIGURES ....................................................................................... xiii
LIST OF APPENDICES ............................................................................... xiv
CHAPTER I: INTRODUCTION ............................................................. 1
A. The Background of Study ............................................ 1
B. The Limitation of Study ............................................... 4
C. The Statement of Study ............................................... 4
D. The Objective of Study ................................................ 4
E. The Significance of Study ............................................ 4
F. Definition of Key Terms .............................................. 5
CHAPTER II: THEORETICAL FRAMEWORK ................................... 6
A. Prepositions ................................................................. 6
1. The Understanding of Prepositions ........................ 6
2. The Types of Prepositions ..................................... 7
a. Prepositions of Location .................................. 7
b. Prepositions showing Place or position ........... 8
c. Prepositions showing Direction ....................... 11
3. The Function of Prepositions ...................................... 12
B. Total Physical Response .............................................. 13
1. The Understanding of Total Physical Response .... 13
2. The Characteristics of Total Physical Response .... 14
3. Design of Total Physical Response........................ 15
a. Method ............................................................. 15
b. The Language Objectives ................................ 15
c. The activities .................................................... 16
4. The Principles of Total Physical Response ............ 16
5. The Advantages of Total Physical Response ......... 17
6. The Disadvantages of Total Physical Response ... 17
CHAPTER III: RESEARCH METHODOLOGY .................................... 19
A. The Research Method .................................................. 19
B. Time and Location of the Research ............................. 20
C. Subject and the Object of the Research ....................... 20
D. The Writer‟s Role on the Research .............................. 20
E. The Research Design ................................................... 21
F. The Classroom Action Research (CAR) Procedures ... 22
1. Planning ................................................................ 22
2. Acting .................................................................... 22
3. Observing .............................................................. 22
4. Reflecting ............................................................... 23
G. The Techniques of Collecting Data ............................ 23
1. Interview ................................................................ 23
2. Observation ............................................................ 23
3. Questionnaire ......................................................... 24
4. Test ......................................................................... 24
H. The Techniques of Data Analysis ................................ 24
I. The Validity of Data .................................................... 26
J. The Criteria of Action Success .................................... 26
CHAPTER IV: RESEARCH FINDINGS .................................................. 28
A. Before Implementation the Action ........................ 28
1. The Result of Pre Interview ............................. 28
2. The Result of Pre Observation ......................... 29
3. The Result of Pre Test...................................... 30
4. The Result of Pre Questionnaire ...................... 30
B. The Implementation of CAR ................................. 32
1. Cycle 1 ............................................................... 33
a. Planning ....................................................... 33
b. Acting ........................................................... 33
c. Observing ..................................................... 35
d. Reflecting ..................................................... 35
2. Cycle 2 ................................................................. 36
a. Planning ......................................................... 36
b. Acting ............................................................ 37
c. Observing ....................................................... 38
d. Reflecting ....................................................... 39
C. The Discussion of the Data after the Action ......... 40
1. The Result of Post Interview .......................... 40
2. The Result of Post Test ................................... 40
3. The Result of Post Questionnaire ................... 48
CHAPTER V: CONCLUSION AND SUGGESTION ............................. 50
A. Conclusion ................................................................... 50
B. Suggestion .................................................................... 51
BIBLIOGRAPHY .......................................................................................... 52
APPENDICES ............................................................................................... 54
LIST OF TABLES
a. Table 4.1 The Result of Pre Questionnaire .......................................... . 30
b. Table 4.2 The Students‟ Score of Pretest, Posttest 1, and Posttest 2 ......... . 41
c. Table 4.3 The Result of Post Questionnaire ........................................ . 48
LIST OF FIGURES
1. Figure 3.1 The Kurt Lewin‟s Design of CAR ........................................ 21
2. Figure 4.1 The Improvement of Students‟ Mean Score .......................... 47
3. Figure 4.2 The Improvement of Class Percentage of the Students Who Passed the
KKM 68 .............................................................................. 47
LIST OF APPENDICES
Appendix 1 Rencana Pelaksanaan Pembelajaran
(1st Meeting of Cycle 1) ................................................. 54
Appendix 2 Rencana Pelaksanaan Pembelajaran
(2nd
Meeting of Cycle 1) ................................................. 59
Appendix 3 Rencana Pelaksanaan Pembelajaran
(1st Meeting of Cycle 2) ................................................. 65
Appendix 4 Rencana Pelaksanaan Pembelajaran
(2nd
Meeting of Cycle 2) ................................................. 70
Appendix 5.a Lembar Observasi Guru (1st Meeting of Cycle 1) ............ 75
Appendix 5.b Lembar Observasi Guru (2nd
Meeting of Cycle 1) ........... 76
Appendix 5.c Lembar Observasi Guru (1st Meeting of Cycle 2) ............ 77
Appendix 5.d Lembar Observasi Guru (2nd
Meeting of Cycle 2) ........... 78
Appendix 6.a Lembar Observasi Siswa (1st Meeting of Cycle 1) ........... 79
Appendix 6.b Lembar Observasi Siswa (2nd
Meeting of Cycle 1) .......... 80
Appendix 6.c Lembar Obervasi Siswa (1st Meeting of Cycle 2) ............ 81
Appendix 6.d Lembar Observasi Siswa (2nd
Meeting of Cycle2) ........... 82
Appendix 7.a The Outcome of Interview before CAR........................... 83
Appendix 7.b The Outcome of Interview after CAR ............................. 86
Appendix 8.a The Questionnaire for Students (Before CAR) ................ 87
Appendix 8.b The Result of Pre Questionnaire ..................................... 88
Appendix 9.a The Questionnaire for Students (After CAR) .................. 89
Appendix 9.b The Result of Post Questionnaire .................................... 90
Appendix 10 Kisi-Kisi Penulisan Soal Kelas VII
Penelitian Tindakan Kelas (PTK) ................................... 91
Appendix 11 The Instrument of Pretest ............................................... 93
Appendix 12 The Instrument of Posttest 1 ........................................... 97
Appendix 13 The Instrument of Posttest 2 ........................................... 101
Appendix 14 Answer Key .................................................................... 105
Appendix 15 Item Analysis of English Test ......................................... 106
Appendix 16 Pedoman Penilaian Validitas Soal .................................. 107
Appendix 17 The Students‟ Achievement of Pretest, Posttest 1 and Posttest 2 ... 109
Appendix 18 The Students‟ Score of Pretest, Postest 1 and Posttest 2 ................. 111
CHAPTER I
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.
A. The Background of Study
English is one of the international languages learned in almost all of the countries
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.
As one of parts of speech, preposition is used in communication and preposition is a
problem for most English learners that often get confused due to what Martinet Said :
“The students have two main problems with preposition. They have to know whether in
any construction a preposition is required or not, and which preposition to use when one is
required.”1
Although English has been taught since the fourth grade of Elementary School,
many Indonesian students still do not understand and cannot apply those rules especially
in using prepositions. The preposition is a problem for most English learners that often
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 to 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
approaching the students.2 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 students 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 the 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
and Dorothy Palmer, which involves giving commands to which students react.5
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
to him for what he does unconsiously correctly.6
3Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching.
(London: Cambridge University Press, 2001), p.87 4John 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
excellent 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)
B. The Limitation of Study
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
seventh grade students at SMPN 10 Kota Tangerang Selatan.
C. The Statement of Study
Based on the identification of the problems, the writer formulates the research
problem on this paper by asking: “Can TPR improve students’ ability in using
prepositions of place?”
D. The Objective of Study
The objective of the research are:
1. To know whether TPR can improve students‟ ability in using prepositions of place for
the seventh grade class students of SMPN 10 Kota Tangerang Selatan.
E. The Significance of Study
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 7Rebecca 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.
F. Definition of Key Terms
For clarification, some terms in the study need to be defined as follows:
(1) SMPN 10 Kota Tangerang Selatan, refers to State Junior High School 10 Kota
Tangerang Selatan, which is under the supervision of the National Education
Department of Indonesia.
(2) Total Physical Response, refers to a language teaching method built around the
coordination of speech and action.8
(3) Preposition, are as subordinate conjunctions and also as the connecting a noun or
pronoun to another word, usually a noun, verb or adjective.
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
This chapter presents and discusses the understanding of prepositions, the
types of prepositions, the function of prepositions, the understanding of TPR, the
characteristic of TPR, design of TPR, the principles of TPR, and the advantages of
TPR and the disadvantages of TPR.
A. Prepositions
1. The Understanding of Prepositions
According to Frank preposition is classified as part of spech in Traditional
grammar. However, prepositions as well as conjunctions differ from other parts of
speech that (1) each is composed of a small class of words that have no formal
characteristics endings; (2) each signals syntactic structures that function as one of the
other parts of speech.9
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
meaningless and hard to define in more words.11
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
can not be changed shape and are usually in place in front of the noun to show a
certain relationship with other words in the sentence.
2. The Types of Prepositions
There are many kinds of prepositions. Some of them are the simplist form.
Many of them are monosyllabic such as in, at, up, to, by, of, out, with, from, down,
over, into, after, before, since, behind, above, etc. According to Marcella Frank there
are types of prepositions as follows:
a. Preposition of Location
The common preposition used to indicate location or places are14
:
- in being surrounded by something (=di dalam)
E.g: in the swimming pool; in the house
- at presence, around (=di sekitar)
E.g: at the supermarket; at the swimming pool
- on in contact with the surface of another object (=
di atas)
E.g on the desk; on the ground
11
http://www.uazone.org/friens/es14rus/preposition, December 13th
, 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)
E.g: across the street; across the river
- around near or all sides of (= di sekeliling)
E.g: around the house; around the room
- between in the space separating two things (= di antara)
E.g: Jack is sitting between Dick and Tom; The
bank is between the hotel and the post office.
- among with or surrounded by (= di antara)
E.g: Mary was standing among the girls; His
little house is among the big and beautiful ones
in the village
- throughout in all parts, all over (= di seluruh)
E.g: He looked for his pen throughout the room
- over/above higher than; up in perpendicular direction from
the sky is over (above) our head
- under/beneath lower than, down in perpendicular direction
from (= di bawah)
E.g: under (beneath) the table
- below at the point lower than (= di bawah)
E.g: below the sea level.
b. Preposition showing Place or position
There are many kinds of prepositions that show the place or position,
they are:
b.1. The point it self
In or inside Hang your coat in the closet. (in gives the area
of something enclosed-a container, a drawer, a
room, a building, the world)
There was no one inside the house. (inside
emphasizes the containment)
On put the dishes on the table. (0n indicates the
surface of something – a floor, a wall, a ceiling,
a desk, a street).
On top of – He‟s standing on top of the desk.
(On top of emphasizies the uppermost horizontal
surface. It is used with an object that has some
height).
At he‟s at school (at church, at the store). (At refers
to general vicinity. Were presence at the place is
indicated).
At is also used for addresses with street number-
He lives at 200 park Avenue (but he lives on
Park Avenue).
After the verb arrive, at refers to a place smaller than a city or
town-He has arrived at the airport (or the station, the library); in refers
to a place larger than a city or town- He arrived in California (or
Brazil, Europe). For a city, in is more usual. But at may also be used,
especially in reference to traveling-the plane arrived in (or at)
Singapore an hour late.
b.2. Higher or lower than a point
b.2.1. Higher
Over The plane flew over the mountains. (Over is felt
to be generally higher than a point).
Above He lives on the floor above us. (Above is felt to
be directly higher than a point).
This distinction between over and above is not
always carefully observed.
b.2.2 Lower
Under A subway runs under this street. (Under is felt
to be generally lower than a point).
Underneath He swept the dirt under(neath) the rug.
(underneath express the idea of close under,
especially so as to be hidden).
Beneath Beneath a tree lay a dog fast asleep. (Beneath,
express the idea of directly under, with some
space between).
Below He lives on the floor below us. (Below is felt to
be directly lower than a point).
The distinction between under and below is not
always carefully maintained.
b.3. Neighboring the point
Near He lives near the University. (Near has the most
general meaning of neighboring a point). By is a
synonym for near. Close to means very near.
Next to The theather is right next to the post office (with
nothing else between them).
Alongside The tug pulled up alongside the tanker.
(Adjoining persons or things considered as lined
up, or side by side).
Beside He sat beside his wife during the party. (on each
side of person or thing that has two sides).
Between He sat between his two sons. (on each side of a
person or thing that has two sides)if more than
two persons or things are positioned around a
point, among is used- He sat among all his
grandchildren.
Opposite The museum is just opposite the post office.
(directly facing someone or something else).15
15
Marcella Frank, Modern English: A practical..., p.165
c. Preposition showing Direction
The kind of movement designated by each preposition given below is
illustrated by the diagram below.
To form He always walks to school from his home
To From
Toward(s) The pilgrims headed toward(s) Mecca
Toward(s) Away from
In(to)-out of He ran into the house quickly. After a few
minutes he ran out of the house with an umbrella
under his arm
Into Out of
Up-Down He climbed up (or down) he stair.
Up
Down
Around The ship sailed around the island.
Around
Through You can drive through that town in an hour
Through
Past (or by) He walked past (or by) his old schoolhouse
without stopping.
Past
As far as (up to) We will walk only as far as (up to) the old
schoolhouse. Then we will turn back.16
As far as
From the quatations above, the writer sees that the types of
prepositions are: preposition of location, preposition showing place or position,
and preposition showing direction.
3. The function of prepositions
Some prepositions also function as subordinate conjunctions. These
preposition are; after, as, before, since, and until. A subordinate conjunction will have
both a subject and verb following it, forming a subordinate clause. 17
The preposition has the function of connecting a noun or pronoun to another
word, usually a noun, verb or adjective.
The functions of prepositions are as follows:
a. Correlating a noun with noun
16
Marcella Frank, Modern English: A Practical..., p.166 17
http://www.chompchomp.com/terms/preposition, December 15th
, 2010
Example : She has talked to the boy in the room
b. Correlating a verb with verb
Example : My aunt likes to sleep on the floor
c. Correlating a noun with adjective
Example : The man is very successful in his business
d. Correlating a participle with noun
Example : they are frustrated for the problem
e. Correlating a verb participle with noun
Example : they stand up near the car.18
The writer may infer that the functions of prepositions are as subordinate
conjunctions and also as the connecting a noun or pronoun to another word, usually a
noun, verb or adjective.
B. Total Physical Response
1. The Understanding of Total Physical Response
Total Physical Response (TPR) is a langauge teaching method built around the
coordination of speech and action; it attemps to teach language through physical (motor)
activity.19
James Asher said that total physical response method is a language teaching
method created around the coordination of speech and action, it attemps to teach
language through physical activity. It draws on several traditions, including
developmental psychology, learning the theory, and humanistic pedagogy. 20
Total
Physical response method was developed in order to reduce pupils stress when studying
foreign languages.21
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
adults to 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
teachers give a command and the students can respond physically.
2. The Characteristics of Total Physical Response
The characteristic of TPR will be summed up as follows:
a. The material is presented in imperative form.
b. The commands are given to the class as a whole.
c. Students will begin to speak when they are ready.
d. Production will naturally be delayed until the students listening comprehension
has been developed.
e. Meaning in target language can often be conveyed through action.
f. Listening should be accompanied by physical movement.
g. The students‟ mistakes are corrected in a timely manner.
h. The learning process as started from the simple sentence and it can be
visualization in the class.24
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
not require 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
of them can start giving instructions to other classmates. 25
This harmony minimized
stress. Low anxiety relates positively to success in second language acquisition. Asher
felt that 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 beginning level.26
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
their study beyond a beginning level of proficiency.27
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
Using comprehension as a means to speaking
Using action-based drills in the imperative form
c. The activities
This method has simplicity as the most attractive features. Its strength lies in
the internalization of the material covered. The teacher gives commands and the
students 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).
4) Action role playing without prepare script.28
4. The Principles of Total Physical Response
The Principles of TPR are very important to note and here some of them are
determined 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
speaking.
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.
f. Students are expected to make errors when they first begin to speak.29
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
Physical Response, October 12th
, 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.
5. The Advantages of Total Physical Response
Some advantages of using Total Physical Response in teaching prepositions are:
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.
3. It is good for kinaesthetic learners who need to be active in the class.
4. It is a good tool for building vocabulary.
5. It is memorable. Actions help strengthen the connexions in the brain.
6. Class size need not be a problem.
7. "TPR seems to work effectively for children and adults. There is no age
barrier." according to Asher. 30
8. It is totally flexible. For example the teacher takes little steps to make learners
pace.
9. It is relaxing for students and students learn at their own pace.
10. There is rapid understanding and long-term retention of new language.31
Based on the citations above, the writer sees that the advantages of TPR are
it can elicit fun and make students and can to be active in the class. And it can be
relaxing for students while students learn at their own pace.
6. The Disadvantages of Total Physical Response
1. Learners may not have enough vocabulary to understand the program.
30
http://en.wikipedia.org/wiki/Total_Physical_Response Category: language education, March 21st,
2011. 31
http://www.slidesshare.net/naiken/total-physical-response, March 23rd
, 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
program.32
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.
6. 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.
7. The teacher may find that it is limited in terms of language scope. Certain
target languages may not be suited to this method.
8. It can be a challenge for shy students.33
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.
32
http://www.slidesshare.net/naiken/total-physical-response, March 23rd
, 2011 33
http://en.wikipedia.org/wiki/Total_Physical_Response Category: language education, March 21st,
2011
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
research, 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.
A. The Research Method
The method used in this research is Classroom Action Research (CAR). This
method is derived from the nature of an action research. According to Michael J.
Wallace, CAR is a type of classroom research carried out by the teacher in order to
solve problems or to find answers toward context-specific issues.34
It means that to
begin the CAR, the researcher or the teacher needs to identify some problems real
found in the classroom. By identifying the specific problem in the classroom, the
writer can then collaborates with the English teacher in doing the research.
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
the researcher 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.
B. Time and Location of the Research
The Writer did Classroom Action Research (CAR) from January 5th
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.
C. Subject and the object of the Research
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.
D. The Writer’s Role on the Research
The writer‟s role on this research is as an observer who collaborates with the
English teacher. As an observer, beside she makes lesson plans, and research
35
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Kasara, 2009), p.106-108
instruments (observation form, questionnaire, pre-test and post-test), she also manages
the 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
action based on the lesson plans made by the writer.
E. The Research Design
The writer uses Clasroom Action Research (CAR) in this study, so she follows
principles of CAR to collect the data. The CAR procedures used in this research is
Kurt Lewin‟s design. It consists of two cycles in which each cycle contains four
phases: Planning, Acting, Observing, and Reflecting.
CYCLE 1
CYCLE 2
Figure 3.1
The Kurt Lewin’s Design of CAR
Acting
Observing
Planning
Reflecting
Acting Planning
Observing Reflecting
F. The Classroom Action Research (CAR) Procedures
The Kurt Lewin‟s design of Classroom Action Research consists of four
phases within one cycle. Those are planning, acting, observing, and reflecting. To
make clear what happens in every phase, here are the explanations:
1) Planning
The this phase starts from observing and interviewing to identify and
diagnose the students‟ problem in learning English in the classroom. The writer
may observe the teaching learning activity in the classroom directly. Beside that
she also interviews the English teacher to get main problem faced by her students
related to grammar field. After that, this phase moves to make the organized
planning at whole of the CAR. The organized planning will be formed into lesson
plan based on the current used syllabus. Moreover, making research instruments
including test (pre-test and post-test) and observation form both for teacher and
students will be done for the next phase. The last one is preparing teaching
materials which mention any regarding procedures of teaching, media, resources,
and evaluation.
2) Acting
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
physical classroom. At last, the outcome of the observing becomes one of the parts
that will be used in reflecting phase.
4) Reflecting
Reflecting is done in the end of each cycle in which the process of
analyzing and evaluating are done. This phase is aimed to reflect the completely
done action based upon data that have been collected, and then it is important to
hold evaluation for completing the next cycle. This phase is carried out and
discussed collaboratively between the researcher and the teacher. The writer and
the teacher do reflection to identify and explain the difficulty or the problems
faced. If there still might have found some problems, it needs to move to the next
cycle concerning re-planning, re-acting, and re-observing. Therefore, it is expected
that the unfinished problems yet can be soon solved.
G. The Technique of Collecting Data
Techniques of collecting data used in this research are qualitative data and
quantitative data. The qualitative data consists of interview, observation and
questionnaire. On the other side, the quantitative data used is pre-test and post-test.36
The complete explanation is as follows:
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.
c) 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.
d) 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.
H. The Techniques of Data Analysis
The technique of data analysis consists of data from interview, data from
observation, data from distributing questionnaire, and data from the test (pre-test and
post-test). The analysis qualitative data is used to measure data from observation and
interview, while the analysis quantitative data is used to measure data from
questionnaire and tests. In analyzing the average score of students‟ grammar test in
each cycle, the writer uses the formula:37
X : mean
x : individual score
n : number of students
37
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p.67
𝑥 = ∑𝑥
𝑛
Next, the writer tries to get the class percentage which pass the minimal
mastery level criterion (KKM) considering English subject gains score 75 (seventy
five). The formula is:38
P : the class percentage
F : total percentage score
N : number of students
Then, after 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
in cycle 1 and cycle 2. The writer uses the formula below to analyze the data:39
P : percentage of students‟ improvement
y : pre-test result
y1 : post-test 1
P : percentage of students‟ improvement
y : pre-test
y2 : post-test 2
38
Anas Sudjono, Pengantar 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
y1 – y
P = y X 100%
y
y2 – y
P = y X 100%
y
F
P = X 100%
N
N
The formula used to analyze data from the percentage of questionnaire result:
n : number of students who answered the option
N : number of students in the class
I. The Validity of Data
The validity is an essential criterion for evaluating the quality and acceptable
of the research. According to Anderson, to get the validity of data of action research,
there are five criteria; those are democratic validity, outcome validity, process
validity, catalytic validity, and dialogic validity.40
In this case, the writer uses the
outcome, process and dialogic validity for her research.
Outcome validity is taken from the result of the test in each cycle. The writer
compares the result of cycle one and cycle two. When the result of cycle two is better
than cycle one, it means that the research is successful. Then, process validity refers
to the observation of the process to solve the problem. It can be seen from the result of
observation. When there might find some mistakes in the method of teaching, then the
writer discusses with the teacher to modify the further strategy. After that, dialog
validity refers to the discussion between the writer and the English teacher to review
the outcome of the research in reflecting phase. It can be seen from the result of
interview. It this case, the writer and the teacher discusses and assess the students‟ test
result of cycle one and cycle two together. It is done in order to avoid invalid data.
J. The Criteria of Action Success
In order to call the research successful, there is a standard to determine the
success of an action. The action is successful if it can exceed the criteria which have
been determined. Therefore each evaluation needs some criteria. This standardization
also can be used as the standard to give the meaning about the implementation of the
action. In this case, the writer and the teacher agree that the criteria of being success
40
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merrill
Prentice Hall, 2003), p.84
% = n x 100
N
in this classroom action research are the 75% achievement of KKM 68 (sixty eight) of
grammar test from the pre-test until the second post-test in cycle two.41
It means that
when 75% of students get at least 68 score, it could be assessed success and the cycle
would be stopped. However, if 75% of students do not reach the target score yet, the
alternative 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
improve 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.
A. Before Implementing the Action
There were four parts related to before implementing the action. Those were pre
interview, pre observation, pre test, and pre questionnaire. The explanation was as follow:
1. The Result of Pre Interview
Pre interview was conducted on Wednesday, January 5th
2011. Here, the
writer asked to the teacher some questions which is divided into three categories.
Those were the general condition in English class primarily on grammar, the
difficulties faced by the students in prepositions of place, in particular about the
students‟ ability in using prepositions of place and the kinds of strategies
implemented by the teacher previously before CAR to improve students‟ ability in
using prepositions of place.
First category discussed about the general condition in English class
primarily on grammar, in particular about the students‟ ability in using prepositions
of place in sentences. The teacher said that some students cannot understand and
they were still confused to remember of each meaning of prepositions of place.
And they cannot use the prepositions of place in the sentence.
Second category was related to the teacher‟s strategy in teaching grammar
material in prepositions of place previously to solve the students‟ difficulties to
understand of each meaning of prepositions of place. It was found that the teacher
applied Grammar Translation Method (GTM) in teaching grammar. He explained
about the material and then gave the example of the sentences. As the assignment,
the teacher asked the students to do some exercises from the students‟ handbook
(called LKS). After that, the teacher together with the students disscussed the
answers of the exercises and sometimes he translated the sentence into Bahasa
Indonesia. Up to now, the teacher has been looking for an alternative way to teach
grammar in order to improve his students‟ ability and also to motivate the students
through an appropriate teaching technique in the classroom. At last, the teacher
agreed to implement TPR in assisting students‟ ability in using prepositions of
place. (See Appendix 7.a: 83-85)
2. The Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning
process before doing the action. It was used to collect data how good teacher‟s
performance and students‟ activities during the teaching learning process.
Based on the pre observation was conducted by the writer on 5th
and 7th
January 2011 at VII.8 class of SMPN 10 Kota Tangerang Selatan academic year
2010/2011. The class consisted of 40 students. In general, some techniques used by
the teacher in teaching learning process were techniques usually used GTM
(Grammar Translation Method). At the first time, the teacher explained what
prepositions of place were. The teacher then gave the examples of prepositions of
place in the whiteboard. Furthermore, the students were asked to write the
examples of prepositions of place. Next, the teacher asked the students to open and
do the exercises of their LKS. He looked like not really care what his students did
in the classroom. Moreover, the students could not finish the work on time and the
teacher often ignored that behavior. Instead, he asked students to continue the task
at home. In the next meeting, the task was discussed together. The students were
asked to write the answer of the task on whiteboard one by one.
3. The Result of Pre Test
The writer did the pre-test before the teacher conducted CAR to
completing the data of this research. It was used to measure the students‟
understanding of prepositions of place. It held on Friday, January 7th
20011. And it
began from 10.15 a.m. up to 10.45 a.m. In this case, the writer gave 25 questions
about prepositions of place. From this pre-test, it is known the mean score of pre-
test done by students was 51.7.
Based on the classification of the data above, it showed that 8 students got
the score above the KKM (Criterion of Minimum Competence), while KKM of VII
grade at SMPN 10 Kota Tangerang Selatan is 68 (sixty eight). Therefore, 32
students were below the standard of KKM. The highest score was 84 and the
lowest achievement gained score 32. From that analyzing, it could be seen that
most of the VII.8 students‟ understanding was still low. (See Appendix 17)
4. The Result of Pre Questionnaire
Pre questionnaire was needed to know students‟ response about the action,
their opinions of the teaching learning process before doing the actions. In this
case, the writer provided some questions to the students. It was started 15 minutes
before class over, from 10.45 a.m. up to 11.00 a.m. The pre questionnaire was
divided into two categories. Those were the students‟ response in teaching learning
process, and the problems faced by the students related to prepositions of place.
The result of pre questionnaire was as follow:
Table 4.1
The Result of Pre Questionnaire
No. The Students’ answer
The Result of Students’ answer
Yes Percentage
(%)
No Percentage
(%)
1. The students’ response of teaching
learning process
The students were satisfied with their
score in English they have got.
9 22.5% 31 77.5%
The students liked to learn rules in 20 50% 20 50%
English.
The students felt motivated when they
followed teaching learning process in
material prepositions of place.
10 25% 30 75%
The students could understand the
teacher‟s explanation of prepositions of
place so far.
11 27.5% 29 72.5%
2. The problems faced by the students
related to prepositions of place.
The students found some difficulties in
using prepositions of place in sentences.
30 75% 10 25%
The students could remember the
meaning of each of prepositions of
place.
21 52.5% 19 47.5%
The students could do the task about
prepositions of place well.
10 25% 30 75%
The students had the difficulties to differ
the using of prepositions of place.
28 70% 12 30%
The students like asking to the teacher if
they have not understood yet about
prepositions of place.
6 15% 34 85%
The students realized that the sentences
of prepositions of place were related to
the students‟ daily life.
15 37.5% 35 87.5%
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
used not understandable language to explain the teaching material.
In the second category, it showed that there were 30 students (75%) who
found some difficulties in using prepositions of place in sentences. It was because
the students still did not understand well about prepositions of place. Therefore,
most of them could not do the task of prepositions of place well too. Then, there
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
about prepositions of place well. It was predicted the students had no idea how to
do the task. They preferred to cheat or ask to her/ his friends to finish the task.
Then, there were 28 students (70%) who had the difficulties to differ the using of
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
to their teacher. Then, there were 15 students (37.5%) who realized that sentences
of prepositions of place were related to the students‟ daily life. It was predicted
that some of other students still did not know what prepositions of place was.
Therefore, they did not really care about the use of prepositions of place.
Related to the result above, it could be concluded that there were needed to
solve some students‟ problem and the students‟ ability could increase indirectly.
B. The Implementation of CAR
The Classroom Action Research was carried out in two cycles. Each cycle
consisted of two actions. It needed 80 minutes (2x40‟) for every action in teaching
learning process.
1. 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.
The first action of the cycle 1 was done on Wednesday January 12th
2011.
The teacher did the teaching learning process referring to the lesson plan. The
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)
The second action of the cycle 2 was done on Friday, January 14th
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
case, the writer did the observation towards implementation of the action using
checklist.
The 1st observation was done on Wednesday January 12
th 2001. In this
phase, the writer observed not only the teacher‟s performance, but also the
students‟ behavior during the teacher implemented the TPR method 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
method well. He also could encourage the students to follow his instruction,
although not all of the students were excited. Some students still looked sleepy
and chatted with his/ her friends. However, the teaching learning process was still
under control as the whole. (See Appendix 5.a: 75 & 6.a: 79)
The 2nd
observation was done on Friday, January 14th
2011. Basically, in
2nd
action, the implementing of TPR in the classroom was same as the previous
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
do the tasks. The students did not cheat or make some noise with their friends.
The teacher together with the students disscussed the tasks well. The
teacher apllied the TPR in the middle the tasks were discussed together. The
teacher gave some questions and the students answered the teacher‟s questions.
At last of the teaching learning activity, the teacher gave posttest 1 and the
students did it very well. There was not cheating anymore. (See Appendix 5.b: 76
& 6.b: 80)
d. Reflecting
In this phase, the teacher and the writer discussed about the conclusion of
implementing the action. They analyzed the students‟ achievement and progress
based on their post test 1 score. Then, they tried to modify the action in order to
make the students more comprehend of prepositions of place in sentences and in
order to get 75% of the students in the class could pass the KKM 70% of the
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.
The first action of the cycle 2 was done on Friday, January 21th
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)
The second action of cycle 2 was done on Wednesday, January 26th
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.
The 1st observation of cycle 2 was done on Friday, January 21
th 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)
The 2nd
observation of cycle 2 was done on Wednesday, January 26th
2011. Basically, in 2nd
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.
3. The Discussion of the Data After the Action
1. The Result of Post Interview
After implementing TPR, the writer did post interview with the teacher. It
was conducted on Friday, January 28th
2011. It was done to know the teacher‟s
response after implementing TPR through CAR that had be done.
According to the teacher, teaching prepositions of place through TPR built
students‟ motivation in learning grammar. Besides, the teacher agreed that TPR
was appropriate to teach prepositions of place. Therefore, the students were able to
understand of each meaning of prepositins of place. (See Appendix 7.b: 86)
2. The Result of Post Test
Since this action research needed two cycles to achieve the action success,
it means that the students had to do two times of post-test. The first post-test was
conducted on January, 14th
2011 and the second post-test was conducted on
January, 26th
2011.
Table 4.2
The Student's Score of Pretest, Posttest 1 and Posttest 2
No. Name Pretest Posttest of Cycle 1 Posttest of Cycle 2
1 Student 1 64 92* 96*
2 Student 2 52 88* 88*
3 Student 3
40 52 68*
4 Student 4
80* 84* 92*
5 Student 5 56 84* 88*
6 Student 6 52 88* 96*
7 Student 7
64 80* 88*
8 Student 8
84* 76* 76*
9 Student 9
52 84* 92*
10 Student 10
40 92* 88*
11 Student 11
44 80* 76*
12 Student 12
84* 88* 88*
13 Student 13
84* 96* 96*
14 Student 14
36 52 72*
15 Student 15
84* 84* 88*
16 Student 16
36 76* 88*
17 Student 17
36 76* 96*
18 Student 18
44 76* 92*
19 Student 19
80* 96* 92*
20 Student 20
76* 64 92*
21 Student 21
36 32 88*
22 Student 22 36 48 56
* 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.
23 Student 23
76* 68* 96*
24 Student 24
32 44 96*
25 Student 25
32 84* 80*
26 Student 26
40 48 60
27 Student 27
72* 84* 92*
28 Student 28 40 72* 76*
29 Student 29
60 88* 82*
30 Student 30
36 52 64
31 Student 31
44 52 88*
32 Student 32
36 32 72*
33 Student 33
32 80* 88*
34 Student 34
32 72* 76*
35 Student 35
48 80* 92*
36 Student 36 44 88* 96*
37 Student 37
52 64 88*
38 Student 38
32 68* 60
39 Student 39
52 80* 88*
40 Student 40
40 64 70*
Mean:
𝑥 = ∑𝑥
𝑛
51.7 72.7 84
In analyzing the data of pretest, the first step was to get mean score of the
class. It was calculated as following:
𝒙 = ∑𝒙
𝒏
𝒙 = 𝟐𝟎𝟔𝟎
𝟒𝟎
𝒙 = 𝟓𝟏.𝟕
After calculating the mean of pretest, the next step was calculating the
percentage of students‟ score which passed the Minimum Mastery Criterion (KKM).
It was calculated by using as follow:
F
P = X 100%
N
9
P = X 100%
40
P = 22.5%
Based on the calculation of pretest above, the mean score of the class is 51.7
and the percentage of students who passed the Minimum Mastery Criterion (KKM)
was 22.5%. It meant that there were still 31 students below the KKM.
Next, in cycle 1 of CAR, the writer calculated the result of posttest 1 to
know the students‟ score improvement from the pretest to posttest result. There were
three steps to get this improvement. Those were calculating the students‟ mean score
of the class, calculating the students‟ improvement score into percentage and
calculating the class percentage.
The first step was calculating the mean score of posttest 1. The calculating
as following:
𝑥 = ∑𝑥
𝑛
𝑥 = 2908
40
𝑥 = 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
(72.7). It improved 21 (72.7 – 51.7).
The second step was calculating the percentage of students‟ improvement
score from pretest to posttest 1. The writer computed by using as follow:
y1 – y
P = X 100%
y
72.7– 51.7
P = X 100%
51.7
21
P = X 100%
51.7
P = 40.61%
Based on the computation, the percentage of students‟ improvement score
from pretest to posttest 1 was 40.61%. It showed that the score in the cycle 1 has
improved 40.61% from the pretest score.
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%.
It meant that in the cycle 1 of CAR, there were 28 students who passed the KKM
and there were 12 students whose score below the KKM. The class percentage in the
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
achieve yet 75% as the target of success CAR.
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
of pretest 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:
𝑥 = ∑𝑥
𝑛
𝑥 = 3360
40
𝑥 = 84
From that calculation, the students‟ mean score of postttest in cycle 2 was
84. It showed that there was improvement from the posttest 1 mean score before. It
could 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).
Secondly, the writer calculated the percentage of students‟ improvement
score. Here, the writer computed by using this formula:
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
below the KKM. The class percentage of posttest 2 obviously showed some
improvements from the previous test; the improvement was 60% from pretest
(36%) or 20% from the class percentage of posttest 1 (70%)
Figure 4.1
The Improvement of Students' Mean Score
Figure 4.2
The Improvement of Class Percentage of the Students Who Passed KKM 68
0
10
20
30
40
50
60
70
80
90
Pretest Posttest 1 Posttest 2
Pretest Posttest 1 Posttest 2
0
10
20
30
40
50
60
70
80
90
Pretest Posttest 1 Posttest 2
Pretest Posttest 1 Posttest 2
3. The Result of Post Questionnaire
After implementing CAR through TPR, the writer gave questionnaire. It
was needed to know student‟s response about the action and their opinions of the
teaching learning process after implementing TPR. In this case, the writer provided
some questions to the students. The post questionnaire was given Wednesday,
January 26th
2011.
Table 4.3
The Result of Post Questionnaire
No. The Students’ Answer
The Result of Students’ answer
Yes Percentage
(%) No
Percentage
(%)
1. The students were happy to study English
in Prepositions of Place material. 40 100% 0 0%
2.
The students felt that the teaching learning
process of Prepositions of Place was
better than before.
40 100% 0 0%
3.
The students felt more motivated to
follow the teaching learning process than
before.
37 92.5% 3 7.5%
4.
The students felt that the method/
technique used by the teacher was
appropriate with they expected.
38 95% 2 5%
5. The students felt easier to remember of
each meaning of prepositions of place. 34 85% 6 15%
6.
The students felt easier to distinguish the
using of each meaning of prepositions of
place in sentences.
38 95% 2 5%
7. The teacher gave the chance for the
students to work in group. 40 100% 0 0%
8. The students often asked to the teacher in
teaching learning process. 5 12.5% 35 87.5%
9. The students felt their ability in
completing the sentence better than 36 90% 4 10%
before.
10.
The teacher‟s method helped the students
to more understand the teaching learning
material.
39 97.5% 1 2.5%
Based on the post questionnaire result above, it described some
improvements of students‟ response in teaching learning activity through total
physical response method. For the first question, it showed that all of the students
(100%) felt happy to study English in the classroom with the teaching material
Prepositions of Place. Then, there were also 40 students (100%) felt that the
teaching learning process of Prepositions of Place was better than before doing the
implementation of Prepositions of Place through TPR. Next, it showed that 37
students (92.5%) felt more motivated in teaching learning process of Prepositions
of Place material. After that, there were 38 students (95%) felt that the method/
technique used by the teacher was appropriate with they expected. Furthermore, for
the fifth question, it showed that 34 students (85%) felt easier to remember of each
meaning of prepositions of place using the method applied by the teacher.
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
Total Physical Response (TPR) has a significant improvement. It can be seen
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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