K2204014: IMPROVING VOCABULARY MASTERY THROUGH TOTAL PHYSICAL RESPONSE/TPR (An Action Research at the Third Grade Students of Madrasah Ibtidaiyah Al Islam Surakarta in Academic Year 2008/2009)
Wednesday, 08 February 2012 03:43
Andra Kurniawan. K2204014: IMPROVING VOCABULARY MASTERY THROUGH TOTAL PHYSICAL RESPONSE/TPR (An Action Research at the Third Grade Students of Madrasah Ibtidaiyah Al Islam Surakarta in Academic Year 2008/2009). Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. 2009.
This research is an action research. The objective of this research is to improve students’ vocabulary mastery through Total Physical Response/TPR. The problem highlighted in the research is the low vocabulary mastery of the third grade students of Madrasah Ibtidaiyah Al Islam Surakarta in academic year 2008/ 2009. The action hypothesis of this research is students’ vocabulary mastery can be improved by teaching vocabulary through TPR.
This action research was conducted in III B class, from September to November 2008. The subjects of this research are the students of III-B Madrasah Ibtidaiyah Al Islam Surakarta, 2008/2009. This class consists of 30 students, 17 boys and 13 girls. There were two cycles of action. In each cycle, the procedure of the research consists of planning, action, observation and reflection. In collecting the data, the writer used observation and test. The writer was as the teacher who implemented TPR procedures in the teaching and learning process. The result of the observation was served as field notes. The tests were pre-test, posttest one in first cycle and posttest two in second cycles. The writer analyzed the tests result by finding the mean score in pretest and posttest.
The result of the research shows that TPR can improve the students’ vocabulary mastery. The result showed the difference between the student’s ability before and after the action. Based on the research observation result, the students had improvement in vocabulary mastery. They were also interested more in learning English. The tests score results showed an improvement of the students’ achievement before and after the action in cycle 1 and cycle 2. The students’ mean score in the pre-test was 59.67. The students’ means score in the post-test 1 was 86.40 and the mean score in post-test 2 was 91.00. It means that there is a significant difference between the students’ vocabulary mastery before and after the research. It can be concluded that teaching English vocabulary by using TPR method does improve the students’ vocabulary mastery.
Based on the research finding above, at the end of this research the writer wants to propose some suggestions for English teacher in the elementary school. Before conducting the instructional process in the classroom, recognizing the students’ characteristics is important to choose the suitable way or technique. Besides, it is necessary to create interesting and enjoyable atmosphere during the class activity in order to make the students easier in getting new English vocabulary.