THE EFFECTIVENESS OF USING TOTAL PHYSICAL RESPONSE METHOD IN LEARNING IMPERATIVE SENTENCE AT SECOND YEAR STUDENTS OF SMA NEGERI

8 MAKASSAR

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Education Department of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar

BY ASWANDI Reg. Number: 204011O8026

ENGLISH TEACHING DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR 2012 ______________________________________________________________ ABSTRACT

tle

Name : Aswandi Reg. Number : 20401108026 :The Effectiveness of Using Total Physical Response Method in Learning Imperative Sentence at Second Year Students of SMA Negeri 8 Makassar Consultant I : Dra. Hj. Djuwairiah Ahmad M.Pd., M.TESOL.
Consultant II : H. Erwin Hafid, Lc., M.Th.I, M.Ed.

The objective of this research was to find out the effectiveness of using Total Physical Response Method in learning imperative sentences at second year students of SMA Negeri 8 Makassar. This research employed quasi-experimental method using two groups pre-test and post-test design. One of the groups treated as the experimental group and the rest was treated as the control group. There were two variables used in this research: independent variable (the use of Total Physical Response in learning imperative sentence) and dependent variable (the students knowledge in learning imperative sentence). The population of this research was the second year students of SMA Negeri 8 Makassar academic year 2012/2013. There were eight classes and each class consists of 40 students. The total number of population was 320 students. The writer used purposive sampling technique and took 40 students as sample of this research. This research employed grammar test as the instrument of data collection. The result of this test was used to assess to what extent Total Physical Response can be effective in teach imperative sentence. After several meetings, this research found that the use of Total Physical Response was significantly effective in learning imperative sentence. Based on the findings, the writer concluded that the second year students of SMA Negeri 8 Makassar could be effective their learning by using Total Physical Response. The result of this research w as (1) the mean score obtained by students through pre-test of experimental group was 55.35 and pre-test of control group was 51.75 and post-test of experimental group was 78.15 and post-test of control group was 60.65. (2) The ttest value was higher than t-table (15.1>2,021). It means that there was a significant difference between the result of the students pre-test and post-test. Therefore, hypothesis H0 was rejected and H1was accepted. ______________________________________________________________
CHAPTER I INTRODUCTION

This chapter deals with background, problem statement, objective of the research, significance of the research, the scope of the research, and the difinition of the term. A. Background English is an important language that is used by many people all over the word. English influences many factors in human life, such as in social, culture, politic, economy, etc. It is used extensively as a second language and as an official language throughout the word. Recently, English as a foreign language has been more and more studied by Indonesian students. It is the first foreign language taught to Indonesian students from elementary to tertiary level. The main goal of English teaching in Indonesian has been designed. Not only for academic purpose but also for the development of scince and technology as a part of program of goverment of Indonesian. However, it is not so easy for Indonesian learners to understand English. Since it has a number of regulations items. One of them is grammar. As Harmer (1987) stated that, the grammar is the way in which word change them selves and group together to make sentence. Furthermore, grammar is one of the important elements in learning English. The mastery of the grammar becomes very essential in supporting language skill because it can help the learners to learn English more quicklyand efficiently. There are some factors sometimes influence the students in learnning such as psychological factors where students are usually ashamed, awkward, clumsy and afraid of speaking English to other people. Besides, cognitive factors as the insufficient of English grammar, vocabulary, pronunciation and the lack of practice. Those factors are caused the limited situation in which the students can practice their English more frequently.

Through Total Physical Response Method every students must be active, this method can make the students active in learning imperative sentence. It is one way to increase the students effectiveness in learning English. So, learning process in class will be succcessful. B. Problem Statements Based on the previous background, the researcher formulated problems statement as follow: 1. To what extent is the effectiveness of using Total Physical Response Method in learning imperative sentences at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency? 2. How the students response in learning imperative sentence through using Total Physical Response Method? C. Research Objective The main objectives of this research are: 1. To find out the effectiveness of using Total Physical Response Method in learning imperative sentences at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency. 2. To find out the students response in learning imperative sentence through using Total Physical Response Method. D. Research Significance Some significance of this research are: 1. The result of this research is expected to increase linguistic mastery and students acquisition of English.

2.

The result of this research is expected to be an input in improving the quality of English learning, especially in learning imperative sentence.

3. The result of this research is expected to be a reference for other researchers who are interested to do research on the learning imperative sentence. E. Research Scope This researcher is focused on analyzing the effectiveness of using Total Physical Response Method in learning imperative sentence at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency. F. Operational Defenition of Terms The researcher would like to study about the effectiveness of using Total Phisycal Response Method in learning imperative sentence at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency. Therefore to make the understanding of this thesis, the researcher would like to explain some defenition and terms: 1. Total Physical Response Total Phisycal Response or TPR is a language teaching method built around the coordination of speech and action; it (Richards, 1986). 2. Learning According to Bowel and Higard in Akmal (2010), learning refer Imperative sentence to the chance in a subject behavior potential to a given situation brought by the subject repeated experience in that situation provided change can not be explained on the basic or the subject native responses tendencies devices. 3. Imperative sentence to teach language through Physical (motor) activity

Imperative sentences are sentences that request the person we are speaking to do or not to do something. Imperative are used, for example, to tell or ask people qhat to do, to make suggestions, to give advice or instructions, to encourage and offer, and to express wishes for peoples welfare (Michael Swan, 1980, 1990). CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with previous related research finding, pertinent ideas, resume. A. Previous Related Research Findings 1. Some of the researcher had write down in their books about using total physical respon method in learning imperative sentence. Richard frost (2006: 2) in his paper (Total Physical Respone), he found that TPR is really suitable for beginner levels, but TPR also successfully with intermediate and advanced levels. Total Physical Respone was successfully in teaching because it was a lot of fun, very memorable, good for kinesthetic, and it can be used in large and small classes. 2. Total Phisycal Response or usually we brief be TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity (Richards: 1986,87) 3. The Total Physical Response method is focusing on listening comprehension by considering from observation to how children acquire their mother tongue. A baby spends many months listening to the people around him. The child has the time to try to make sense out of the sounds he hears. 4. According to Asher, "TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth - including the sign language of the deaf.

The process is visible when we observe how infants internalize their first language. It looks to the way that children learn their native language. Communication between parents and their children combines both verbal and physical aspects. The child responds physically to the speech of their parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and code breaking occurs. After this stage the child is able to reproduce the language spontaneously. With TPR the language teacher tries to mimic this process in class. 5. Next, David Dickson (2007: 1) in his paper Total Physical Respone, he found that TPR is great for teaching the names of items. He used the real tool to introduce and practice the basic vocabulary. It made the students ofthen know how to use many of the tools, and theyre eager to learn the English names for them. Based on the previous research finding above, the writer concludes that the use of Total Physical Response (TPR) method in English teaching-learning as a foreign language gives much contribution toward the process of English learning. It may bring the learning process to be more dynamic of interesting as well, because it can be combined with realia, picture, games, and action song. B. Some Pertinent Ideas 1. Definition of Total Physical Response (TPR) Method TPR is language teaching method built around the coordination of speech and action; it attemps to teach language through physical (motor) activity. Developed by james Asher, a professor of psychology at san jose state university, California, it draws on several tradition, including development psycology, learning theory, and humanistic pedagogy, as well as on

language teaching procedures proposed by Harold and Dorothy palmer in 1925. In a developmental sense, Asher sees successful adult second language learning as a parallel process to child first language acquisition. He claims that speech directed to young children concists primarily of commonds, which children respond to physically before they begin to produce verbal responses. Asher feels that adults should recapitulate the processes by which children acquire their native language. Asher share with the school of humanistic psycology a concern for the role of affective (emotional) factors in language learning. A method that is undemanding in terms of llinguistic production and that involves gamellike movements reduces learner stress, he believes, and creates a positive mood in the learner, which facillitates learning. Approach: Theory of language and learning TPR reflects a grammer-based view of language. Asher states that most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor (1977:4). He views the verb, and particularly the verb in the imperatiive, as the central linguistic motif aaround which language use and learning are organized. Asher sees a stumulus-response view as providing the learning theory underlying language teaching pedagogy. TPR can also be linked to the trace theory of memory in psychology (e.g., katone 1940), which holds that the more often of \r the more intensively a memory connection is traced, the stronger the memory association will be adn themore likely it will be recalled. Retracing can be done verbally (e.g., by rote repetition) and/or in association with motor activity. Combined tracing activities, such as verval rehearsal accompacied by motor activity, hence increase the possiiblity of successful recall.

In addition, asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For this dimension of his learning theory he draws on three rether influential learning hypotheses: a. There exists a specific innate bio-program for language learning, which defines an optimal path for first and second language development. b. Brain lateralization defines different learning functions in the left- and right-brain hemispheres. c. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning. Asher sees Total Physical Response as directed to right-brain learning, whereas most second language teaching method are-directed to left child language learner acquires language through motor movement a right-hemisphere activity. Right-hemisphere activities must occur before the left hemisphere can process languagefor production. Similarly, the adult should proceed to language mastery through righ-learns. When a suffcient amount of right-hemisphere learning has taken plece, the left hemisphere will be triggered to produce language and to initiate other, more abstract language processes. Total Physical Response enjoyed some popularity in the 1970s and 1980s because of jits support by those who emphasize the fole of comprehension in second language acquisition. (1981), for example, regards provision of comprehensible input and reduction of stress as keys to successful language acquisition, and he sees performing physical ations jin the target language as a means of making input comprehensible and minimizing stress. Asher stressed that Total Physical Response should be used in association with other methods and techniques. Indeed, practitioners of TPR typically follow this recommendation, suggesting that for many teachers TPR represents a useful set of techniques and is compatible with other approaches to teaching.

TPR pratices therefore may be effective for resons other than those proposed by Asher and do not necessarily demand commitment to the learning theories used to justify them. 2. Definition of learning According to Bowel and Higard in Akmal (2010), learning refer Imperative sentence to the chance in a subject behavior potential to a given situation brought by the subject repeated experience in that situation provided change can not be explained on the basic or the subject native responses tendencies devices. 3. Definition of imperative sentence Imperative sentences are sentences that request the person we are speaking to do or not to do something. Imperative are used, for example, to tell or ask people qhat to do, to make suggestions, to give advice or instructions, to encourage and offer, and to express wishes for peoples welfare (Michael Swan, 1980, 1990).

CHAPTER III RESEARCH METHOD A. Research Design In this research, the researcher will use true experimental design to find out the effectivenes of using Total Phisycal Response Method in learning imperative sentences. The research design is presented as follow: Control Group Pre-Test and Post Test Class E C Pre-test O1 O1 Treatment X X Post-test O2 O2

Notation:

= Experimental class C = Controlled class O1 = Pre-test O2 = Post- test X = Treatment (Gay, 1981)

B. Research Variables This research has two variables. They are independent and dependent variable; independent variable is the use of Total Physical Response in learning imperative sentence, and dependent variable is the students knowledge in learning imperative sentence.

C. Population and Sample 1. Population Population is one of important element on the research. According to Sugiyono, population is the generalized composed of the object / subject that have curtain qualities and characteristic are determined by the researcher to learn and then draw the conclusion.( 2011) The population of this research will be taken from the second grade students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa regency, academic year 2012-2013. It consist of 2 class, namely class XI A and XI B that consisted of 63 students. 2. Sample Sample is the representative of the population. Sugiyono had stated that, sample is the part of the number and characteristic that is possessed by the population. (2011)

This research will use purposive sampling technique, where the researcher will take one class as a representative of 2 class population. The researches chose the class XI A that consisted of 32 students. D. Time and location This research was conducted on Juli, 2012. It take the place at the class of the second class. Exactly at a building of Madrasah Aliyah Madani Alauddin Paopao, Gowa Regency.

E. Research Instrument The instrument will be used by the researcher in this research are: 1. Test of grammer In collecting data, the writer used grammer test. The grammer test was used in pre-test and post-test. The test consists of imperative sentence through the application of Total Physical Respone (TPR). 2. Questionnaire Another instrument which was used by the researcher in this research was questionnaires. Arikunto state that questionnaires is a number of written quetion that will be used to get some information from respondents about their personal identification or the things related to themselves. (Arikunto, 2002:128). The questionnaire is intended to know the effects of the Total Physical Response in learning imperative sentence. F. Data Collection Procedure Technique of collecting data in this research are as follow: 1. Pre-test

The researcher will give the students pre-test in the first meeting. It consists of explanation about everything which related to the material. It runs for 30-60 minutes. 2. Treatment In the treatment, the students will be given imperative sentence through total physical response (TPR), each meeting spent 90 minutes. 3. Post-test After doing the entire treatment, the last step will be post-test which is supplyed to the students. G. Data Analysing Technique The data collected will be analyzed the t-test, the steps are as follow: 1. Scoring the students correct answer of pre-test and post-test. ( Rosmalasari, 2004) 2. Classifying the students scores using the following scales: Table 5. Scale 95 100 85 94 75 84 65 74 55 64 45 54 0 44 Classification Excellent Very Good Good Fairly Good Fair Poor Very Poor

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BIBILIOGRAPHY

Akmal. (2010). Factors Influencing Students Motivation of SMK 2 Makassar in Speaking Englis. FKIP UNISMUH makassar. Amiruddin. (2004). Enriching of the Vocabulary of the Second Year Students at SMUN 1 Walenrang Kab. Luwu by Using Jumble Letters . Thesis. Faculty of Language and Arts UNM. Dickson, David. (2007). Total Physical Respone. Retrieved 15th January 2012 from the World Wide: http://www.tpr-world.com. Depdikbud. (1985). Garis-Garis Besar Pengajaran Bahasa Inggris. Jakarta: Departemen Pendidikan dan Kebudayaan. Frost. (2006). Total Physical Response-TPR. Rtrieved 12th December 2012 from the World Wide Web: http://www.tpr-world.com. Gay, L.R. (1981). Educational Research Competencies for Analysis and Application . Columbus: Merril Publishing Company. Harmer, J. (1987). The practice of English Language Teaching. New York: Longman Publishing Ricahrd, J.C. (1986). Approaches and Methods in Language Teaching. Cambridge University Rasfati R. (2010). The Application of Sensations and Feelings Technique to Improve The Second Year Students Writing Ability of SMA Neg. 1 Bontonompo Kabupaten Gowa. Rosmalasari. (2004). Improving the Students Writing Ability of SMKN 1 Pinrang through Parallel Writing Technique. FBS. UNM. Sugiyono. (2011). Metode Penelitian Pendidikan. Cet. XII; Bandung: Alfabet Swan, Michael. (1980). Practical English Usage. New york: Oxford Univercity. Hariyono Rudy and Andrew Mc. Carthy. (2008). English Grammar. Surabaya: Gitamedia Press.

EFEKTIVITAS METODE RESPON FISIK TOTAL DALAM PEMBELAJARAN KALIMAT IMPERATIVE AT MAHASISWA TAHUN KEDUA DARI SMA NEGERI 8 MAKASSAR

Tesis A Dikirim di Pemenuhan parsial Persyaratan untuk Tingkat Sarjana Pendidikan Bahasa Pendidikan Departemen Tarbiyah dan Pengajaran Ilmu Fakultas UIN Alauddin Makassar

BY A Swandi Reg. Nomor: 26 204011O80

ENGLISH MENGAJAR DEPARTEMEN Tarbiyah DAN MENGAJAR ILMU FAKULTAS Alauddin NEGARA ISLAM UNIVERSITAS MAKASSAR 2012 ______________________________________________________________ Abstraksi Nama : A Swandi

udul

Reg. Nomor : 2040110 8 02 6 : "Efektivitas Menggunakan metode Total Physical Response dalam Belajar Kalimat Imperatif di Tahun Kedua Mahasiswa SMA Negeri 8 Makassar" Konsultan I : Dra. Hj. Djuwairiah Ahmad M.Pd., M.TESOL.
Konsultan II : H. Erwin Hafid, Lc, M.Th.I, M.Ed..

Tujuan dari penelitian ini adalah untuk menemukan keluar efektivitas penggunaan metode Total Physical Response dalam belajar kalimat imperatif untuk siswa tahun kedua SMA Negeri 8 Makassar. Penelitian ini menggunakan metode kuasi-eksperimen dengan menggunakan dua kelompok pre-test dan post-test design. Salah satu kelompok perlakuan . sebagai kelompok eksperimen dan sisanya diperlakukan sebagai kelompok kontrol Ada dua variabel yang digunakan dalam penelitian ini: variabel bebas (menggunakan e th Total Respon Fisik dalam belajar kalimat imperatif) dan variabel terikat (pengetahuan siswa dalam belajar kalimat imperatif ). Populasi dalam penelitian ini adalah siswa tahun kedua SM A Negeri 8 Makassar akademik tahun 201 2/201 3. Ada delapan kelas dan setiap kelas terdiri dari 4 siswa 0. Jumlah populasi adalah 320 siswa. Penulis menggunakan teknik purposive sampling dan mengambil 40 siswa sebagai sampel penelitian ini. Penelitian ini menggunakan tes tata bahasa sebagai instrumen pengumpulan data. Hasil tes ini digunakan untuk menilai sejauh mana Total Physical Response dapat efektif dalam mengajarkan kalimat imperatif. Setelah beberapa kali pertemuan, penelitian ini menemukan bahwa penggunaan Total Physical Response secara signifikan efektif dalam belajar kalimat imperatif. Berdasarkan temuan tersebut, penulis menyimpulkan bahwa mahasiswa tahun kedua SM A Negeri 8 Makassar bisa efektif belajar mereka dengan menggunakan Total Physical Response. Hasil penelitian ini w sebagai (1) nilai rata-rata diperoleh siswa melalui pre-test dari kelompok eksperimen adalah 5 5. 35 dan pre-test dari kelompok kontrol adalah 5 1 .7 5 dan post-test kelompok eksperimen adalah 78,15 dan post-test kelompok kontrol adalah 60.65. (2) Nilai t-test adalah lebih besar dari t-tabel (15,1> 2,0 21). Ini berarti bahwa ada perbedaan yang signifikan antara hasil siswa pre-test dan post-test. Oleh karena itu, hipotesis H0 ditolak dan H1was diterima. ______________________________________________________________
BAB I PENDAHULUAN Bab ini berkaitan dengan latar belakang, pernyataan masalah, tujuan penelitian, signifikansi penelitian, ruang lingkup penelitian, dan difinition istilah.

A. Latar belakang Bahasa Inggris adalah bahasa yang penting yang digunakan oleh banyak orang di seluruh kata. Bahasa Inggris mempengaruhi banyak faktor dalam kehidupan manusia, seperti di bidang sosial, budaya, politik, ekonomi, dll Hal ini digunakan secara luas sebagai bahasa kedua dan sebagai bahasa resmi di seluruh kata. Baru-baru ini, bahasa Inggris sebagai bahasa asing telah lebih dan lebih dipelajari oleh mahasiswa Indonesia. Ini adalah bahasa asing pertama diajarkan kepada siswa Indonesia dari tingkat SD hingga perguruan tinggi. Tujuan utama dari pengajaran bahasa Inggris di Indonesia telah dirancang. Tidak hanya untuk tujuan akademis tetapi juga untuk pengembangan scince dan teknologi sebagai bagian dari program pemerintah dari Indonesia. Namun, tidak begitu mudah untuk pelajar Indonesia untuk mengerti bahasa Inggris. Karena memiliki sejumlah peraturan item. Salah satunya adalah tata bahasa. Sebagai Harmer (1987) menyatakan bahwa, tata bahasa adalah cara di mana kata mengubah diri mereka dan kelompok sama untuk membuat kalimat. Selanjutnya, tata bahasa adalah salah satu elemen penting dalam belajar bahasa Inggris. Penguasaan tata bahasa menjadi sangat penting dalam mendukung keterampilan berbahasa karena dapat membantu peserta didik untuk belajar bahasa Inggris lebih quicklyand efisien. Ada beberapa faktor yang kadang-kadang mempengaruhi siswa dalam learnning seperti faktor psikologis dimana siswa biasanya malu, canggung, canggung dan takut berbicara bahasa Inggris untuk orang lain. Selain itu, faktor kognitif sebagai cukup tata bahasa Inggris, kosakata, pengucapan dan kurangnya latihan. Faktor-faktor yang menyebabkan situasi terbatas di mana para siswa dapat berlatih bahasa Inggris mereka lebih sering. Melalui metode Total Physical Response setiap siswa harus aktif, metode ini dapat membuat siswa aktif dalam belajar kalimat imperatif. Ini adalah salah satu cara untuk

meningkatkan efektivitas siswa dalam belajar bahasa Inggris. Jadi, proses belajar di kelas akan succcessful. B. Masalah Laporan Berdasarkan latar belakang sebelumnya, peneliti merumuskan pernyataan masalah sebagai berikut: 1. Sampai sejauh mana efektivitas penggunaan metode Total Physical Response dalam belajar kalimat imperatif pada mahasiswa tahun kedua Madrasah Aliyah Madani Alauddin Pao-Pao, Kabupaten Gowa? 2. Bagaimana respon siswa dalam belajar kalimat imperatif melalui menggunakan metode Total Physical Response? C. Tujuan Penelitian Tujuan utama dari penelitian ini adalah: 1. Untuk mengetahui efektivitas penggunaan metode Total Physical Response dalam belajar kalimat imperatif pada mahasiswa tahun kedua Madrasah Aliyah Madani Alauddin Pao-Pao, Kabupaten Gowa. 2. Untuk mengetahui respon siswa dalam belajar kalimat imperatif melalui menggunakan metode Total Physical Response. D. Penelitian Signifikansi Beberapa pentingnya penelitian ini adalah: 1. Hasil penelitian ini diharapkan dapat meningkatkan penguasaan bahasa dan penguasaan siswa bahasa Inggris. 2. Hasil penelitian ini diharapkan menjadi masukan dalam meningkatkan kualitas pembelajaran bahasa Inggris, terutama dalam belajar kalimat imperatif.

3.

Hasil penelitian ini diharapkan dapat menjadi referensi bagi peneliti lain yang tertarik untuk melakukan penelitian pada kalimat imperatif belajar. E. Riset Cakupan Peneliti ini berfokus pada analisis efektivitas penggunaan metode Total Physical Response dalam belajar kalimat imperatif pada mahasiswa tahun kedua Madrasah Aliyah Madani Alauddin Pao-Pao, Kabupaten Gowa. F. Defenition Operasional Syarat Peneliti ingin belajar tentang "efektivitas penggunaan metode Total Respon phisycal dalam belajar kalimat imperatif pada mahasiswa tahun kedua Madrasah Aliyah Madani Alauddin Pao-Pao, Kabupaten Gowa." Oleh karena itu untuk membuat pemahaman tesis ini, peneliti akan ingin menjelaskan beberapa defenition dan istilah:

1.

Total Physical Response Jumlah phisycal Respon atau TPR adalah metode pengajaran bahasa yang dibangun di sekitar koordinasi ucapan dan tindakan, melainkan (motor) aktivitas (Richards, 1986). untuk mengajarkan bahasa melalui Fisik

2.

Belajar Menurut usus dan Higard di Akmal (2010), belajar merujuk kalimat Imperatif kesempatan dalam perilaku subjek potensi untuk situasi tertentu yang dibawa oleh subjek pengalaman berulang dalam situasi perubahan yang disediakan tidak dapat dijelaskan pada dasar atau tanggapan asli subjek perangkat tendensi.

3.

Kalimat imperatif Kalimat imperatif adalah kalimat yang meminta orang yang kita ajak bicara melakukan atau tidak melakukan sesuatu. untuk

Imperatif digunakan, misalnya, untuk memberitahu atau meminta orang qhat lakukan, untuk membuat saran, untuk memberikan saran atau instruksi, untuk mendorong dan menawarkan, dan untuk mengekspresikan keinginan untuk kesejahteraan rakyat (Michael Swan, 1980, 1990). BAB II TINJAUAN PUSTAKA TERKAIT Bab ini berkaitan dengan temuan penelitian terkait sebelumnya, ide-ide yang bersangkutan, melanjutkan. A. Sebelumnya Terkait Hasil Penelitian 1. Beberapa peneliti telah menuliskan dalam buku-buku mereka tentang menggunakan metode Total respon fisik dalam belajar kalimat imperatif. Richard es (2006: 2) dalam makalahnya (Total Respone Fisik), ia menemukan bahwa TPR benar-benar cocok untuk tingkat pemula, namun TPR juga sukses dengan tingkat menengah dan lanjutan. Jumlah Respone fisik telah berhasil dalam mengajar karena itu menyenangkan, sangat mengesankan, baik untuk kinestetik, dan dapat digunakan dalam kelas besar dan kecil. 2. Jumlah phisycal Respon atau biasanya kita singkat menjadi TPR adalah metode pengajaran bahasa yang dibangun di sekitar koordinasi ucapan dan tindakan, ia mencoba untuk mengajarkan bahasa melalui fisik (motorik) aktivitas (Richards: 1986,87) 3. Total Metode Respon Fisik berfokus pada pemahaman mendengarkan dengan

mempertimbangkan dari observasi bagaimana anak-anak memperoleh bahasa ibu mereka. Seorang bayi menghabiskan beberapa bulan mendengarkan orang-orang di sekelilingnya. Anak memiliki waktu untuk mencoba untuk masuk akal dari suara yang dia dengar.

4. Menurut Asher, "TPR didasarkan pada premis bahwa otak manusia memiliki program biologis untuk memperoleh setiap bahasa alami di bumi - termasuk bahasa isyarat . dari tuli Proses ini terlihat ketika kita mengamati bagaimana bayi menginternalisasi bahasa pertama mereka itu. terlihat dengan cara bahwa anak-anak belajar bahasa ibu mereka. Komunikasi antara orang tua dan anak-anak mereka menggabungkan kedua aspek verbal dan fisik. Anak merespon secara fisik dengan pidato orang tua mereka. Respon anak pada gilirannya diperkuat positif oleh pidato orangtua. Selama berbulan-bulan anak menyerap bahasa tanpa bisa berbicara. Hal ini selama periode ini bahwa internalisasi dan melanggar kode terjadi. Setelah tahap ini anak mampu mereproduksi bahasa secara spontan. Dengan TPR guru bahasa mencoba untuk meniru proses ini di kelas. 5. Selanjutnya, David Dickson (2007: 1) dalam makalah Jumlah Respone fisik, ia menemukan bahwa TPR sangat bagus untuk mengajarkan nama-nama item. Dia menggunakan alat yang nyata untuk memperkenalkan dan mempraktekkan kosa kata dasar. Hal itu membuat ofthen siswa tahu bagaimana menggunakan banyak alat-alat, dan mereka ingin belajar nama-nama bahasa Inggris untuk mereka. Berdasarkan hasil penelitian tersebut diatas, penulis menyimpulkan bahwa penggunaan Total Physical Response (TPR) dalam bahasa Inggris belajar mengajar sebagai bahasa asing memberikan kontribusi yang banyak terhadap proses pembelajaran bahasa Inggris. Ini dapat membawa proses belajar menjadi lebih dinamis menarik juga, karena dapat dikombinasikan dengan realia, gambar, game, dan lagu aksi. B. Beberapa Ide penting yang diperlukan 1. Definisi Total Physical Response (TPR) Metode

TPR adalah metode pengajaran bahasa yang dibangun di sekitar koordinasi ucapan dan tindakan, melainkan attemps untuk mengajarkan bahasa melalui fisik (motorik) aktivitas. Dikembangkan oleh james Asher, seorang profesor psikologi di san jose universitas negeri, California, ia menarik pada beberapa tradisi, termasuk pengembangan Psikologi, teori belajar, dan humanistik pedagogi, serta pada prosedur pengajaran bahasa diusulkan oleh Harold dan Dorothy palmer pada tahun 1925. Dalam arti perkembangan, Asher melihat pembelajaran bahasa kedua orang dewasa yang sukses sebagai proses paralel untuk anak akuisisi bahasa pertama. Dia mengklaim bahwa pidato diarahkan untuk anak-anak concists terutama dari commonds, dimana anak merespon secara fisik sebelum mereka mulai menghasilkan respon verbal. Asher merasa bahwa orang dewasa harus merekapitulasi proses yang anak-anak memperoleh bahasa asli mereka. Asher berbagi dengan sekolah humanistik Psikologi perhatian untuk peran afektif faktor (emosional) dalam belajar bahasa. Sebuah metode yang ringan dalam hal produksi dan llinguistic yang melibatkan gerakan gamellike mengurangi stres peserta didik, ia percaya, dan menciptakan suasana hati yang positif dalam pelajar, yang facillitates belajar. Pendekatan: Teori bahasa dan pembelajaran TPR mencerminkan pandangan berbasis grammer bahasa. Asher menyatakan bahwa "sebagian besar struktur gramatikal bahasa target dan ratusan item kosakata dapat dipelajari dari penggunaan terampil imperatif oleh instruktur" (1977:4). Dia memandang kerja, dan khususnya kata kerja dalam imperatiive, sebagai aaround motif linguistik sentral yang menggunakan bahasa dan pembelajaran yang terorganisir. Asher melihat pemandangan stumulus-respon menyediakan pembelajaran teori bahasa yang mendasari pengajaran pedagogi. TPR juga dapat dihubungkan dengan "jejak teori"

memori dalam psikologi (misalnya, katone 1940), yang menyatakan bahwa lebih sering dari \ r lebih intensif koneksi memori ditelusuri, semakin kuat asosiasi memori akan adn themore kemungkinan akan ingat. Menapak dapat dilakukan secara lisan (misalnya, dengan pengulangan hafalan) dan / atau dalam hubungannya dengan aktivitas motorik. Kegiatan penelusuran gabungan, seperti latihan verval accompacied oleh aktivitas motorik, karenanya meningkatkan possiiblity recall sukses. Selain itu, asher telah diuraikan penjelasan tentang apa yang dia rasakan memfasilitasi atau menghambat belajar bahasa asing. Untuk dimensi teori belajar, ia mengacu pada tiga rether hipotesis belajar berpengaruh: a. Terdapat bawaan bio-program khusus untuk bahasa belajar, yang mendefinisikan jalur optimal untuk perkembangan bahasa pertama dan kedua. b. Lateralisasi Otak mendefinisikan fungsi pembelajaran yang berbeda di kiri dan otak kanan belahan otak. c. Stres (filter afektif) mengintervensi antara tindakan pembelajaran dan apa yang harus dipelajari, semakin rendah stres, semakin besar pembelajaran. Asher melihat Total Physical Response seperti yang diarahkan pada pembelajaran otak kanan, sedangkan metode pengajaran bahasa yang paling kedua yang diarahkan ke pembelajar bahasa anak kiri memperoleh bahasa melalui gerakan motorik - aktivitas belahan kanan. Kegiatan belahan kanan harus terjadi sebelum otak kiri dapat memproses produksi languagefor. Demikian pula, orang dewasa harus melanjutkan ke bahasa penguasaan melalui righbelajar. Ketika sejumlah suffcient belajar belahan kanan telah mengambil plece, otak kiri akan dipicu untuk menghasilkan bahasa dan untuk memulai, proses bahasa yang lebih abstrak lainnya.

Total Physical Response menikmati beberapa popularitas di tahun 1970-an dan 1980-an karena dukungan JITs oleh mereka yang menekankan fole pemahaman dalam akuisisi bahasa kedua. (1981), misalnya, menganggap pemberian masukan dipahami dan pengurangan stres sebagai kunci untuk akuisisi bahasa yang sukses, dan ia melihat melakukan negosiasi fisik jin target bahasa sebagai sarana untuk membuat dipahami input dan meminimalkan stres. Asher menekankan bahwa Total Physical Response harus digunakan dalam hubungan dengan metode dan teknik lainnya. Memang, praktisi TPR biasanya mengikuti rekomendasi ini, menunjukkan bahwa bagi banyak guru TPR merupakan berguna set teknik dan kompatibel dengan pendekatan lain untuk mengajar. TPR pratices karena itu mungkin efektif untuk resons selain yang

diusulkan oleh Asher dan tidak selalu menuntut komitmen terhadap teori belajar digunakan untuk membenarkan mereka. 2. Definisi pembelajaran Menurut usus dan Higard di Akmal (2010), belajar merujuk kalimat Imperatif kesempatan dalam perilaku subjek potensi untuk situasi tertentu yang dibawa oleh subjek pengalaman berulang dalam situasi perubahan yang disediakan tidak dapat dijelaskan pada dasar atau tanggapan asli subjek perangkat tendensi. 3. Definisi kalimat imperatif Kalimat imperatif adalah kalimat yang meminta orang yang kita ajak bicara untuk

melakukan atau tidak melakukan sesuatu. Imperatif digunakan, misalnya, untuk memberitahu atau meminta orang qhat lakukan, untuk membuat saran, untuk memberikan saran atau instruksi, untuk mendorong dan menawarkan, dan untuk mengekspresikan keinginan untuk kesejahteraan rakyat (Michael Swan, 1980, 1990).

BAB III METODE PENELITIAN A. Desain Penelitian Dalam penelitian ini, peneliti akan menggunakan desain eksperimental yang benar untuk mengetahui effectivenes menggunakan metode Total Respon phisycal dalam belajar kalimat imperatif Desain penelitian disajikan sebagai berikut.: Control Group Pre-Test dan Pasca Tes Kelas E C Notasi: E = Class Eksperimental C = Kelas Terkendali O1 O2 = Pre-test = Post-test Pre-test O1 O1 Pengobatan X X Post-test O2 O2

X = Pengobatan (Gay, 1981)

B. Penelitian Variabel Penelitian ini memiliki dua variabel. Mereka independen dan variabel dependen, variabel bebas adalah penggunaan Total Respon Fisik dalam belajar kalimat imperatif, dan variabel dependen adalah pengetahuan siswa dalam belajar kalimat imperatif.

C. Populasi dan Sampel 1. Populasi

Penduduk merupakan salah satu elemen penting pada penelitian. Menurut Sugiyono, "populasi adalah umum terdiri dari objek / subjek yang memiliki sifat dan karakteristik tirai ditentukan oleh peneliti untuk mempelajari dan kemudian menarik kesimpulan." (2011) Populasi dalam penelitian ini akan diambil dari siswa kelas II Madrasah Aliyah Madani Alauddin Pao-Pao, Kabupaten Gowa, tahun akademik 2012-2013. Ini terdiri dari 2 kelas, yaitu kelas XI A dan XI B yang terdiri dari 63 siswa. 2. Contoh Sampel adalah wakil dari populasi. Sugiyono menyatakan bahwa, "sampel adalah bagian dari jumlah dan karakteristik yang dimiliki oleh populasi." (2011) Penelitian ini akan menggunakan teknik purposive sampling, dimana peneliti akan mengambil satu kelas sebagai wakil dari populasi kelas 2. Peneliti memilih kelas XI A yang terdiri dari 32 siswa. D. Waktu dan lokasi Penelitian ini dilakukan pada Juli 2012. Ini terjadi di kelas dari kelas kedua. Tepat di gedung Madrasah Aliyah Madani Alauddin Paopao, Kabupaten Gowa.

E. Instrumen Penelitian Instrumen akan digunakan oleh peneliti dalam penelitian ini adalah: 1. Uji grammer Dalam pengumpulan data, penulis menggunakan uji grammer. Uji grammer digunakan dalam pre-test dan post-test. Tes terdiri dari kalimat imperatif melalui penerapan Total Respone Fisik (TPR). 2. Daftar pertanyaan

Instrumen lain yang digunakan oleh peneliti dalam penelitian ini adalah kuesioner. Negara Arikunto bahwa kuesioner adalah sejumlah quetion tertulis yang akan digunakan untuk mendapatkan informasi dari para responden mengenai identifikasi pribadi mereka atau hal-hal yang terkait dengan dirinya. (Arikunto, 2002:128). Kuesioner ini dimaksudkan untuk mengetahui pengaruh Total Respon Fisik dalam belajar kalimat imperatif. F. Prosedur Pengumpulan data Teknik pengumpulan data dalam penelitian ini adalah sebagai berikut: 1. Pre-test Peneliti akan memberikan siswa pre-test pada pertemuan pertama. Ini terdiri dari tentang segala yang berhubungan dengan materi. Ini berjalan selama 30-60 menit. 2. Pengobatan Dalam pengobatan, para siswa akan diberikan kalimat imperatif melalui jumlah respon fisik (TPR), setiap pertemuan menghabiskan 90 menit. 3. Post-test Setelah melakukan seluruh perawatan, langkah terakhir akan menjadi post-test yang supplyed kepada siswa. G. Menganalisis data Teknik Data yang terkumpul akan dianalisis uji-t, langkah-langkah adalah sebagai berikut: 1. Mencetak siswa jawaban yang benar dari pre-test dan post-test. (Rosmalasari, 2004) 2. Klasifikasi nilai mahasiswa menggunakan skala berikut: Tabel 5. penjelasan

Skala 95-100 85-94 75-84 65-74 55-64 45 - 54 0-44

Klasifikasi Unggul Sangat Bagus Baik Cukup Baik Adil Miskin Sangat Miskin

___________________________________________________ Kepustakaan

Akmal. (2010). Faktor yang Mempengaruhi Motivasi Siswa SMK 2 Makassar Berbicara Englis. FKIP Unismuh makassar. Amiruddin. (2004). Memperkaya dari Kosakata Tahun Siswa SMUN 1 Kedua di Walenrang Kab. Luwu dengan Menggunakan Jumble Letters. Tesis. Fakultas Bahasa dan Seni UNM. Dickson, David. (2007). Jumlah Respone fisik. Diperoleh 15 th January 2012 dari World Wide: http://www.tpr-world.com. Depdikbud. (1985) Garis-Garis Besar Pengajaran Bahasa Inggris.. Jakarta: DEPARTEMEN Pendidikan Dan Kebudayaan. Frost. (2006). . Total Physical Response-TPR Rtrieved 12 th Desember 2012 dari World Wide Web: http://www.tpr-world.com. Gay, LR (1981). Pendidikan Kompetensi Penelitian Analisis dan Aplikasi. Columbus: Merril Publishing Company. .. Harmer, J. (1987) Praktek Pengajaran Bahasa Inggris New York: Longman Publishing Ricahrd, JC (1986). Pendekatan dan Metode dalam Pengajaran Bahasa. Cambridge University

Rasfati R. (2010).

Penerapan Sensations dan Teknik Perasaan untuk Meningkatkan Kemampuan

Tahun Kedua Siswa Menulis SMA Neg. 1 Bontonompo Kabupaten Gowa. Rosmalasari. (2004). Meningkatkan Kemampuan Mahasiswa Menulis SMKN 1 Pinrang melalui Teknik Menulis Paralel. FBS. UNM. Sugiyono. (2011) menggunakan metoda Penelitian Pendidikan. Cet.. XII, Bandung: alfabet Swan, Michael. (1980). Praktis Penggunaan bahasa Inggris. New york: Oxford Univercity. Hariyono Rudy dan Andrew Mc. Carthy. (2008) English Grammar Surabaya:.. Gitamedia Press.

TEACHING VOCABULARY THROUGH TOTAL PHYSICAL RESPONSE METHOD TO CHILDREN

A. INTRODUCTION
English is a medium of communication which can help people to interact, converse, and share to other people. English is as an international language thats why it is possible to everyone to communicate with other people around the world if someone has an ability to use English. The ability in using English is very important to everyone. This is one of the ways to improve human resources. The developing of human resources by mastering English will be better if it starts as early as possible. Thats why Indonesian Government has already run the policy and regulation for Elementary school to give English subject for the students in the classroom. It is one of the concerns of the Indonesian government to encounter the era of information and technology.

English has been taught in Indonesia at Elementary school as one of the local content subjects. It is hoped that the students will learn and comprehend English as early as possible and can practice simple conversation. According to Ministry of Natonal Education (1993), the aim of teaching English at Elementary School as follows: (1) Siswa dapat memahami kata-kata dalam bahasa Inggris yang sering ditemukan dan digunakan dalam kehidupan sehari hari. (2) Siswa mampu berkomunikasi dalam bahasa Inggris secara sederhana. In communication, students need vocabulary which can support them to produces and use meaningful sentences because vocabulary provide organ of sentence. Thats why vocabulary is very important to be mastered. Jeremy Harmer (1991, 153) classifies that Then it is vocabulary that provides the vital organs and flesh. For that reason the students have to develop their vocabulary and master it in order to be able to communicate with other. Vocabulary is not only sign of symbol for ideas but also a part of how to improve language skills in the target language. The more vocabulary students learn the more ideas they should have, so they can communicate by using their ideas more effectively. It is mentioned by Julian Edge (1993, 27), Knowing a lot of words in a foreign language is very important. The more words we know, the better our chance of understanding or making ourselves understood However, students sometimes get difficulties to use or apply the vocabulary. Their difficulties in using vocabulary which have been studied can be caused some reasons. One of the reasons could be in the method which is used by the teacher in presenting the lesson in the classroom. Thats why the appropriate method in delivering the lesson in the classroom should be considered.

One of the methods which is suitable for children in learning vocabulary is Total Physical Response (TPR) method. James Asher (http:/www.tpr-world.com,1 ) stated that use TPR method for new vocabulary and grammar, to help students immediately understand the target language in chunks rather than word-by-word. This instant success is absolutely thrilling for students. It shows that using Total Physical Respond method is effective to help the students to learn the target language because the students practice directly using the vocabulary in real context. By doing so, the students can develop the storage of the vocabulary in a short time. Besides that Total Physical Respond method also helps the children to understand and memorize linguistic input because the children use body movement as media in the process of learning. It is mentioned by Jack C Richard and Theodore s Rodgers, (1986, 92) that The movement of the body seems to be powerful mediator for the understanding, organization and storage of macro details of linguistic input. Considering to the above explanation, this paper discusses the TPR method, characteristics of children, and advantages of TPR method to children.

B. THE TOTAL PHISICAL RESPONSE METHOD

Total physical Response is one of the language teaching methods which was develop by James Asher, a professor of psychology at San Jose State University, California. He used the commands from the teacher to students or a student to another student. Students try to answer or response the commands through the movements of the body or action. According to Jack C. Richard and Theodore S. Rodgers (1993, 90) Total Physical Response is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity . It is obviously described that physical response is the medium to stimulate interaction between teacher and learners.

Total Physical Response has characteristic. Asher who developed this method, focused in particular on two characteristics of first language acquisition which is written in David Nunans book ( 1991, 244) 1.The child gets a vast amount of comprehensible input before beginning to speak. Young children comprehend language which is far in excess of their ability to produce. 2. There is a lot physical manipulation and action language accompanying early input. Throw the ball to Rudi, put your arm through here, etc. This action language, encouraging physical manipulation, is couched in the imperative .

From the above description, the students try to comprehend the utterances of language before trying to produce verbal language. They learn by using physical movements or actions. To make it easy for the students, the teacher should not give abstract words first. It can be delayed until students can comprehend the target language. Asher ( 1991, 244) stated that: Abstractions should be delayed until students have internalized a details cognitive map of the target language. Abstractions are not necessary for people to decode the grammatical structure of a language. Once students have internalized the target language . To know more about Total Physical Response, the following is the basic principles of Total Physical Response which was created by Asher (1974, 244): 1. When should stress comprehension rather that production at the beginning levels of second language instruction with no demands on the learners to generate the target structure themselves. 2. We should obey the here and now principle. 3. We should provide input to the learners by getting them to carry commands. These commands should be couched in the imperative .

There are many kinds of activities which can be used by teacher in the process of learning using Total Physical Response Method such as: 1. Exercise by using command (imperative drill). This is the main activity which teacher can do in the classroom by using TPR method. This exercise is essential to demonstrate body movement and activity from students. It is hoped that when students are demonstrating the responses by acting out they will absorb and comprehend the meaningful sentences or utterance. 1. Dialogue (conversational dialogue). Students can interact and have conversation during the lesson. While having the conversation students can memorize and comprehend sentences in real context because students are brought to the real context in the conversation. For example when a student is asked to cry, walk, open, etc, he will do like the real one. 1. Playing a Role ( Role Play ). In this section every student is invited to act out his/her daily activity such as in school, restaurant, supermarket, and so on. It is very interesting and useful for students to practice the language because they are really like to act although pretending to be other people. 1. Presentation by using OHP or LCD. Using OHP or LCD is also very interesting to develop students motivation in the learning process. In this form, students are asked to read or pronounce the words written on the

screen. After that teacher asks students to act it out in front of the class about the words which have been learnt. Or teacher asks students to answer directly after the command are written on the screen. It will give a good feedback for students when they can answer it well. 5. Reading and writing activities. Reading and writing activities develop not only vocabulary but also train students to make sentences based on the right order. This activity can create students imagination because they try to illustrate and translate the others action into sentence by writing on the whiteboard. Or while reading a passage, the others describe it in acting in front of classroom.

C. CHARACTERISTICS OF CHILDREN
Generally children like doing any kinds of activities as long as they feel happy. Children will choose the activities they like to do according to their own characteristics. The character of the children may be one of the signs of their development. According to Wendy A Schott et al (1990, 4) the characteristics of children are as follow: 1. The children ask questions all the time. 2. They rely on the spoken word as well as the physical world to convey and understand meaning. 3. They have definite views about what they like and do not like doing. 4. They have developed sense of fairness about what happen in the classroom and begin to questions the teachers decisions. 5. They are able to work with others and learn from others .

Using the body movement in the process of learning is suitable to the characteristic of the children because children like to do physical movement. They like to move from one place to another place. They like to go around without thinking whether they disturb their surrounding or not. They dont like to keep staying in one place which forces them not to do something. Geoffrey Broughton stated that Young children are physically active(1980, 169) . Besides that children also like to imitate and mime. They will give attention to other people and try to imitate merely like other people do and say. This is the way how children learn and develop their knowledge. This is supported by George Broughton et al ( 1980, 169) Rivers that Children love to imitate and mime: they are uninhibited in acting out roles, and they enjoy repetition because it gives them a sense of assurance and achievement . According to the points of explanation above, children like to be involved in something active. To make them active, the teacher should be able to make the circumstance of learning process which is suitable to the characteristics of the children. It may give motivation to the students to learn effectively. So hopefully the goal of the learning can be achieved well.

D. ADVANTAGES OF TPR METHOD TO CHILDREN

TPR method which developed by Prof. Dr. James J. Asher; a professor of psychology at San Jose University California has been succeeded in learning of foreign language for children. The successful of learning process cant be separated from the advantages of TPR method itself. The advantages of using Total Physical Response Method in teaching English are wide.

Firstly, Total Physical Response method creates positive thinking which facilitates the student to involve in learning process, so it can develop not only motivation but also the aim of students in learning. Besides that this method is very easy and the usage of language contains of action games, thats why it can help student to learn fast and effectively. Besides that it is also able to avoid the problem which students usually meet during the process of learning especially when they study foreign language. James Asher (ttp//www.tpr.world.com,1) stated that Use Total Physical Response method for new vocabulary and grammar, to help your students immediately understand the target language . This instant success is absolutely thrilling for students. Secondly, teaching vocabulary to children by using Total Physical Response method is very useful for children because children like to give response by using physical response first better than using verbal response. It is very suitable when the process of learning is emphasized on physical response in the students response. Children also not only like to response and act out something new but also intend to know more and more about language by responding the action toward the given command. Directly utterances to children contains of command and children or students will respond toward their physic before they start to produce verbal response. (James Asher,http://www.tpr-world.com,1). Thirdly, This method can facilitate students with the meaning in real context. Students can memorize the vocabulary by looking at the action, even though the vocabulary is not translated. So the presence of action in the classroom is as an imperative to help teacher in explaining the materials for students and in understanding the meaning of vocabulary. Because of this method uses basic command and real context in the process of learning it is very helpful

for students to know the meaning. By telling students to stand up, put their hands in the air, and pick up something and give it to another students, etc, are acting which commonly and naturally done by students so it is easy for them to memorize the vocabulary or utterance. . It is supported by Teacher Joes (http://www.teacherjoe.us/teachers TPR.html, 1) that TPR trains students to respond quickly and naturally while also teaching vocabulary in a fun, lively lesson. The usage of Total Physical Response method emphasize in action so students are involved in activities in the process of learning. This circumstance is interesting to students. So by using this method students can accept the lesson easier and faster. Even though Total Physical Response Method is effective to teach vocabulary, teacher needs to think of media to set up the context in delivering the lesson of vocabulary to students. Besides teacher should be willing to create conducive learning. Fourthly, using Total Physical Response method is interesting and fun. It is very suitable for the students characteristics which have been mentioned before. By giving something interesting and funny makes children attentively focused on the process of learning. Because of that situation children feel free to involve in learning process. Besides that they are not under pressed by the threatening situation and condition. Finally they can get the aim of learning by keeping on learning and giving attention to the lesson. ESL Cafs Idea Cookbook-TPR. (http://www.eslcafe.com, 1) supported that Its fun! Its non-threatening. It keep their attention. They learn!. For example: put your left hand in the air - put it down put your right hand in the air put it down put both hands in the air put them down put your left foot in the air put it down put your right foot in the air put it down put both feet in the air ! Students try jumping in the air or attempt a handstand on their desks!

Another funny sequence of basic TPR is : clap your hands clap your hands three times clap them five times clap your hands 800 times ! turn around turn around twice then clap once jump once jump seven times turn around, jump once and clap twice turn three times, jump five times and clap twice! Students really struggle hard to remember this last one, but if you do it step by step and repeat often, they can do it eventually.

CONCLUSION Total Physical Response is one of the learning processes which involves the students actively in the classroom activities. It can be affective in delivering explicit instruction in learning. The effectiveness of the Total Physical Response has been shown by the experts in some countries and has given significant improvement of students achievement in learning English especially vocabulary in language target. As children are physically active by nature, Total Physical Response will make language learning especially vocabulary more effective because children feel fun during the learning. This methods of instruction injects the lesson with both physical activity and fun as the students playact their roles and respond to both simple yes/no questions and more complex questions about who, where, when, etc. (James Asher, http:/www.tprworld.com ) By having a good skills in presenting the lessons in any kinds of models teacher is encouraged to develop knowledge and stimulate childrens to learn. The knowledge and experience are influences in developing of childrens vocabulary, thats why teacher should be able to manage and select the material which can be absorbed by children. Besides that comprehension of the

vocabulary should be more emphasized and developed in the learning process in order to get the aim of learning vocabulary. Finally, after knowing some of the advantages of Total Physical Respond method, hopefully teacher is able to present the lesson to students or children effectively.

REFERENCES
Broughton Geoffrey, Teaching English as a Foreighn Language: Routledge and Kegan Paul, London, 1980, 169.

Edge Julian, Essential of English Language Teaching: Longman, New York 1993, 27.

Harmer Jeremy, The Pracatice of English Language Teaching: Longman Group, London 1991, 153.

Ministry of National Education GBPP Kurikulu SD, Jakarta,1993.

Nunan David, Language Teaching Methodology: Prentile Hall International Ltd, 1991,188-244

Richard C Jack and Theodore S Rodgers, Approach and Method on Language Teaching: Cambridge University Press New York, 1986, 92

Total Physical Response known worldwide as TPR: http:/www.tpr-world.com.

Teaching Ideas for the ESL Classroom: http://www.teacherjoe.us/Teachers TPR.html

Year 2000 Update for Total Physical Response

by Dr. James Asher, originator of TPR Research into the effectiveness of TPR in second language learning was supported by grants from The Office of Education, The Office of Naval Research, The Department of Defense, the State of California, and San Jose State University (the historic, first public university in California, founded in 1857). From experimental research and trials in hundreds of language classrooms around the world in scores of languages, we know more about how TPR works than any other idea in second language learning. (For a detailed review of this research, see my book: Learning Another Language Through Actions, now in the 6th edition.) Here is what we now know: 1. The dropout rate of second language students in a traditional program can be as high as 95%. Studies at the University of Texas and elsewhere show that this stunning attrition can be reversed when TPR is a central feature of the language program. The reason that TPR dramatically reduces attrition is this: TPR is a confidence-builder. Students of all ages including adults experience instant success in understanding an alien language. They remark: "Hey, this isn't so bad! I understand what she is saying. I didn't know I could do this. I feel great!" 2. TPR is aptitude-free. Academic aptitude is a negligible factor when TPR is applied by a skilled and talented teacher. In a traditional language program, principals screen "low" academic students from foreign language classes under the assumption that, "They simply can't do it!" Everyone is surprised when disadvantaged children who experience difficulty in class after class in a traditional school, enjoy success in a TPR class. These students experience the exhilaration of being competitive with the all "A" students. 3. Contrary to the widely-held belief that children have a linguistic advantage over adults, studies with Spanish, Russian, and Japanese show that when adults play the game of learning another language on a "level playing field" with children, adults consistently outperform children, except for pronunciation. TPR provides that "level playing field." In a traditional class, adults endure the handicap of sitting in rows of chairs while an instructor performs and performs and performs. In a TPR class, the students perform and perform and perform while the instructor is the director of the play. Note that this is exactly how children acquire another language so quickly while living in a foreign country. Children are silent but respond to directions from caretakers and other children.

Children act in response to hundreds of directions uttered in the alien language such as "Come here." "Put on your coat." "Throw me the ball." "Walk faster." etc. This is a linguistic luxury that their parents living in the same country do not experience. 4. Studies with Spanish, French, German, Japanese, and Russian demonstrate that TPR is "brain compatible," meaning there is short and long-term retention that is striking and statistically significant across studies. Retention with TPR is analogous to riding a bicycle. Even if years have elapsed since acquiring the skill, after a few warm up trials, proficiency returns. 5. TPR seems to work effectively for children and adults. There is no age barrier. The only caveat is that if the language training starts after puberty, the probability is almost certain that one will have at least some accent in speaking the second language, no matter how many years one lives in the foreign country. 6. TPR seems to work for most languages including the sign language of the deaf and the language of mathematics. Math education is even more challenging than foreign language education because, in the USA, we spend more on remedial mathematics than all other forms of math education combined. Traditional programs in both math and foreign languages share a common flaw, in my judgment. Both specialties play to half the brain and usually it is the wrong half. (For more on this intriguing phenomenon, see my book, The Super School of the 21st Century.) 7. TPR can be the major focus of a language program or an extremely effective supplement. What are the three strongest features of TPR? 1. Instant understanding of the target language, regardless of academic aptitude 2. Long-term retention 3. Stress-free Is TPR a method, an approach or a tool? A student asked this question on my e-mail. I don't think that it matters how you classify TPR. My answer, however, is that TPR is a powerful right-brain tool at all levels of second language instruction. The tool works best in the hands of a skilled and talented instructor. I think that colleges and universities have been frankly negligent in not training future language teachers to be highly proficient in the handling of this powerful tool. A cursory mention of TPR in a laundry list of methods and approaches is not enough to build skill in the application of TPR. It needs a special course along with hands-on experience monitored by a senior instructor who is also skilled in the intricate applications of TPR.

Why have college and university teacher trainers underestimated the value of TPR? I am speculating but I believe it works like this: Professors, especially in public colleges and universities, are not concerned with enrollments. The smaller the class size, the less one's work load. Compensation is not tied to class size. The motivation is for fewer students, not more. Therefore, there is little interest in a powerful tool that will attract and retain hundreds of students in the language program. Where can I go to become certified in the application of TPR? There is a special program to train language instructors in community colleges. This program is designed to prepare one to teach another language to professionals in law enforcement, corrections, probation, public safety, business, industry, nursing, dentistry, medicine, government agencies and social services. For more information, go to www.commandspanish.com or send an e-mail to info@commandspanish.com. When does TPR not work? This is a fair question. Here is the answer: Any novelty, if carried on too long, will trigger adaptation. No matter how exciting and productive the innovation, people will tire of it. They no longer respond. It is important to neutralize adaptation by switching continually from one activity to another. TPR is magical to jump start people of all ages into the target language. Instructors are perceived by their students as "miracle workers." This is a heady experience for any instructor. The tendency then is to imagine that TPR is a panacea to solve all problems. The instructor continues day after day, until the students are exhausted and mutiny with, "Please, not another direction. Can't we do something else." At this point the instructor concludes, "Hey, this TPR is only good at the beginning." Of course, this is an illusion. The tool can be used at all levels to help students internalize new vocabulary and grammatical features. But, this requires a conservative application of this powerful tool. Sure, use it in the beginning to catapult students into the target language, then withdraw the technique and save it for future use downstream in training. This is the skillful use of TPR. How to do this successfully is not obvious to most instructors. (For ideas on switching activities, see Ramiro Garcia's Instructor's Notebook: How to apply TPR for Best results.) How does TPR compare to other methods in terms of results? I find little, if any, hard data to support other "methods." For comparison, TPR has many, many published studies with hard data to support the concept. (For specific citations, see my book, Learning another Language Through Actions.) This does not mean that other approaches, methods, or tools are without value. Quite the contrary. The techniques in ALM, for example, such as dialog memorization, listen and repeat after me, and patterned drills are extremely valuable, in my judgment, but not in the beginning stages of language acquisition.

Once beginning students have internalized the phonology, morphology and syntax of the alien language through TPR, then they are ready to switch to left-brain ALM activities that you find in traditional textbooks. They are prepared to zoom into the material with gusto because all the elements are familiar. They are comfortable with the new language. They feel confident. They are ready. I recommend that the instructor yo-yo back and forth from the right brain of TPR to the left brain of ALM. Anything new is first internalized through the body with TPR, then switch to the other side of the brain for verbal exercises of speaking, reading, and writing. How can I use TPR as a beginner working with a tutor? I recommend that the beginner become a TPR expert and then guide the tutor lesson by lesson. Start with, Learning Another Language Through Actions and Instructor's Notebook. Graduate to The Total Physical Response in the First Year by Dr. Francisco Cabello. Even if the beginner is enrolled in a traditional course, TPR is your best friend. Ask your tutor to comb the textbook for all nouns, verbs, adjectives, adverbs, etc that can be handled with TPR. Then TPR the vocabulary that the beginner will encounter in the next chapter of the textbook. Do this before the student looks at the chapter. This will transform the scary alien creatures in the chapter into warm, familiar friends. Can I use TPR as a non-beginner? If so, how? Sure. Use TPR to internalize any new vocabulary item or grammatical feature in the target language. Is there some point in my language learning when I should stop using TPR? Yes. Use it conservatively. Stop before adaptation is triggered. With experience, one becomes aware and shifts into another activity, usually involving the other side of the brain. How can I get more information about this method and things that have been published about it?
Tahun 2000 Pembaruan untuk Total Physical Response oleh Dr James Asher, pencetus TPR Penelitian efektivitas TPR dalam pembelajaran bahasa kedua ini didukung oleh hibah dari Dinas Pendidikan, The Office of Naval Research, Departemen Pertahanan, Negara Bagian California, dan San Jose State University (bersejarah, universitas negeri pertama di California , didirikan pada tahun 1857). Dari penelitian eksperimental dan percobaan dalam ratusan ruang kelas bahasa di seluruh dunia di sejumlah bahasa, kita tahu lebih banyak tentang bagaimana TPR bekerja daripada ide lain dalam belajar bahasa kedua. (Untuk tinjauan rinci penelitian ini, lihat buku saya: Belajar Bahasa lain Melalui Tindakan, sekarang dalam edisi 6.) Berikut adalah apa yang kita ketahui sekarang:

1. Angka putus sekolah siswa bahasa kedua dalam program tradisional dapat setinggi 95%. Studi di University of Texas dan di tempat lain menunjukkan bahwa ini gesekan yang menakjubkan dapat dibatalkan pada saat TPR adalah fitur utama dari program bahasa. Alasan bahwa TPR secara dramatis mengurangi gesekan adalah: TPR adalah kepercayaan-pembangun. Siswa dari segala usia termasuk orang dewasa mengalami kesuksesan instan dalam memahami bahasa asing. Mereka berkomentar: "Hei, ini tidak begitu buruk saya mengerti apa yang ia katakan aku tidak tahu aku bisa melakukan ini saya merasa baik..!" 2. TPR adalah bakat bebas. Bakat akademik merupakan faktor diabaikan ketika TPR diterapkan oleh seorang guru yang terampil dan berbakat. Dalam program bahasa tradisional, kepala layar "rendah" akademis siswa dari kelas bahasa asing dengan asumsi bahwa, "Mereka hanya tidak bisa melakukannya!" Semua orang terkejut ketika anak-anak kurang beruntung yang mengalami kesulitan di kelas setelah kelas di sekolah tradisional, menikmati kesuksesan di kelas TPR. Siswa-siswa ini mengalami kegembiraan yang kompetitif dengan semua "A" siswa. 3. Berlawanan dengan keyakinan publik bahwa anak-anak memiliki keuntungan linguistik lebih dewasa, studi dengan Spanyol, Rusia, dan Jepang menunjukkan bahwa ketika orang dewasa memainkan permainan belajar bahasa lain pada "tingkat lapangan bermain" dengan anak-anak, orang dewasa secara konsisten mengungguli anak-anak, kecuali untuk pengucapan. TPR menyatakan bahwa "tingkat lapangan bermain." Dalam kelas tradisional, dewasa menanggung cacat duduk di deretan kursi sementara instruktur melakukan dan melakukan dan melakukan. Dalam kelas TPR, siswa melakukan dan melakukan dan melakukan sambil instruktur adalah direktur dari bermain. Perhatikan bahwa ini adalah persis bagaimana anak-anak memperoleh bahasa lain begitu cepat ketika tinggal di negara asing. Anak-anak yang diam, tetapi menanggapi petunjuk dari pengasuh dan anak-anak lainnya. Anak-anak bertindak dalam menanggapi ratusan arah diucapkan dalam bahasa asing seperti "Kemarilah." "Masukan ke jaketmu." "Lemparkan aku bola." "Berjalan lebih cepat." dll Ini adalah sebuah kemewahan linguistik bahwa orang tua mereka tinggal di negara yang sama tidak mengalami. 4. Studi dengan Spanyol, Perancis, Jerman, Jepang, dan Rusia menunjukkan bahwa TPR adalah "otak kompatibel," yang berarti ada retensi pendek dan jangka panjang yang mencolok dan secara statistik signifikan di seluruh studi. Retensi dengan TPR analog dengan mengendarai sepeda. Bahkan jika tahun telah berlalu sejak memperoleh keterampilan, setelah uji pemanasan sedikit, kembali kemampuan. 5. TPR tampaknya bekerja efektif untuk anak-anak dan orang dewasa. Tidak ada

batasan umur. Satu-satunya peringatan adalah bahwa jika pelatihan bahasa dimulai setelah pubertas, probabilitas hampir pasti orang akan memiliki setidaknya beberapa aksen dalam berbicara bahasa kedua, tidak peduli berapa tahun seseorang hidup di negara asing. 6. TPR tampaknya bekerja untuk kebanyakan bahasa termasuk bahasa isyarat orang tuli dan bahasa matematika. Pendidikan matematika bahkan lebih menantang daripada pendidikan bahasa asing karena, di Amerika Serikat, kita menghabiskan lebih banyak pada perbaikan matematika daripada semua bentuk lain dari pendidikan matematika gabungan. Program tradisional di kedua matematika dan bahasa asing berbagi cacat umum, menurut penilaian saya. Kedua spesialisasi bermain setengah otak dan biasanya itu adalah setengah salah. (Untuk lebih lanjut tentang fenomena ini menarik, lihat buku saya, The Super Sekolah abad ke-21.) 7. TPR dapat menjadi fokus utama dari program bahasa atau suplemen yang sangat efektif. Apakah tiga fitur terkuat dari TPR? 1. Pemahaman instan dari bahasa target, terlepas dari bakat akademis 2. Retensi jangka panjang 3. Bebas stres Apakah TPR metode, pendekatan atau alat? Seorang siswa mengajukan pertanyaan pada e-mail saya. Saya tidak berpikir bahwa itu penting bagaimana Anda mengklasifikasikan TPR. Jawaban saya, bagaimanapun, adalah bahwa TPR adalah alat otak kanan yang kuat di semua tingkat pengajaran bahasa kedua. Alat ini bekerja lebih baik di tangan seorang instruktur yang terampil dan berbakat. Saya berpikir bahwa perguruan tinggi dan universitas telah terus terang lalai dalam tidak melatih guru bahasa masa depan untuk menjadi sangat mahir dalam penanganan perangkat canggih ini. Menyebutkan sepintas TPR dalam daftar cucian metode dan pendekatan tidak cukup untuk membangun keterampilan dalam penerapan TPR. Perlu program khusus bersama dengan pengalaman dipantau oleh instruktur senior yang juga terampil dalam aplikasi rumit TPR. Mengapa perguruan tinggi dan universitas pelatih guru meremehkan nilai TPR?

Saya berspekulasi tapi saya percaya itu bekerja seperti ini: Profesor, terutama di perguruan tinggi negeri dan perguruan tinggi, tidak peduli dengan pendaftaran. Semakin kecil ukuran kelas, beban kerja yang kurang satu. Kompensasi tidak terikat pada ukuran kelas. Motivasinya adalah untuk siswa sedikit, tidak lebih. Oleh karena itu, ada sedikit minat dalam alat yang ampuh yang akan menarik dan mempertahankan ratusan mahasiswa dalam program bahasa. Dimana saya bisa pergi untuk menjadi bersertifikat dalam penerapan TPR? Ada program khusus untuk melatih instruktur bahasa di perguruan tinggi. Program ini dirancang untuk mempersiapkan satu untuk mengajarkan bahasa lain kepada profesional dalam penegakan hukum, koreksi, masa percobaan, keamanan publik, bisnis, industri, keperawatan, kedokteran gigi, kedokteran, instansi pemerintah dan pelayanan sosial. Untuk informasi lebih lanjut, kunjungi www.commandspanish.com atau kirim e-mail ke info@commandspanish.com. Kapan TPR tidak bekerja? Ini adalah pertanyaan yang wajar. Berikut adalah jawabannya: Setiap kebaruan, jika dilakukan terlalu lama, akan memicu adaptasi. Tidak peduli seberapa menarik dan produktif inovasi, orang akan bosan itu. Mereka tidak lagi merespon. Hal ini penting untuk menetralisir adaptasi dengan beralih terus dari satu aktivitas ke aktivitas lainnya. TPR ajaib untuk melompat orang dari segala usia awal ke dalam bahasa sasaran. Instruktur yang dirasakan oleh siswa mereka sebagai "pekerja mukjizat." Ini adalah pengalaman yang memabukkan bagi instruktur apapun. Kecenderungan itu adalah membayangkan bahwa TPR adalah obat mujarab untuk menyelesaikan semua masalah. Instruktur berlanjut hari demi hari, sampai siswa telah habis dan pemberontakan dengan, "Tolong, bukan arah lain. Tidak bisa kita melakukan sesuatu yang lain." Pada titik ini instruktur menyimpulkan, "Hei, TPR ini hanya baik di awal." Tentu saja, ini adalah ilusi. Alat ini dapat digunakan di semua tingkat untuk membantu siswa menginternalisasi kosakata baru dan fitur gramatikal. Tapi, ini memerlukan aplikasi konservatif perangkat canggih ini. Tentu, menggunakannya di awal untuk melontarkan siswa ke dalam bahasa target, kemudian menarik teknik dan menyimpannya untuk digunakan di masa depan hilir dalam pelatihan. Ini adalah penggunaan terampil dari TPR. Bagaimana melakukan hal ini berhasil tidak jelas bagi kebanyakan instruktur. (Untuk gagasan tentang kegiatan switching, lihat Notebook Ramiro Garcia Instruktur: Bagaimana menerapkan TPR untuk hasil terbaik.) Bagaimana TPR dibandingkan dengan metode lain dalam hal hasil?

Saya menemukan sedikit, jika ada, data keras untuk mendukung lain "metode." Sebagai perbandingan, TPR memiliki banyak, banyak penelitian yang diterbitkan dengan data keras untuk mendukung konsep. (Untuk kutipan spesifik, lihat buku saya, Belajar Bahasa lain Melalui Tindakan.) Ini tidak berarti bahwa pendekatan lainnya, metode, atau alat yang tanpa nilai. Justru sebaliknya. Teknik dalam ALM, misalnya, seperti menghafal dialog, mendengarkan dan ulangi setelah saya, dan berpola latihan yang sangat berharga, dalam penilaian saya, tetapi tidak dalam tahap awal akuisisi bahasa. Setelah siswa mulai telah diinternalisasi fonologi, morfologi dan sintaksis bahasa asing melalui TPR, maka mereka siap untuk beralih ke kegiatan ALM otak kiri yang Anda temukan dalam buku tradisional. Mereka siap untuk memperbesar materi dengan penuh semangat karena semua elemen yang akrab. Mereka merasa nyaman dengan bahasa baru. Mereka merasa yakin. Mereka siap. Saya sarankan bahwa instruktur yo-yo bolak-balik dari otak kanan TPR ke otak kiri ALM. Sesuatu yang baru pertama kali diinternalisasikan melalui tubuh dengan TPR, kemudian beralih ke sisi lain dari otak untuk latihan verbal berbicara, membaca, dan menulis. Bagaimana cara menggunakan TPR sebagai pemula bekerja dengan tutor? Saya menyarankan pemula menjadi ahli TPR dan kemudian memandu pelajaran guru dengan pelajaran. Mulailah dengan, Belajar Bahasa lain Melalui Tindakan dan Notebook Instruktur. Beralih ke Total Respon Fisik di Tahun Pertama oleh Dr Francisco Cabello. Bahkan jika pemula yang terdaftar dalam kursus tradisional, TPR adalah teman terbaik Anda. Mintalah guru Anda untuk menyisir buku teks untuk semua kata benda, kata kerja, kata sifat, kata keterangan, dll yang dapat ditangani dengan TPR. Kemudian TPR kosakata yang pemula akan hadapi dalam bab berikutnya dari buku teks. Lakukan ini sebelum siswa melihat bab. Ini akan mengubah makhluk asing menakutkan dalam bab menjadi hangat, teman akrab. Dapatkah saya menggunakan TPR sebagai non-pemula? Jika demikian, bagaimana? Tentu. Gunakan TPR untuk internalisasi item kosakata baru atau fitur tata bahasa dalam bahasa target. Apakah ada beberapa titik dalam bahasa saya belajar ketika saya harus berhenti menggunakan TPR? Ya. Gunakan konservatif. Berhenti sebelum adaptasi dipicu. Dengan pengalaman, seseorang menjadi sadar dan bergeser ke kegiatan lain, biasanya melibatkan sisi lain dari otak.

Bagaimana saya bisa mendapatkan informasi lebih lanjut tentang metode ini dan hal-hal yang telah diterbitkan tentang hal itu?