Embed Size (px)
Citation preview
IMPROVING STUDENTS’ ABILITY IN USING
IMPERATIVE SENTENCES THROUGH TOTAL
PHYSICAL RESPONSE
(A Classroom Action Research in the Seventh Grade of SMP Islam Ruhama
Cireundeu Ciputat Timur)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
In a Partial Fulfillment of the Requirements
For the Degree of S.Pd. (Bachelor of Arts) in English Language Education
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1432 H/2011 M
i
ABSTRACT
Tati Rohayati, 2011. Improving Students’ Ability in Using Imperative Sentences
through Total Physical Response (A classroom Action Research in the Seventh
Grade of SMP Islam Ruhama) Skripsi, English Education Department, Faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University
Jakarta.
Advisor : Dr. Fahriany, M.Pd
Key words : Imperative sentence, Total Physical Response Method
This research has a purpose to improve the students’ ability in using
Imperative sentences through total physical response (TPR) in the seventh grade of
SMP Islam Ruhama Cireundeu Ciputat Timur 2010/2011 academic year. The
subjects of this study consisted of 37 students of VII.1.
The method used in this research was Classroom Action Research
(CAR). The classroom action research design applied in this research was a
collaborative classroom action research. In this case the teacher of SMP Islam
Ruhama as an observer and collaborator. The research carried out in two cycles,
every cycle consisted of two meetings. The research was conducted following
Kemmis and Taggart Design with the following procedures of the action research:
planning, acting, observing, and reflecting. The data used in this research such as:
Interview, observation, questionnaire and test.
The results of this study show that there was improvement of students’
ability in using imperative sentences. Most of the students achieved good score at
the end of every cycle. The score of Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) of English lesson was 65 (sixty five). The findings of
this research are: First, related to the test, the students’ mean score in the pretest
before implementing cycle 1 is 48.10, the students’ mean score of posttest in cycle
1 is 71.08 or 70.27% students who achieved the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) and the post test cycle 2 is 74.70 or 86.48%
students who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM). Second, related to observation result showed that the student
more active and enjoy in learning imperative sentence, the last related to the
interview result, the students anthusiastic in getting material, and had motivation
to learn the imperative sentences. Total physical response method effective for
learning imperative sentences, this method can improve students’ ability in using
imperative sentences.
ii
ABSTRAK
Tati Rohayati, 2011. Improving Students’ Ability in Using Imperative Sentences
through Total Physical Response (A classroom Action Research in the Seventh
Grade of SMP Islam Ruhama) Skripsi, Jurusan Pendidikan Bahasa Inggris
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Pembimbing : Dr. Fahriany, M.Pd
Kata Kunci : Imperative sentence (Kalimat perintah), Total Physical Response
Method
Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam
menggunakan kalimat perintah dengan menggunakan total physical response
(TPR) dikelas VII SMP Islam Ruhama Cireundeu Ciputat Timur tahun akademik
2010/2011. Subjek pada penelitian ini terdiri dari 37 siswa dari kelas VII.1.
Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan
Kelas (PTK). Desain Penelitian Tindakan Kelas (PTK) yang digunakan pada
penelitian ini adalah penelitian tindakan kelas kolaboratif. Pada kasus ini, guru
SMP Islam Ruhama sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan
dalam dua siklus, pada setiap siklus terdiri dari dua pertemuan. Penelitian ini
dilaksanakan mengikuti desain Kemmis dan Taggart dengan menggunakan
prosedur penelitian tindakan yaitu: perencanaan, pelaksanaan, pengamatan, dan
refleksi. Data yang digunakan dalam penelitian ini adalah wawancara,
pengamatan, kuesioner, dan tes.
Hasil penelitian ini menunjukkan bahwa ada peningkatan kemampuan
siswa dalam menggunakan kalimat perintah. Sebagian besar dari siswa mencapai
nilai yang bagus pada akhir setiap siklus. Kriteria Ketuntasan Minimal (KKM)
dalam pelajaran bahasa Inggris di SMP Islam Ruhama adalah 65. Hasil yang
diperoleh dari penelitian ini adalah pertama, berdasarkan hasil tes, nilai rata-rata
siswa pada pretes sebelum melaksanakan siklus pertama adalah 48.10. Nilai rata-
rata siswa pada postes siklus pertama adalah 71.08 atau 70.27% dari siswa
mencapai Kriteria Ketuntasan Minimal (KKM) dan nilai rata-rata pada postes
siklus kedua adalah 74.70 atau 86% siswa mencapai Kriteria Ketuntasan Minimal
(KKM). Kedua, berdasarkan hasil pengamatan menunjukan siswa lebih aktif dan
santai dalam mempelajari kalimat perintah. Berdasarkan hasil wawancara, siswa
sangat antusias dalam memperoleh materi dan mempunyai motivasi untuk
mempelajari kalimat perintah. Metode total physical response sangat efektif untuk
mempelajari kalimat perintah, metode ini bisa meningkatkan kemampuan siswa
dalam menggunakan kalimat perintah.
iii
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious, the Most Merciful
All praises be to Allah, Lord of the world. Who has given the writer His Mercies
and blesses to finish this “Skripsi”. Greeting and salutation to the prophet
Muhammad SAW who has brought us from Jahiliyah period to Islamic period.
On the opportunity, the writer would like to say thanks to her advisor Dr.
Fahriany, M.Pd, for her time, kindness, motivation, contribution, guidance, and
help to finish this “Skripsi”.
She would also like to express her gratitude to:
1. Prof. Dr. Dede Rosyada, M.A. the Dean of the Faculty of Tarbiyah
and Teachers’ Training Syarif Hidayatullah State Islamic University
Jakarta.
2. Drs. Syauki, M.Pd. the head of English Education Department.
3. Neneng Sunengsih M.Pd. the Secretary of English Education
Department.
4. All lecturers in English Education Department
5. Drs. Juhdi Asidi. the headmaster of SMP Islam Ruhama Cireundeu
Ciputat Timur.
6. Siti Romlah S.Pd. the English teacher of SMP Islam Ruhama
Cireundeu Ciputat Timur.
The writer realizes that this skripsi still has some weakness and mistake.
Therefore, the writer would like to accept any constructive suggestions to make
this skripsi better.
Jakarta, August 6th
, 2011
The Writer
iv
TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................................ i
ABSTRAK .......................................................................................................... ii
ACKNOWLEDGEMENTS ............................................................................... iii
TABLE OF CONTENTS ................................................................................... iv
LIST OF TABLES ............................................................................................. vii
LIST OF FIGURES ........................................................................................... viii
LIST OF APPENDICES ................................................................................... ix
CHAPTER I INTRODUCTION ........................................................................ 1
A. Background of the Research ............................................................... 1
B. Identification of the Problem ............................................................... 5
C. Limitation of the Problem and Formulation of the Problem ............... 6
D. Objective of the Research ................................................................... 6
E. Significance of the Research ............................................................... 6
CHAPTER II THEORETICAL FRAMEWORK .......................................... 8
A. Imperative Sentence ........................................................................... 8
1. Definition of Imperative Sentence ................................................. 8
2. Kind of Imperative Sentences ........................................................ 9
a. Give orders and Command ....................................................... 9
b. Direction and Instruction .......................................................... 10
c. Advice and Warning ................................................................. 12
d. Suggestion ................................................................................ 12
e. Request ..................................................................................... 14
f. Question Tag ............................................................................. 15
v
B. Total Physical Response (TPR) ........................................................... 17
1. Definition of Total Physical Response ........................................... 17
2. Approach of Total Physical Response ........................................... 18
a. Theory of Language ................................................................. 18
b. Theory of Learning .................................................................. 19
3. Design of Total Physical Response ................................................ 19
a. Objective and the Syllabus ....................................................... 19
b. Type of Learning and Teaching Activities ............................... 20
c. Teacher and Learner Roles ....................................................... 20
4. Principles of Total Physical Response ........................................... 21
5. Procedures of Total Physical Response ......................................... 22
6. How to Teach Imperative Sentences through TPR ........................ 22
CHAPTER III RESEARCH METHODOLOGY ........................................... 23
A. Purpose of the Research ...................................................................... 23
B. Place and Time .................................................................................... 23
C. Cycle and Design of the Research ....................................................... 24
a. Planning .......................................................................................... 24
b. Acting ............................................................................................. 24
c. Observing ....................................................................................... 24
d. Reflecting ....................................................................................... 24
D. Subject/ Participant of the Research .................................................. 28
E. Role and Position of the Researcher .................................................... 28
F. Data and Source of Data ...................................................................... 28
G. Instruments of the Research ................................................................ 28
H. Technique in Collecting Data .............................................................. 28
I. Technique of Data Analysis .................................................................. 30
vi
CHAPTER IV RESEARCH FINDING ........................................................... 36
A. Description of the Data ....................................................................... 36
1. Before Implementing of the Action .............................................. 36
a. Result of Pre Interview ........................................................... 36
b. Result of Pre Observation ...................................................... 39
c. Result of Pre test ..................................................................... 39
2. Findings of the First Cycle ............................................................ 40
a. Planning ................................................................................... 40
b. Acting ...................................................................................... 40
c. Observing ................................................................................ 41
d. Reflecting ................................................................................ 41
3. Findings of the Second Cycle ........................................................ 42
a. Planning ................................................................................... 42
b. Acting ...................................................................................... 42
c. Observing ................................................................................ 43
d. Reflecting ................................................................................ 43
4. Findings after Implementing the Classroom Action Research ...... 44
a. Result of Post Interview .......................................................... 44
b. Result of Post Questionnaire ................................................... 45
c. Result of Post Test ................................................................... 49
B. Interpretation of the Data .................................................................... 57
1. Data of Interview............................................................................. 57
2. Data of Questionnaire .................................................................... 58
3. Data of Test .................................................................................... 58
CHAPTER V CONCLUSION AND SUGGESTION ..................................... 59
A. Conclusion ........................................................................................... 59
B. Suggestion ........................................................................................... 60
BIBLIOGRAPHY .............................................................................................. 61
APPENDICES .................................................................................................... 63
vii
LIST OF TABLES
Table 3.1 Interpretation of Students’ Questionnaire ............................................ 29
Table 4.1 Students’ Result of Post Questionnaire ................................................ 48
Table 4.2 Students’ Score of Pretest and Posttest I .............................................. 50
Table 4.3 Students’ Score of Pretest and Posttest II ............................................ 51
viii
LIST OF FIGURES
Figure 2.1 the Map to Illustrate direction ............................................................. 11
Figure 3.1 Kemmis and McTaggart’s Action Research ....................................... 26
Figure 3.2 the Action Procedure Adapted from Kemmis and Taggart’s ............. 27
ix
LIST OF APPENDICES
Appendix 1a Interview for the English Teacher before Implemented Action ..... 63
Appendix 1b Result of Interview before Implemented Action ............................ 64
Appendix 1c Interview for the Students before Implemented Action ................. 66
Appendix 1d Result of Interview before the Action ............................................ 67
Appendix 2a Interview for the English Teacher after the Action ........................ 68
Appendix 2b Result of Interview after the Action ................................................ 69
Appendix 3a Questionnaire for the Students after the Action ............................. 71
Appendix 3b Result of Questionnaire after the Action ......................................... 73
Appendix 4a Blue Print ........................................................................................ 74
Appendix 5a Pretest and post test I ...................................................................... 75
Appendix 5b Pretest and post test II .................................................................... 78
Appendix 6a Students’ Score of Pretest and Posttest (Cycle 1) ........................... 80
Appendix 6b Students’ Score of Pretest and Posttest (Cycle 2) .......................... 81
Appendix 7a Item Analysis (Pre test and Posttest Cycle 1) .................................. 82
Appendix 7b Item Analysis (Pre test and Posttest Cycle 2) ................................. 84
Appendix 8a Photograph of Students’ Participation in CAR................................ 86
Appendix 9a Lesson Plan (Cycle 1) ..................................................................... 87
Appendix 9b Lesson Plan (Cycle 2)…………………………………………….. 98
1
CHAPTER I
INTRODUCTION
A. Background of the Research
English is an international language which every person affords to
master. English used as guidance for any instruction or any communication in
the world involves relationship, business, education, politic, networking and
etc. So, most of people think that English becomes main language after their
mother tongue because it has many advantages in many aspects.
English has also an important position as a foreign language, needed
by many learners to interact with many people in variety situation. Therefore,
English is regarded and learned by every people in the world.
“Around the world English is taught in a bewildering variety of
situations. In many countries it first appears in the primary curriculum, but
many universities in those and other countries continue to find that their
entrants are insufficiently competent in English use, even if, as David Graddol
1
2
points out, good English is an entry requirement for much tertiary education
in a global market where English gives the use a „competitive advantage”.1
“English, like other languages, makes use of two channels: speech and
writing. They have different transmission systems. Speech is transmitted by
sound waves, originated in speaking and received in hearing. Writing is
transmitted by letters and other visible marks, produced in writing and
received in reading”.2
In English there are receptive skills and productive skills. Receptive
skills consist of listening and reading and productive skills consist of speaking
and writing. Receptive and productive skills both of them can be improve in
learning English process. Besides receptive and productive skills the students‟
have to master the grammar because it is the element of English.
In Indonesia, English has been taught as compulsory subject from
junior high school up to the university. Base on English national curriculum of
Kurikulum Tingkat Satuan Pendidikan (KTSP) in standard of competence of
Listening and Speaking in the seventh grade of the first semester has been
written that:3
S.K.1. Memahami makna dalam percakapan transaksional dan interpersonal
sangat sederhana untuk berinteraksi dengan lingkungan terdekat. (to response
meaning in oral simple short transactional and interpersonal conversation to
interact with around setting).
K.D.1.1. Merespon makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa
sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang
yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan
memerintah atau melarang. (to response meaning in oral simple short
transactional and interpersonal accurately and fluently to interact with around
1 Jeremy Harmer, The Practice of English Language Teaching…, pp. 22-23.
2 Geoffery Leech and Jav Svartvik, A Communicative Grammar of English, (Third
Edition), (Longman: Edinburgh, 2002), p. 10. 3 Departemen Pendidikan Nasional, Model Sillabus dan Rencana Pelaksanaan
Pembelajaran, (Jakarta: Depdiknas, 2007), p. 20.
3
setting which involves expression: Greeting stranger, introducing oneself /
other, and giving instruction or prohibition).
S.K.3.Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat (to deliver meaning in oral simple short transactional and
interpersonal conversation to interact with around setting).
K.D.3.1. Melakukan interaksi dengan lingkungan terdekat yang melibatkan
tindak tutur : menyapa orang yang belum dikenal, memperkenalkan diri
sendiri /orang lain, dan memerintah atau melarang. (Interacting with around
setting which involves expression: Greeting stranger, introducing oneself /
other, and giving instruction or prohibition).
“The language consists of two meaning: the meaning of ideational
and the meaning of interpersonal. The meaning of ideational is the meaning
„in the sense of content‟. And meaning of interpersonal is type of attitude (as
speaker or writer) to other people (as listener and reader). In the sentences,
the meaning of interpersonal is showed in the changing role of interaction,
such as: statements, questions, offers and commands, and modals (may,
could, must, would) which follow it”.4
In English national curriculum of Kurikulum Tingkat Satuan
Pendidikan (KTSP), teaching imperative sentences in seventh grade students‟
of the Junior High School or Madrasah Tsanawiyah has been written in
standard of competence and basic competence of speaking and listening. The
students‟ are expected to be able to express a command appropriately and
response to the command expressions correctly.
“Grammar is the discipline that studies the structure of sentences in
human language. (Grammatical terminology will be boldfaced when it is
defined). English grammar then is the study of sentences in English”.5
The important grammar for students is in order that they can write
good sentences and know the structure when they speak in English. Grammar
can also help the students to learn a language more quickly and more
4 Departemen Pendidikan Nasional, Model Sillabus …, pp. 13-14.
5 Mark S. LeTournean, English Grammar, (USA: Harcourt, Inc, 2001), p. 2.
4
efficiently. It is important to think of grammar as something that can help the
students, like a friend. When the students understand the grammar (or system)
of a language, the students can understand many things themselves, without
having to ask a teacher or look in a book.
Based on the observation in the school, most of students find
difficulties in grammar. They feel anxious about their grammar ability. The
students feel difficult in writing the sentences or in speaking because they
think about structure. In this case the teacher needs to motivate students
through new atmosphere that make the students more interested in grammar
especially in imperative sentences and more enjoyable to practice their ability
in grammar.
“Learning the form, meaning, and use of the imperative mood is
challenging for ESL/ EFL students‟. Except for negative imperative, form is
perhaps less challenging because students need not concern themselves about
typical verb morphological problems such as tense and subject agreement”.6
To help the teachers create the students more interesting in teaching grammar
especially in teaching imperative sentence the teacher use Total Physical
Response (TPR) method in teaching.
“Total Physical Response (TPR) is a language teaching method built
around the coordination of speech and action, it attempts to teach language
through physical (motor) activity”.7 “One the main reason Total Physical
Response (TPR) was developed was to reduce the stress people feel when
studying foreign languages. One of the primary ways this is accomplished is
to allow learners to speak when they are ready. Forcing them to speak before
6 Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book (An ESL/ EFL
Teacher’s Course (Third Edition), (USA: Thomson Publishing, Inc, 1999), p. 235. 7 Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods in Language
Teaching, (Cambridge: Cambridge University, 1992), p. 87.
5
then will only create anxiety. Also, when students do begin to speak,
perfection should not be expected”.8
Finally, from the explanation above, according to the writer it is
important to teach imperative sentences through Total Physical Response
(TPR) because it will make students enjoyable as possible in learning
imperative sentences. Based on the problems above, the writer is curious to
know the influence of Total Physical Response (TPR) in improving
imperative sentences at the seventh grade students of SMP Islam Ruhama, the
writer will conduct the research by the title “Improving Students‟ Ability in
Using Imperative Sentences Through Total Physical Response (TPR)”, A
Classroom Action Research in the seventh grade students of SMP Islam
Ruhama Cireundeu Ciputat.
B. Identification of the Problem
According to what the writer writes in background of the research
about improving students‟ ability in using imperative sentences through total
physical response (TPR). The identification of the problem involves:
a. Most of the students find difficult in making the sentences of imperative
sentences because they think about grammar or structure.
b. Most of the students are not confident to express their speaking in front of
the class.
c. Most of the students don‟t respond when the teacher gives the command to
them. They feel confused to act it.
8 Dianne Larsen Freeman, Techniques and Principles in Language Teaching, (Oxford:
Oxford University, 2000), p. 114.
6
C. Limitation of the Problem and Formulation of the Problem
1. Limitation of the Problem
Based on identification of the problem above, the writer clarifies and
limits the problem to discuss how to improve students‟ ability in using
imperative sentences through total physical response (TPR) in the seventh
grade students of SMP Islam Ruhama Cireundeu Ciputat.
2. Formulation of the Problem
In Background of the research, the writer specifies the research in
improving students‟ ability in using imperative sentences through total
physical response (TPR) in the seventh grade students of SMP Islam Ruhama,
then the formulation of the problem which the writer is researching in SMP
Islam Ruhama are “Can total physical response improve students‟ ability in
using imperative sentences, and how total physical response improves
students‟ ability in using imperative sentences in the seventh grade students of
SMP Islam Ruhama”?
D. Objective of the Research
According to formulation of the problem above, the aim of this
research are to know whether total physical response method could improve
students‟ ability in using imperative sentences, and how total physical
response improves students‟ ability in using imperative sentences in the
seventh grade students of SMP Islam Ruhama.
E. Significance of the Research
From the research in SMP Islam Ruhama, which the writer performs is
expected that it can be useful for:
1. The researcher
This research is use to improve the researcher in teaching grammar,
especially in teaching imperative sentences.
7
2. The students
This research is an input for the students to improve their ability in using
grammar, especially in imperative sentences.
3. The teacher
It is use to improve the teacher to practice total physical response in
teaching grammar, especially in imperative sentences.
4. Institution
It is use to give the attention in grammar teaching and learning process.
8
CHAPTER II
THEORETICAL FRAMEWORK
A. Imperative Sentence
1. Definition of Imperative Sentence
There are some definitions of imperative sentences. The first
definition, “imperative sentence is the sort typically used to give a
command, or order. In English, imperatives are normally missing a subject,
though all other normal parts of the sentence are present. The verb in an
English imperative is the base form of the verb, without endings of any
kind, thus identical to a second person, present tense form”.1
Another definition “imperative is about speaker manipulation.
They may be used as actual commands, such as those a military officer or a
parent issues to a soldier or a child. They may also be used as more gentle
directives or as quasi directives, in which the speaker merely expects or
envisions some behavior on the part of someone else and casts that
1 James R. Hurdford, Grammar a Student’s Guide, (Cambridge: Cambridge University,
1994), p. 95.
8
9
expectation in terms of a directive, although not actually demanding
anything”.2
Next, “imperative is the base form of a verb used to give orders,
make suggestion, etc”. 3 And “the use imperative in many different ways,
for example, to give orders, to make offers suggestions, direction and
instruction, warning, and request”.4 From those definition that imperative
sentences are used in several utterances. It can be use for giving orders;
making offers suggestion, request, giving direction and instruction, giving
warning and prohibition.
2. Kind of Imperative Sentences
a. Give orders and Command
Imperative can be use for giving order and giving command, it can
be shown in examples (1a), (1b), (1c), and the speaker expects the persons
addressed to do what he or she has said. If the persons addressed do not do
what the speaker says, they can expect that some kind of retaliation may be
taken against them. For example, the person to whom the command in (1a)
is addressed may expect to be pushed aside if he does not comply. The
imperative in (1d) is a highly stylized command that used only in opening
ceremonies.5
Examples:
1.a Get out of my way!
1.b Right face! Forward, march!
1.c Keep off the grass.
1.d Let the games begin!
2 Ron Cown, the Teacher’s Grammar of English: a Course Book and Reference Guide,
(Cambridge: Cambridge University, 2008), p. 115. 3 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.
xvii. 4 Digby Beaumont and Colin Granger, English Grammar, (Oxford: Heinemann, 1989),
p.52. 5 Ron Cown, the Teacher’s Grammar of English …, p. 115.
10
The imperative has the same form as the infinitive without to6
Sit down.
Open the window.
Chart are excellent techniques to use in teaching grammar since
they provide a visual display for introducing and contrasting specific
grammar points. For example, a two dimensional grid could be used to
introduce affirmative and negative commands.7
b. Direction and Instruction
Maps provide an effective context for introducing and practicing
expressions used in asking for and giving directions. In using map to
illustrate giving directions, be certain to demonstrate each direction on a
map so that students understand the meaning of the expression. Use the
strategy with a map such as following:8
6 Digby Beaumont and Colin Granger, English Grammar …, p.52.
7 Sandra L. McKay, Teaching Grammar: Form, Function, and Technique, (New York:
Pergamon Press, 1985), p. 1. 8 Sandra L. McKay, Teaching Grammar: Form, Function, and Technique ..., p. 58.
“Walk.” “Don‟t run”
“Listen” “Don‟t talk”
“Open the book” “Don‟t open the book”
“Close the door” “Don‟t close the door”
11
Figure 2.1
A hypothetical example such as: 9
Mr. Tomori gets into taxi at Adams Street and Merced Drive. He
wants to go to 614 Whitewell Road so he tells the driver the following.
Drive down Merced Drive to Clay Street.
Turn Left on Clay Street.
/Follow/Stay on/Clay Street for two blocks.
Go past White Street.
614 Whitwell Road will be on your left.
Furthermore, use of imperatives to give instructions. Such as, write
instructions for a simple recipe: making a cup of tea, or boiling an egg, for
examples:10
9 Sandra L. McKay, Teaching Grammar: Form, Function, and Technique …, p. 59.
10 Penny Ur, Grammar Practice Activities a Particle Guide for Teachers, (Cambridge:
Cambridge University Press, 1988), pp. 129-130.
Whitewell Road
Marlborough Lane
Merced Drive
A
D
A
M
S
T
R
E
E
T
C
L
A
Y
S
T
R
E
E
T
W
H
I
T
E
S
T
E
E
T
G
R
E
E
N
S
T
R
E
E
T
12
Give instruction how to …
Boil an egg
Make a cup of tea
Make soup
c. Advice and Warning
The speaker is directing the attention of the person addressed to do
something that is for his or her benefit, not the speakers‟. It is up to the
person who receives the advice, recommendation, or warning to decide
whether to follow it.11
a. Keep your options open.
b. Remember, always buy low and sell high.
d. Suggestions
A suggestion that the speaker and the hearer go together, and so in
meaning is very like French 1st imperative. In poetry, of course, Let us go
can still have the meaning of Let‟s go, as in:12
Let us go then, you and I,
When the evening is spread out against the sky
Like a patient etherized upon a table
Use let‟s or let‟s not and the base form for suggestions that include
you and another.13
Examples:
Let‟s go
Let‟s no stay
Use why don’t you and the best form to give advice to another
person. And put a question mark at the end of sentences with why don’t we
and why don’t you.14
11
Ron Cown, the Teacher’s Grammar of English …, p. 116. 12
James R. Hurdford, Grammar a Student’s Guide …, p. 96. 13
Irene E. Schoenberg, Focus on Grammar: a Basic Course for Reference and Practice,
(New York: Addison Wesley Longman, Inc, 2000), p.186.
13
Examples:
Why don‟t we go to my office?
Why don‟t you look on the internet?
And here is its negative form:15
Let‟s not stay here any longer/
(or, less likely) Don‟t let‟s stay here any longer.
These, of course, function often suggestions, not commands. They
can be seen as functioning more like commands, however, when the us is
not contracted and the Let us is seen as an exhortation to follow the
speaker‟s instructions or to agree with the judgment that the speaker
expresses:16
Examples:
Let us pray.
Let us never forget the brave men and women who made the
ultimate sacrifice.
The comments to introduce common expressions for making
suggestions such as following.17
Examples:
You could put one lamp next to the chair
You might put the coffee table in front of the sofa.
14
Irene E. Schoenberg, Focus on Grammar …, p. 186. 15
Marianne Celce Murcia and Diane Larsen Freeman, the Grammar Book: an ESL/EFL
Teacher’s Course, (United State University: Heinle and Heinle Publishers), p. 233. 16
Marianne Celce Murcia and Diane Larsen Freeman, the Grammar Book …, p. 233. 17
Sandra L. McKay, Teaching Grammar …, p. 72.
14
e. Request
A command in imperative sentence if we add please into
commands it is not used as a command but that imperative sentences are
used to make polite request.18
It means that a command changes into polite
request if put please into command. The difference between a command and
request lies in the speakers‟ tone of voice and the use of please.19
The word
please not only in the first sentence, but also in the end of the sentence.
Examples:
Close the door. (command)
Please close the door (request)
Close the door please (request)
Will you and would you, either without please, can be also
introduced polite request.
Examples:
Will you come to my house?
Will you please come to my house?
Will you come to my house please?
Would you turn on the lamp?
Would you please turn on the lamp?
Would you turn on the lamp please?
Can and could are often used to offer to do things for people, and
to ask other people to do things. Could is more „hesitant‟, less definite, than
18
Betty Schramfer Azar and Stacy A. Hagen, Basic English Grammar: Third Edition,
(New York: Pearson Education, 2006), p. 395. 19
Betty Schramfer Azar, Fundamentals of English Grammar: Third Edition, (New York:
Pearson Education, 2003), p. 213.
15
can, and it used when someone wants to make an offers or a request seem
more polite and respectful.20
Examples:
Can I carry your bag? (Offers)
Could I give you a dinner one of these days? (Offers)
Can you come here a minute, please? (Request)
Could you help me with this letter? (Request)
f. Question Tag
Imperatives may be accompanied by certain other features either
singly or in combination: some form of address (a vocative), e.g., a proper
noun, the pronoun you, or one of pronouns like everybody or somebody, or
in the negative, certain negative indefinite pronouns like anybody or
anyone: an introductory let’s or let followed by a noun phrase; a word like
please; and either positive or negative question tags like will you? Or why
don’t you? Less frequently the person find tags like can you? Can’t you?,
and so on. (Another possible interpretation of these “tagged” commands is
that they are reordered questions so that speak up, can’t you? Derives from
can’t you speak up?21
Examples:
Sit down, will you?
Sit down, won’t you?
20
Michael Swan, Practical English Usage …, p. 132. 21
Ronald, Wardhaugh, Understanding English Grammar: a Linguistic Approach, (United
Kingdom: Blackwell Publishing, 2003), p. 128.
16
These are the following points according to Ronald Wardhaugh in
his book to make imperative sentence more variety is suitable with the
function of the imperative it‟s self. A command has a characteristic
imperative sentence form: lack subject and the verb is the uninflected base
forms:22
Examples:
Sit down!
Tell me your name.
They can be made more emphatic with introductory do:
Do sit down!
Do tell me your name.
In the negative, as prohibitions of some kind, they are prefaced by
don‟t.
Examples:
Don‟t sit down!
Don‟t tell me your name.
The imperative does not normally have a subject, but we can use a
noun or pronoun to make it clear who are speaking to.23
Examples:
Andrew shut the door, please.
Have some more coffee, Kate.
Sit down, everybody.
22
Ronald Wardhaugh, Understanding English Grammar: a Linguistic Approach …, p.
128. 23
Digby Beaumont and Colin Granger, English Grammar …, p.52.
17
B. Total Physical Response (TPR)
1. Definition of TPR
According to Richard and Rodgers in their book, total physical
response (TPR) is a language teaching method built around the coordination
of speech and action; it attempts 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 traditions, including
developmental psychology, learning theory, and humanistic pedagogy, as
well as on language teaching procedures proposed by Harold and Dorothy
Palmer in 1925. 24
“Total physical response method was developed in order to
reduce the stress people feel when studying foreign languages and thereby
encourage students to persist in their study beyond a beginning level of
proficiency”.25
Furthermore “many people believe that total physical response is
only appropriate for children since the method relies on imperatives.
However, Ashers believe that the method can be used to teach any foreign
language not only to children but also adults”.26
On the basis of his research,
“Asher reasoned that the fastest, least stressful way to achieve understanding
of any target language is to follow directions uttered by the instructor
(without native language translation)”.27
“Total physical response (TPR)
consists basically of obeying commands given by the instructor that involve
on overt physical response. The instructor, for example, says “stand up” and
the classes stand up. The commands become more complex as the class
24
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods in Language
Teaching, (Cambridge: Cambridge University, 1992), p. 87. 25
Diane Larsen Freeman, Techniques and Principles in Language Teaching, (New York:
Oxford University Press, 2000), p. 113. 26
Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha
Ilmu, 2006), p. 126. 27
Diane Larsen Freeman, Techniques and Principles …, p. 108.
18
progresses, and Ashers claims that it quite possible to embed vast amounts of
syntax into the form of a command”.28
From the definition above, the writer has opinion about total physical
response; this method involves physical activity in act the verb in using
imperative sentences. Total physical response help the students improve their
ability in imperative sentences because the students enjoy in teaching and
learning process in the classroom.
2. Approach of Total Physical Response
a. Theory of Language
Asher does not directly discuss the nature of language or how
languages are organized. However, the labeling and ordering of TPR
classroom drills seem to be built on assumptions that owe much to
structuralist or grammar-based views 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 imperative, as
the central linguistic motif around which language use and learning are
organized. Despite Asher's belief in the central role of comprehension in
language learning, he does not elaborate on the relation between
comprehension, production, and communication (he has no theory of speech
acts or their equivalents, for example), although in advanced TPR lessons
imperatives are used to initiate different speech acts, such as requests ("John,
ask Mary to walk to the door"), and apologies ("Ned, tell Jack you're sorry").
29
28
Stephen D. Krashen, Principles and Practice in Second Language Acquisition,
(Oxford: Pergamon Press, 1982), p. 140. 29
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, p. 88.
19
b. Theory of Learning
Asher's language learning theories are reminiscent of the views of
other behavioral psychologists. For example, the psychologist Arthur Jensen
proposed a seven-stage model to describe the development of verbal learning
in children. Although learning psychologists such as Jensen have since aban-
doned such simple stimulus-response models of language acquisition and
development, and although linguists have rejected them as incapable of
accounting for the fundamental features of language learning and use, Asher
still sees a stimulus-response view as providing the learning theory
underlying language teaching pedagogy. 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 rather influential
learning hypotheses: 30
1. There exists a specific innate bio-program for language learning,
which defines an optimal path for first and second language
development.
2. Brain lateralization defines different learning functions in the left-
and right-brain hemispheres.
3. Stress (an affective filter) intervenes between the act of learning and
what is to be learned; the lower the stress, the greater the learning.
3. Design of Total Physical Response
a. Objective and the Syllabus
According to Ashers, the general objectives of Total Physical
Response are to teach oral proficiency at a beginning level and the type of
syllabus in total physical response (TPR) is the use of a sentence based
syllabus.31
It means that the function of total physical response is to make
students speak fluently and listen to respond the instructors‟ command.
“Teachers who use TPR believe in the importance of having their students
30
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, p. 89. 31
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, pp. 91-92.
20
enjoy their experience in learning to communicate in a foreign language”.32
It
means that in learning foreign language, the students have to enjoy in
teaching and learning process.
b. Types of Learning and Teaching Activities
“Imperative drills are the major classroom activity in total physical
response. Imperative drills typically used to elicit physical actions and
activity on the part of the learner”.33
“The first phase of a lesson is one
modeling. The instructor issues commands to a few students then perform the
actions with them. In the second phase, the same students demonstrate that
they can also have an opportunity to demonstrate their understanding”.34
c. Teacher and Learner Roles
- Teacher Roles
In total physical response method the teacher plays an active and
direct role, the teacher as the instructor and director. The teacher is
encouraged to be well-prepared and well-organized. Therefore the
lesson flows smoothly and predictably.
- Learners Roles
The students in total physical response have the primary roles of
listener and performer. They listen attentively and respond
physically to commands given by the teacher. Learners are required
to respond both individually or collectively.
32
Diane Larsen Freeman, Techniques and Principles …, p. 113. 33
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, pp. 92-93. 34
Diane Larsen Freeman, Techniques and Principles …, p. 113.
21
4. Principles of Total Physical Response
There are some principles in total physical response that have to
know by the teacher and here some of the principles:
a. Having fun makes language learners interested in learning foreign
language. The principle that learning foreign language will be more
effective if language learning have fun.
b. Correction is carried out unobtrusive manner.35
c. The students‟ understanding of the target language should be
developed before speaking.
d. The students can initially learn one part of the language rapidly by
moving their bodies.
e. The imperative is a powerful linguistic device through which the
teacher can direct student behavior.
f. Students can learn through observing actions as well as by
performing the action themselves.
g. Students should not be made to memorize fixed routines.
h. Spoken language should be emphasized over written language.
i. Students will begin to speak when they are ready.
j. Students are expected to make errors when they first begin
speaking. Teacher should be tolerant of them.36
35
Ag. Bambang Setiyadi, Teaching English as a Foreign Language …, p. 128. 36
Diane Larsen Freeman, Techniques and Principles …, pp. 111-113.
22
5. Procedures of Total Physical Response
The teacher in total physical response (TPR) should foster an
atmosphere of general euphoria. It is important to ease as much as possible
the tension of performing the commands in front of their peers.37
The teacher
gives a lot command to the students with the old and the new word. Those
procedures are review, new command, role reversal, reading and writing. 38
a. Review. This was a fast moving warm up which individual students
were moved with commands.
b. New commands. These verbs were introduced.
c. Role reversal. Students readily volunteered to utter commands that
manipulated the behavior of the instructor and other students.
d. Reading and writing. The instructor wrote on the whiteboard each
new vocabulary item and a sentence. The students listened as she
read the material. Some copied the information in their book.
6. How to Teach Imperative Sentence through Total Physical
Response.
a. The teacher gives a command in the target language and performs it
with the students.
b. The teacher gives the command quite quickly.
c. The teacher sits down and issues commands to the volunteers.
d. When the students make an error, the teacher repeats the command
while acting it out.
e. The teacher says, “Jump to the desk.” Everyone laughs; language
learning is more effective when it is fun.
f. The last, teacher writes the new commands on the whiteboard. Each
time she writes a command, she acts it out. The students copy the
sentences from the whiteboard into the notebooks.
37
Ag. Bambang Setiyadi, Teaching English as a Foreign Language …, p. 132. 38
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods …, pp. 95-96.
23
CHAPTER III
RESEARCH METHODOLOGY
A. Purpose of the Research
The writer chose action research because it is “a flexible approach to
research and professional development, its applications to the field of
language teaching are potentially numerous. As the research focus is on the
classroom and on immediate practical concern in teaching, action research
also holds promise as a site for building theories about language teaching
which teachers are potentially of value and interest to others”.1
Therefore the writer implemented classroom action research at the
seventh grade students of SMP Islam Ruhama. The purpose of this research is
improving students‟ ability of imperative sentences through total physical
response.
B. Place and Time
This action research is in SMP Islam Ruhama, the location is at Jl.
Tarumanegara No. 67 Cireundeu Ciputat. This research was started from
January 2011 to February 2011.
1 Anne Burns and Dewi Rochsantiningsih, Conducting Action Research in Indonesia:
Illustration and Implication.” Indonesian Journal of English Teaching. Volume 2, Number 1, May
2000, p. 23.
23
24
C. Cycle and Design of the Research
The classroom action research procedure used in this research is
Kemmis and McTaggart design. According to Kemmis and Taggart “action
research occurs through a dynamic and complementary process, which
consists of four essential „moment‟: of planning, acting, observing and
reflecting”.2 Kemmis and McTaggart‟s concept of action research is set out in
Figure 3.1.
a. Planning
In this step, the writer observes the problem in teaching learning process,
planning the subject is used in the teaching learning process, deciding the
topic, developing scenario learning (Lesson plan) and developing
evaluation form.
b. Acting
Second step is acting. The planning has to be done well and the new
method is applied in teaching and learning process. The material of
imperative sentence is given. In addition the media and instrument are
used for collecting data.
c. Observing
The third step is observing. In this step the writer takes a note for every
event that occurred in the classroom in order to get accurate data to repair
next cycle. It held when the classroom action research is in progress. In
this step, it is also collect the data derived from evaluation test or post test.
d. Reflecting
The last step is reflecting. Researcher and teacher discuss collaborativelly
further some problems occurred in the class. Thus, the reflection is able to
be determined after implementing the action and observation outcomes.
Based on Kemmis and McTaggart reflection is the effects of the action are
2 Anne Burns, Collaborative Action Research for English Language Teachers,
(Cambridge: Cambridge University, 1999), p. 32.
25
evaluated and become the basis for further cycles of research.3 If there still
have found some problems, so it needs to move to the next cycle
concerning re-planning, re-acting, and re-observing to solve students‟
problems and also to get a better result.
3 Anne Burns and Dewi Rochsantiningsih, Conducting Action Research in Indonesia …,
p. 22.
26
Figure 3.1 Kemmis and McTaggart’s Action Research Design4
4 Anne Burns, Collaborative Action Research …, p. 33.
27
CYCLE 1
CYCLE 2
Figure 3.2
The Classroom Action Research Procedure Adapted from Kemmis and
Taggart
Planning
After interviewing the teacher and the
students, and observing the classroom.
Then, the writer and the teacher discuss
to create lesson plan, and the instruments
(Interview, questionnaire, and test)
Reflecting
The writer and the teacher discuss about
the result from post test in first cycle, in
this case, the writer want to know
students‟ score after doing the post test.
It was improved or not.
Planning
The writer modified the lesson plan
based on the result of reflecting phase.
The writer prepares the post test.
Reflecting
The writer and the teacher discuss the
result of the implementation of modified
action. If the students‟ result was good it
was not necessary continue to next cycle.
Observing
The writer observes the students‟ activities
in the classroom and students‟ response in
learning imperative sentences through total
physical response. From the post test result
in second cycle it could be seen students‟
improvement in learning imperative.
Observing
The writer observes students in teaching and
learning process, students‟ condition and the
students‟ response in learning imperative
sentences. After that the writer gives students
test to know their ability in imperative.
Acting
The writer conducts the lesson plan that has
been made; lesson plan based on imperative
sentences through total physical response. The
writer observes the students in every cycle.
Acting
The writer implemented the lesson plan which
has been revised. In imperative material, the
students have to act the verb and listen to the
writer command.
28
D. Subject/Participants of the Research
The subject or participants in this research are the students of seventh
grade of SMP Islam Ruhama. The total population is 72 students from 2
classes. Then the writer took the students of seventh grade (VII.1) as the
samples.
E. Role and Position of the Researcher
In the research, the writer acted as planner. The writer made lesson
plan, prepared; teaching tools, observed, collected the data, and reported the
result.
F. Data and Source of Data
The several sources of data in this research, there are students,
teacher and collaborator.
a. Student
To gets data, the result of study and students activities in teaching and
learning process.
b. Collaborator (English teacher)
Collaborator as source of data to knows Classroom Action Research
(CAR) implementation comprehensively from student and also writer.
G. Instruments of the Research
The writer used several instruments in this Classroom Action
Research (CAR) as follow; observation, interview, questionnaire, and the test.
H. Technique in Collecting Data
a. Observation
The writer and collaborator observe the class; the class management in
English learning process, student difficulties in English learning
especially in imperative sentence, and the teacher technique. These are
done before and during an action.
29
b. Questionnaires
The writer gives questionnaires after an action research to know the
student opinion about method is used in the Classroom Action Research
(CAR). In this questionnaires the writer will give the score 1 (one) if the
indicator in learning phase appear. Then, to know the data of
questionnaire, it uses the formula: 5
Score =The total number of students who selected “Yes” answer X 100%
Number of Students
The result of the data adds to the percentage, it uses the classification into
the category as follows:6
Table 3.1
The Interpretation of Students’ Questionnaire
NO The Score The Criterion
1 81-100 % Excellent
2 61-80% Good
3 41-60% Enough
4 21-40% Fairly
5 0-20% Very fairly
c. Interview
Interview guide is given to the students of seventh grade students of SMP
Islam Ruhama and the collaborator (the English teacher). The writer asks
the students and collaborator before implementing Classroom Action
Research (CAR). It is to know students‟ ability in using grammar,
students‟ participation in learning grammar and imperative sentences,
and the method or any strategies usually adopted by the teacher in
5 Nana Sudjana, Penilaian Hasil Proses Belajar Mengajar, (Bandung: PT. Remaja
Rosdakarya, 2009), p. 133.
6 Peat A. Sahartian, Prinsip dan Teknik Supervisi Pendidikan, (Surabaya: Usaha Nasional,
1981), pp. 55-56.
30
teaching grammar. The interview also is carried out after Classroom
Action Research (CAR) to know the collaborators‟ response toward the
idea of total physical response.
d. The test
The writers evaluate the student by giving test, before doing action
research (pre test) and after an action research (post test). In this research,
the test is done in multiple choice forms.
I. Technique of the Data Analysis
The qualitative analysis is used in the observation of students‟
activities during teaching learning process, the interview before and after
Classroom Action Research (CAR) and the questionnaire after Classroom
Action Research (CAR). In this case, the writer collected the entire data
which have gained. In analyzing the numerical data, the writer gains the
average of students‟ imperative sentence score per action in one cycle. It is
used to measure how well students‟ performance on imperative sentences. It
uses the formula:7
Mx : Mean
X : Individual score
N : Number of students
7 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p. 81.
∑X
Mx= ──
N
31
After that , the writer tries to know the class percentage which pass the
KKM 65, the writer uses the formula:8
P : The class percentage
F : Total percentage score
N : Number of students
After getting mean of students‟ score per actions, the writer identifies
whether or not there might have any improvement of students‟ imperative
sentence from pre-test up to students‟ average score in cycle 1 and cycle 2. In
analyzing that, the writer uses the formula:9
P : Percentage of students‟ improvement
y : Pre-test result
y1 : Post-test 1
8Anas Sudijono, Pengantar Statistik Pendidikan …, p. 43.
9 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gain in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Departement of Physics and Astronomy, 2008), p.3.
F
P = ── X 100%
N
y1 - y
P = ─── X 100%
y
32
P : Percentage of students‟ improvement
y : Pre-test result
y2 : Post-test 2
J. Trustworthiness
In this research the writer used data from other sources, such as
observation, questionnaire, and interview. “Triangulation involves gathering
data from a number of different sources so that the research findings or
insights can be tasted out against each other”.10
To analyze the examined test items, the writer implements the
trustworthiness of the test. There are some phases including:
1. Discriminating Power
“The analysis of discriminating power of test items is to know the
performance of the test through distinguishing students who have high
achievement and low achievement. Discriminating power provides a more
detailed analysis of the test items than doe‟s item difficulty, because it show
how the top scores and lower scores performed on each item”.11
The
computing of discriminating power uses the formula as following:12
10
Anne Burns, Collaborative Action Research …, p. 25.
11 Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and
Direction, (London: Heinle & Heinle Publisher, 1998), p. 135.
12 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998),
p. 139.
y2 – y
P = ─── X 100%
y
33
U – L
D = ────
N
In which, D : The index of discriminating power
U : The number of pupils in the upper group who answered the
item correctly
L : The number of pupils in the lower group who answered the
item correctly
N : Number of pupils in each of the groups
Next, the discriminating scale uses:13
DP REMARK
≤ 0.40 Used
0.20 – 0.39 Revised
≤ 0.10 Discarded
13
J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
34
2. Difficulty Item
“The good items are an item that is not very easy or difficult. An
easy item doesn‟t make the students to solve the problems. And the
difficult item can make them pessimistic and don‟t have enthusiasm to try
solving the problems because they can not reach it”.14
The difficulty item analysis concerns with the proportion of
comparing students who answer correctly with all of students who follow
the test. “Item difficulty is one of conventional quantitative analysis which
was simple and easy”.15
The formula as following:16
B
P = ──
JS
In which, P : Index of difficulty
B : The total number of students who selected the correct answer
JS: The total number of students including upper and lower
group.
14
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2009),
p. 207.
15 Ahmad Sofyan et-al, Evaluasi Pembelajaran Berbasis Kompetensi, (Jakarta: UIN
Jakarta Press, 2006), p. 103.
16 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan …, p. 208.
35
The criterion that is used is as:17
ID REMARK
0 – 0.25 Difficult
0.26 – 0.75 Moderate
0.76– 1.00 Easy
17
Ahmad Sofyan et-al, Evaluasi Pembelajaran Berbasis Kompetensi …, p. 104
36
CHAPTER IV
RESEARCH FINDINGS
A. Description of the Data
1. Before Implementing the Action
a. Result of Pre Interview
Pre interview conducted in this study was the unstructured
interview. It was held on Tuesday, January 25th
2011 started at 09. 00 A.M
and finished at 10.00 A.M. The writer asked the teacher some questions,
including: the general condition in English especially in grammar class, the
difficulty faced by the students in learning imperative sentences, and the
teacher’s strategy in grammar class especially in imperative sentences and
asking about total physical response.
First category explained general condition in English class. In
English class the teacher explained the material as usual, there were pre
activities, whilst activities, and post activities. The teacher used some
activities such as: explaining material, grouping, doing the task and game.
The media used by the teacher based on the topic. (See appendix 1.b, items
number 1, 2, and 3 of pre interview)
36
37
Second category talked about the difficulty faced by the students,
focused on Grammar and imperative sentence. The teacher said that tenses
were difficult faced by the students. The students were difficult to act the
action verb in imperative form and did not respond the command from the
teacher because they were lack of vocabulary. The student’s participation
actually was good and pay attention to the teacher. (See appendix 1b, items
number 4, 5, 6 and 7 of pre interview)
The last category is about the strategy used by the teacher in
imperative class and asked about total physical response (TPR). The teacher
said that she ever heard and has done the total physical response (TPR) in
teaching learning process. Total physical response (TPR) method was
effective for imperative sentence and can improve the students’ ability in
using imperative sentence. (See appendix 1b, items number 8, 9 and 10 of pre
interview)
Besides interview the teacher, the writer interviews three students.
It was held on Tuesday, February 1st 2011 started at 09. 45 A.M and finished
at 10.15 A.M. The writer asks the students some question about problems on
learning grammar in general. The questions are given in interviewing the
students before the writer implementing action research.
- Writer : Apakah yang kamu suka dari pelajaran bahasa Inggris (gurunya,
materinya, atau metode belajarnya?
Answer:
(Student 1) Materinya, karena mudah dan cepat dimengerti dan
penjelasan gurunya bagus jadi paham materinya. (Students 2) Metode
belajarnya, contoh game, karena dengan game saya bisa cepat
memahami materi. (Student 3) Gurunya, karena gurunya tegas meskipun
murid tidak bisa memahami materi tapi tetap memberi motivasi.
38
- Writer: Apakah kamu suka pelajaran grammar?
Answer:
(Student 1) Ya suka, mudah patternnya (pola-pola nya). (Student 2) Suka,
lebih mudah dipahami. (Student 3) Kalau saya mengerti saya suka, tapi
kalau tidak mengerti saya tidak suka jadi tergantung kondisi.
- Writer: Apakah kamu suka belajar rumus-rumus atau struktur dalam
bahasa Inggris?
Answer:
(Student 1) Suka, karena mudah dimengerti. (Student 2) Ya, lebih mudah
dipahami. (Student 3) Tidak suka, ribet dan sulit dipahami walaupun
sudah berusaha belajar.
- Writer : Materi apa yang kamu suka dari grammar?
Answer:
(Students 1) Future tense. (Student 2) Present progressive. (Student 3)
Tidak ada yang disukai.
- Dengan cara apa proses pembelajaran grammar lebih kamu sukai?
Answer:
(Student 1) Dengan penjelasan, karena lebih mudah dan praktis. (Student
2) Dengan penjelasan dari guru dan banyak latihan. (Student 3) Dengan
penjelsan.
From the 37 students of seventh grade, the writer took three
students as interviewee and five questions for the interview. The first question
about English lesson, three students had a different answer, the first student
likes English lesson based on the material, the second students likes English
lesson based on the method, and the third student likes English lesson based
on the teacher. The second question about Grammar, three students like
Grammar. The third question about pattern in English, three students like
pattern in English. The fourth question about the material that the students
like to learn, the first student likes future tense, the second student likes
present continuous tense and the third student did not like the material. The
39
last question about the grammar teaching and learning process, three students
like to learn grammar by the explanation from the teacher.
b. Result of Pre Observation
Pre observation was carried out before implementing action
research. It was held to observe of teaching and learning process in
imperative sentences before implementing the action. It was held at the
seventh grade students of SMP Islam Ruhama Cireundeu Ciputat Timur
2010/2011 academic year. There consisted of 37 students in the class.
The writer saw teaching and learning process in the seventh grade
uncontrolled, some students made a noise in the classroom, was not
discipline, and when the teacher gave the exercise they cheated each other.
From this observation, it makes the writer thought when she teaches the
seventh grade students she had to change the conditions. Therefore, from this
observation the writer made a regulation for the students, such as gave the
punishment to the students who undisciplined in the classroom and made
lesson plan based on the material, in this case the imperative sentences
through total physical response, the writer hope it will make the students
active in the classroom.
c. Result of Pretest
In this research there are two pretests, the pretest before the cycle 1
and cycle 2. The pretest before cycle 1 was conducted on Tuesday, February
1st 2011 and before cycle 2 on Tuesday 8
th 2011. There were 12 questions in
multiple choice forms in every pretest.
Based on the result of the pretest before first and second cycles, the
data showed that the mean score of both pretests were 48.10 and 50.27. There
were only five students or 13.51 % in the cycle 1 and also five students or
13.51 % in the cycle 2 the students who got the score above the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in the pretest cycle 2
meanwhile the other 32 students were below that criterion. From that
analyzing, it could be seen that almost of the seventh grade students of SMP
Islam Ruhama still very low in using imperative sentences.
40
2. Findings of the First Cycle
a. Planning
In this phase there were some activities, first, the writer and the
teacher discussed the planning that would be conducted in the action phase to
solve the problems faced by the students in using imperative sentences. The
lesson plan made in this cycle was two lesson plans. After that, the writer
determined the selected material and exercises into a lesson plan. The main
material was imperative sentences; the materials took from the English text
book, also the writer made hand out for the students and the main discussion
was about action verb, giving instruction, and polite request. Students have
to listen and perform; listen attentively and respond physically commands
given by the writer. In this phase, the writer did not only make the lesson plan
but also prepared unstructured observation sheet to note the students’
activities during teaching learning process. And the writer also prepared the
post test 1 to collect the data; to know whether some students’ improvement
scores from pretest and posttest.
b. Acting
Action of cycle 1 was done on February 1st and
4th
2011. The writer
implemented the teaching learning process based on the lesson plan had been
made. In the first meeting, the writer taught “action verb” and “giving
instruction” through Total Physical Response (TPR), there were some
activities, first, writer asked the students about “action verb”, second, the
writer asked one of student to act the action verb into simple sentence by
using physical movement and perform in front of other students, next, the
writer explained the “action verb” and “giving instruction”, after that the
writer asked the student to make the imperative sentences in instruction form,
finally, the writer gave the conclusion from the material and gave the work
sheet to the students and collect it, from the work sheet had been done by
students, the writer will know students’ ability in using imperative sentences.
41
In the second meeting, the writer gave the command by using imperative
sentence “polite request” to the students, and the students acted the command.
Next, the writer asked one of student to come forward then she/he asked
his/her friend to act the command by using imperative sentence “polite
request”. Then, the writer explained the imperative sentence “polite request”
and asked the students to make a sentence by using imperative sentence
“polite request”, finally, the writer gave the conclusion from the material and
gave the work sheet to the students and collect it, from the work sheet had
been done by the students, the writer will know students’ ability in using
imperative sentence.
c. Observing
In this phase, the collaborator observed the action while the writer
is teaching in the class. The collaborator and writer saw that the students were
active while doing the activity in the classroom. Although there was noise,
the students enjoyed the class activity. Beside, the writer has to control the
student who has made noise in the class. The writer has to manage the class
and give clear explanation about the material. The writer looked the class
never quite because of the students’ activities; the collaborator also helped the
writer for managing the students sit and discipline in the classroom.
After teaching learning process finished, in this observing phase
was also carried out the post test 1 exactly on the second action of the cycle 1
to measure how well the students’ ability in using imperative sentences that
had been studied. Based on the result of post test 1, the mean score of the
class derived 71.08 in which were 26 students who passed the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65 (sixty five).
d. Reflecting
The writer and the teacher discussed about the conclusion of
implementing the action. Therefore they tried to modify the action in order
students more comprehend in using imperative sentences and in order 75 %
of students in the class could pass the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) because in the post test 1 showed 70.27 % or
42
twenty six students who passed the KKM and there were eleven students did
not pass the KKM.
In the matter of the cycle 1, the writer and the observer felt
satisfied because the students’ score was good enough in the post test one,
although it was good enough but they have to increase their ability in using
imperative sentences not only remember the form but also to act the action
verb. The writer still needs to accomplish the next cycle to improve students’
score.
3. Findings of the Second Cycle.
a. Planning
In the planning phase of the cycle 2, the writer implemented the
lesson plan and modified the previous lesson plan based on the result of
reflecting in the cycle 1. The lesson plan which was used still related to
imperative sentences through total physical response. The students will learn
prohibition sentence, identify schematic structure and linguistic features of
procedure text, in linguistic features there were imperative sentence and
action verb. The title of procedure text was “How to make soda Ice Milk”.
Moreover there were some modifications in the cycle 2; the students had to
practice directly and listened to the teachers’ command and direction in
making soda ice milk and the writer need to give the direction to do the act of
verb clearly. The writer hope, from these preparations the students’ ability in
using imperative sentences will improve. And the writer also prepared the
post test 2 to collect the data.
b. Acting
The action of the cycle 1 was done on February 8th
and 11th
2011.
There were two meeting in the cycle 2; the first meeting learned about
“prohibition” and the second meeting about the procedure text, the title was
“How to make soda ice milk”. Before continuing the next lesson, the writer
asked the students the previous lesson. The first meeting, the writer asked one
of the students to come forward, she/he asked another student to act the
command, after that the writer explained the lesson “prohibition”, asked the
43
students to act the verb in the prohibition form and gave the worksheet to the
students. The second meeting, the writer gave the new vocabulary, such as:
Put, pour, stir and add, asked one of the students to come forward to
make”Soda ice milk”, and the students pay attention to the writers’
instruction. To take the exercise, the students made nine groups, every group
consisted of four students. The students practiced ”How to sharpen a pencil”
and they listened to the writers’ instruction, after that the writer gave the work
sheet and the students completed the sentences about ”Sharpening a pencil”.
Finally, after the sentences were complete, the students read the sentences
loudly then they collected the work sheet to the writer.
c. Observing
in the cycle 2, generally the class condition in learning process was
better than previous cycle. In this cycle, the students more enthusiastic in
leraning imperative sentences, especially about procedure text ”How to make
soda ice”, when the teacher gave the direction by the action verb, the
students’ response were good and understand what was the writer said. They
were active in doing the activities. It means that the students more
comprehend in using imperative sentences. Furthermore when they were
given the exercise by the writer, they enjoyed and did it individually without
cheating each other. Related to the students’ ability, they showed progress in
using and responsing the imperative sentences. In the second meeting in the
cycle 2, the writer was held on posttest 2 regarding students’ ability in using
and responding imperative sentences. Based on the score result of posttest 2,
the mean score of the class in imperative sentence test achieved 86.48 % or
32 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) 65 (sixty five).
d. Reflecting
After finishing each phase in cycle 2, the teacher and the observer
discussed the action of cycle 2. This phase was carried out after getting the
score result of imperative sentence test. The students’ ability in using
imperative sentence in the cycle 2 better than cycle 1. The writer and the
44
collaborator satisfied because of their score result was good. Furthermore, the
students could response the writers’ command easily and they enthusiastic
and enjoyed during teaching and learning process.
Based on the students’ score from pretest to post test 2 there was a
good achievement that was achieved by the students. There were 32 students
or 86.48 % who achieved the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM). After achieving the target reserach of where
minimally 75% who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM), so that the writer and observer decided stop the
Classroom Action Research (CAR). The writer and the observer concluded
that the total physical response (TPR) could improve students’ ability in using
imperative sentences.
4. Findings after Implementing the Classroom Action Research (CAR)
a. Result of Post Interview
After implementing total physical response (TPR) method, the
writer carried out the interview with the teacher. It was conducted on Friday,
February 18th 2011. After finishing cycle 2. It started at 10.00 A.M and
finished at 10.30 A.M. The writer wanted to know the teacher opinion about
total physical response (TPR) method in teaching learning process of
imperative sentences. In this case, the writer divided three categories
questions in the interview. There were the students’ condition in teaching and
learning process of imperaive sentences in the classroom, the method that was
use in the classroom, and teachers’ opinion about total physical response.
First category was the students’ condition in teaching and learning
process of imperative sentences in the classroom , teacher said that students’
condition was good, anthusiastic in getting material, and had motivation for
speaking English. Next, the students’ participation was good enough in
learning imperative sentences because they usually speak English in teaching
learning English process. Finally, the students more happy and active in
learning imperative sentences, they were not bore. (See appendix 2b, items
number 1, 2, and 3 of interview)
45
Second category was the method that was use in the classroom.
The difficulties that faced by the students when the writer used the total
physical response (TPR) in learning imperative sentences was the class
management uncontrolled and to solve this problem, see the students and
repeat the instruction which has deliver by the writer in teaching and learning
process. Next, the total physical response method can improve students’
ability in using imperative sentences, it was dirrectly practice to speak and
response the instructions. The last, the teacher ever implemented the total
physical response method and she has a motivation to use it in the classroom
activities. (See appendix 2b, items number 4, 5, 6, 7, and 8 of interview)
The last category teachers’ opinion about total physical response.
Teacher said the Total Physical Response (TPR) method was effective for
learning imperative sentence, this method can improve students’ ability in
using imperative sentences. The teachers’ suggestion as the teacher we have
to use total physical response in teaching and learning process every meeting
in order that the students know and comprehend in imperative sentences. (See
appendix 2b, item number 9 and 10 of interview)
b. Result of Post Questionnare
The post-questionnare was conducted to know about students’
response after learning imperative sentences through total physical response.
The questionnare used in this research was open queastionnare. The
questionnare was given to the seventh grade students of SMP Islam Ruhama
Cireundeu Ciputat Timur on Friday, February 18th
2011. This questionnaire
has ten questions. The following was the description of the result of post
questionnaire.
1. Total physical response helps the students to make, use and act the
imperative sentences.
The result of first question showed that 100 % the students answer
“Yes” or 37 students agree about total physical response helps the
students to use and act the imperative sentences. Based on the
46
interpretation of students’ questionnaire if the answer showed 100% it
was excellent criterion.
2. The effectiveness of total physical response in learning imperative
sentence.
The second question showed that 97.29% or 36 students answer “Yes”
and 1 student answer “No” about the total physical response was
effective in learning imperative sentences. Based on the interpretation
of students’ questionnaire it was excellent criterion.
3. The feeling towards teaching and learning imperative sentence
through total physical response (TPR).
The result showed that 75.67% or 28 students answer “Yes” and 9
students answer “No” about the students’ feeling towards teaching and
learning imperative sentence through total physical response (TPR). It
meant that 75.67% of students like total physical response method.
Based on the interpretation of students’ questionnaire it was good
criterion.
4. Learning imperative sentence through total physical response method
helps the students more active.
The result showed that 97.29% or 36 students answer “Yes” and 1
student answer “No” about learning imperative sentence through total
physical response made students more active to act the verb in the
classroom. Based on the interpretation of students’ questionnaire it
was excellent criterion.
5. New knowledge in learning imperative sentence through total physical
response.
The result showed that 97.29% or 33 students answer “Yes” and 4
students answer “No” about the students got new knowledge after
learning imperative sentences. Based on the interpretation of students’
questionnaire it was excellent criterion.
47
6. To use and make the imperative sentences is easily.
The result showed that 97.29% or 33 students answer “Yes” and 4
students answer “No” about how to use and make the imperative
sentences. Based on the interpretation of students’ questionnaire it was
excellent criterion.
7. Students’ feeling in learning imperative sentence through total
physical response.
The result showed that 97.29% or 34 students answer “Yes” and 3
students answer “No” about the students like learning imperative
sentences through total physical response. Based on the interpretation
of students’ questionnaire it was excellent criterion.
8. The students’ ability in using imperative sentence in the classroom.
The result showed that 75.67% or 28 students answer “Yes” and 9
students answer “No” about the students’ ability in using imperative
sentence through total physical response (TPR) in the classroom.
Based on the interpretation of students’ questionnaire it was good
criterion.
9. The students’ ability to memorize kind of imperative sentences.
The result showed that 81.08% or 30 students answer “Yes” and 6
students answer “No” about the students’ ability in memorizing kind
of imperative sentence. Based on the interpretation of students’
questionnaire it was excellent criterion.
10. The function of total physical response in teaching and learning
process of imperative sentences.
The result from the last question showed that 72.97% or 27 students
answer “Yes” and 10 students answer “No” about the function of total
physical response in teaching and learning process of imperative
sentences. Based on the interpretation of students’ questionnaire it was
good criterion.
48
The writer can conclude that students’ response about total physical
response was positive or 87.02% based on the result of questionnaire. The
following was the table of students’ post questionnaire result:
Table 4.1
The Students’ Result of Post Questionnaire
Students’
Number/Items
Number
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
S1 1 1 0 1 1 1 0 1 1 1
S2 1 1 0 1 1 1 0 1 1 1
S3 1 0 1 1 1 1 1 1 0 1
S4 1 1 1 0 1 1 1 1 0 1
S5 1 1 1 1 1 1 1 1 1 1
S6 1 1 0 1 1 0 0 0 1 0
S7 1 1 1 1 1 1 1 1 1 0
S8 1 1 1 1 1 1 1 0 1 0
S9 1 1 1 1 1 1 1 1 0 0
S10 1 1 1 1 1 1 1 1 1 1
S11 1 1 1 1 1 1 1 1 1 1
S12 1 1 1 1 1 1 1 1 1 1
S13 1 1 1 1 1 1 1 1 1 0
S14 1 1 1 1 0 1 1 1 1 0
S15 1 1 1 1 0 1 1 1 1 1
S16 1 1 1 1 1 1 1 1 1 1
S17 1 1 0 1 1 1 1 1 1 1
S18 1 1 1 1 1 1 1 1 1 1
S19 1 1 1 1 1 1 1 1 1 1
S20 1 1 1 1 1 1 1 0 1 1
S21 1 1 1 1 1 1 1 1 1 0
S22 1 1 0 1 1 1 1 1 1 0
49
S23 1 1 1 1 0 1 1 1 1 1
S24 1 1 1 1 1 1 1 0 1 0
S25 1 1 0 1 1 0 1 0 0 1
S26 1 1 1 1 1 1 1 1 1 1
S27 1 1 1 1 1 1 1 1 1 1
S28 1 1 0 1 1 1 1 0 1 1
S29 1 1 1 1 1 1 1 1 1 1
S30 1 1 1 1 1 1 1 1 1 1
S31 1 1 1 1 1 1 1 1 1 1
S32 1 1 0 1 1 0 1 0 0 1
S33 1 1 1 1 0 0 1 0 0 0
S34 1 1 1 1 1 1 1 1 1 1
S35 1 1 0 1 1 1 1 1 1 1
S36 1 1 1 1 1 1 1 0 0 1
S37 1 1 1 1 1 1 1 1 1 1
The total
number of
students who
selected “Yes”
answer
37 36 28 36 33 33 34 28 30 27
Percentage 100% 97.29% 75.67% 97.29% 89.18% 89.18% 91.89% 75.67% 81.08% 72.97
%
c. Result of Post Test
Before the students carried the test, the writer had done the
trustworthiness of the test using discriminating power and difficulty item
among pretest 1, posttest 1, pretest 2 and post test 2. It was found that there
consisted of seven items should be revised for pre test and post test in cycle
1 and one item in cycle 2.
Furthermore, the writer inputted the result of data including
pretest and post test in cycle 1 into a table as following:
50
Table 4.2
The Students’ Score of Pretest and Posttest I
No Students’ Number Pre-Test Post-Test I
1 S1 70* 80*
2 S2 50 50
3 S3 80* 100*
4 S4 60 80*
5 S5 50 60
6 S6 60 80*
7 S7 50 50
8 S8 60 80*
9 S9 60 90*
10 S10 40 70*
11 S11 10 80*
12 S12 30 70*
13 S13 30 80*
14 S14 10 40
15 S15 40 90*
16 S16 10 30
17 S17 60 70*
18 S18 90* 90*
19 S19 30 80*
20 S20 60 60
21 S21 30 60
22 S22 60 70*
23 S23 60 70*
24 S24 60 60
25 S25 10 70*
26 S26 60 80*
27 S27 70* 60
51
28 S28 60 90*
29 S29 40 60
30 S30 10 30
31 S31 60 90*
32 S32 60 90*
33 S33 60 70*
34 S34 30 70*
35 S35 80* 70*
36 S36 50 80*
37 S37 30 80*
Mean 48.10 71.08
*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal KKM (65)
Then, the writer inputted the result of pretest and post test in cycle
2 into a table as following:
Table 4.3
The Students’ Score of Pretest and Posttest II
No Students’ Number Pre-Test Post-Test II
1 S1 70* 92*
2 S2 30 92*
3 S3 50 90*
4 S4 60 83*
5 S5 60 65*
6 S6 60 75*
7 S7 30 60
8 S8 50 65*
9 S9 50 65*
10 S10 40 60
11 S11 70* 100*
12 S12 50 65*
52
13 S13 50 66*
14 S14 50 65*
15 S15 50 65*
16 S16 50 65*
17 S17 70* 92*
18 S18 50 92*
19 S19 50 65*
20 S20 50 65*
21 S21 50 65*
22 S22 30 75*
23 S23 60 66*
24 S24 30 60
25 S25 40 66*
26 S26 70* 92*
27 S27 30 92*
28 S28 50 90*
29 S29 40 75*
30 S30 40 60
31 S31 50 92*
32 S32 70* 70*
33 S33 30 60
34 S34 50 65*
35 S35 60 92*
36 S36 60 92*
37 S37 60 65*
Mean 50.27 74.70
*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal KKM (65)
53
To compare the test result between pretest and post test of each
cycle, the writer uses some steps. There are calculating the students mean
score of the test, calculating the class percentage, and calculating the
students’ improvement score from pretest to posttest 1 and 2 into percentage.
In analyzing the data of pretest 1 and 2, the first step to get the mean
score of the class. It is calculated as following:
The mean score of pretest in cycle 1
∑X
Mx = ──
N
Mx = 1780
37
Mx = 48.10
The mean score of pretest in cycle 2
∑X
Mx = ──
N
Mx = 1860
37
Mx = 50.27
From the calculation, the mean score of the class in pretest cycle 1, 48.10 and
pretest cycle 2, 50.27. It means that the students’ ability in imperative
sentence mean score before using total physical response or before
implementing classroom action research in cycle 1 is 48.10 and in cycle 2 is
50.27.
The second step is to know percentage of students’ score who passed
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65
(sixty five). It is calculated by using as follow:
54
F
P = ── X 100%
N
P = 5 X 100%
──
37
P = 13.51%
From the calculation, the students’ score percentage in the pretest 13.51%. It
means that there are 5 five students who pass the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) and there are 32 students are
still below the KKM.
Then in the cycle 1 of Classroom Action Research (CAR), the writer
calculates the result of posttest 1 to know the students’ score improvement
from the posttest 1 result. There are three ways to get this improvement score
into percentage and calculating the class percentage.
The first is to calculate the mean score of posttest 1. The
computation as following:
∑X
Mx = ──
N
Mx = 2630
37
Mx = 71.08
From the calculation, the students’ mean score of posttest in cycle 1 is 71.08.
It evidences that there are some development from the pretest mean score. It
could be seen from the pretest mean score (48.10) to the mean score of
posttest 1 (71.08). It increase 22.98 (71.08 - 48.10).
55
The second is to get the persentage of students’ improvement score
from pretest to posttest 1. The writer computes by using as follows:
y1 - y
P = ─── X 100%
y
71.08 - 48.10
P = X 100%
y
P = 22.98 x 100%
48.10
P = 47.77%
Based on that calculation, the percentage of the students’ improvement score
from pretest to pretest 1 is 47.77%. It shows that the score in the cycle 1 has
increased 47.77% from the pretest score.
The last is to know the percentage of students who pass the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). The
calculation as by using as follow:
F
P = ── X 100%
N
26
P = ── X 100%
37
P = 70.27%
From that calculation, the class percentage which passes the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) is 70.27%. It means
that in cycle 1 of Classroom Action Research (CAR), there are 26 students
who passed the KKM and 11 students whose score are below the KKM. The
class percentage of posttest 1 shows some students’ improvement of the class
percentage in the pretest (13.51%). The students’ improvement which passes
the KKM is 56.76% (70.27%-13.51%). The writer has a target of success, the
56
students have to achieve 75%, in fact the students could not achieve yet only
56.76%, it is still needed more improvement.
Next, in the cycle 2 of Classroom Action Research (CAR) the writer
also calculates the result of pretest or posttest to know the score improvement
either from pretest or posttest 1. There are three ways to know this
improvement; to calculate the mean score of the class, to calculate the
percentage of the students’ development score, and to calculate the class
percentage which pass the KKM (65).
Firstly is to calculate the mean score of the class in posttest 2. The
calculation using as follows:
∑X
Mx = ──
N
Mx = 2764
37
Mx = 74.70
From the calculation, the students’ mean score of posttest in cycle 2 is 74.70.
It evidences that there are some students’ developments score (3.62) from the
mean score of posttest 1 (71.08).
The second is to know calculation of persentage of students’
improvement score from pretest to post test 2. The writer computes by using
as follows:
y2 - y
P = ─── X 100%
y
74.70 – 50.27
P = X 100%
y
P = 24.43 x 100%
50.27
P = 48.59 %
57
Based on that calculation, it could be known that posttest 2 improves 48.59%
from the pretest 0.82% (48.59%-47.77%) from the pretest 1.
The last is to know the percentage of students who pass the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). The
calculation as by using as follow:
F
P = ── X 100%
N
32
P = ── X 100%
37
P = 86.48%
From that calculation, the class percentage which passes the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) is 86.48%. It means
that in cycle 2 of classroom action research (CAR), there are 32 students who
passed the KKM and 5 students whose score are below the KKM.
B. Interpretation of the Data
1. Data of Interview
The data gained from pre interview with English teacher indicated
that the students still difficult to act the action verb in imperative form and
did not respond the command from the teacher because they were lack of
vocabulary and did not understand what was the teacher said. After the pre
interview finished the writer thought that teaching and learning process of
imperative sentence in the seventh grade students of SMP Islam Ruhama
should be changed, therefore the writer decided to teach imperative sentence
through total physical response method and implemented the classroom
action research. After implementing the action students’ condition was good,
anthusiastic in getting material, and had motivation for speaking English.
Next, the students’ participation was good enough in learning imperative
sentences because they usually speak English in teaching learning English
process. Finally, the students more happy and active in learning imperative
58
sentences, they were not bore. Teacher said the Total Physical Response
(TPR) method was effective for learning imperative sentence, this method can
improve students’ ability in using imperative sentences.
2. Data of Questionnare
The writer made ten questions for the questionnare, then she made
statments to make easier to interprate the data, in general the writer concluded
into teaching and learning process of imperative sentences through Total
Physical Response (TPR). The data from the questionnaire gained that after
using total physical response in teaching imperative sentences, the students
gave positive responses or 87.02% toward the action. According to the
students total physical response made them active in learning imperative,
effective for imperative material, easy to learn imperative, and the students
got the new knowledge from Total Physical Response (TPR). Hens, total
physical response could make classroom more interesting in teaching and
learning process of imperative sentences.
3. Data of Test
The data gained from the pre test, the post test of cycle 1 and the
post test of cycle 2. Mean score of pretest before cycle 1 is 48.10 and mean
score of pretest before cycle 2 is 50.27. These are students’ score of
imperative sentences before using total physical response. Meanwhile, the
class percentage of students’ score who passed the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) is 13.51%. It means that there
are only 5 students who are able to pass the KKM (65) and 32 students are
still below the KKM.
The students’ mean score of posttest in cycle 1 is 71.08 or 70.27%
students who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) and the post test cycle 2 is 74.70 or 86.48% students who
achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM). It means that in cycle 2 of classroom action research (CAR), there are
32 students who passed the KKM. The writer concluded total physical
response method can improve students’ ability in using imperative sentences.
59
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research conducted in seventh grade of SMP Islam Ruhama
2010/2011 academic year, it can be concluded that total physical response could
improve students’ ability in using imperative sentences. To improve students’
ability in using imperative sentences, the students practice directly in using action
verb in imperative sentences, the writer gave the instruction and the students
responded. The improvement students’ ability in using imperative sentences such
as: the students could act the verb into imperative sentences in the classroom
activities, could respond the command from the writer easily, and comprehended
in using imperative sentences. The findings of this research are: First, related to
the test, the students’ mean score in the pretest before implementing cycle 1 is
48.10, the students’ mean score of posttest in cycle 1 is 71.08 or 70.27% students
who achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) and the post test in cycle 2 is 74.70 or 86.48% students who achieved the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Second,
related to observation result showed that the student more active and enjoy in
learning imperative sentences, third related to the interview result, the students
anthusiastic in getting material, and had motivation to learn the imperative
59
60
sentences. And the last, related to the result of questionnaire. The writer
concluded that students’ response about total physical response was positive
answer or 87.02 % from the students who selected “Yes” Answer from 10
questions. It means that total physical response method effective for learning
imperative sentences, this method can improve students’ ability in using
imperative sentences.
B. Suggestion
In this part, the writer contributes two points in suggestion, first, total
physical response method is helpful in teaching and learning of imperative
sentences. Second, total physical response method can be implemented in English
teaching learning process, especially the effort of improving students’ ability in
using imperative sentences.
61
BIBLIOGRAPHY
Arikunto, Suharsimi. Dasar-dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,
2009.
Bailey, Kathleen M. Learning about Language Assessment: Dilemmas, Decisions,
and Direction, London: Heinle & Heinle Publisher, 1998.
Beaumont, Digby and Granger, Colin. English Grammar, Oxford: Heinemann,
1989.
Burns, Anne. Collaborative Action Research for English Language Teachers,
Cambridge: Cambridge University, 1999.
Burns, Anne and Rochsantiningsih, Dewi. “Conducting Action Research in
Indonesia: Illustration and Implication.” Indonesian Journal of English
Teaching, Volume 2, Number 1, May 2000.
Celce Murcia, Marianne and Larsen Freeman, Diane. The Grammar Book: an
ESL/EFL Teacher’s Course, United State University: Heinle and Heinle
Publishers, 1999.
Cown, Ron. The Teacher’s Grammar of English: A Course Book and Reference
Guide, Cambridge: Cambridge University, 2008.
Departemen Pendidikan Nasional. Model Sillabus dan Rencana Pelaksanaan
Pembelajaran, Jakarta: Depdiknas, 2007.
E. Schoenberg, Irene. Focus on Grammar: A basic Course for Reference and
Practice, New York: Addison Wesley Longman, Inc, 2000.
Harmer, Jeremy. The Practice of English Language Teaching (Fourth Edition),
England: Longman, 2007.
Heaton, J. B. Heaton. Classroom Testing, New York: Longman Inc, 1990.
Hurdford, James R. Grammar a Student’s Guide, Cambridge: Cambridge
University, 1994.
Krashen, Stephen D. Principles and Practice in Second Language Acquisition,
Oxford: Pergamon Press, 1982.
Larsen Freeman, Diane. Techniques and Principles in Language Teaching,
Oxford: Oxford University, 2000.
62
Leech, Geoffery Leech and Svartvik, Jay. A Communicative Grammar of English,
(Third Edition), Longman: Edinburgh, 2002.
LeTournean, Mark S. English Grammar, USA: Harcourt, Inc, 2001.
L. McKay, Sandra. Teaching Grammar: Form, Function, and Technique, New
York: Pergamon Press, 1985.
Meltzer, David E. The Relationship between Mathematics Preparation and
Conceptual Learning Gain in Physics: A Possible Hidden Variable in
Diagnostic Pretest Scores, Iowa: Departement of Physics and Astronomy,
2008.
Richard, Jack C. and Rodgers, Theodore S. Approaches’ and Methods in
Language Teaching, Cambridge: Cambridge University, 1992.
Sahartian, Peat A. Prinsip dan Teknik Supervisi Pendidikan, Surabaya: Usaha
Nasional, 1981.
Schramfer, Betty Azzar and A. Hagen, Stacy. Basic English Grammar: Third
Edition, New York: Pearson Education, 2006.
Schramfer, Betty Azar. Fundamentals of English Grammar: Third Edition, New
York: Pearson Education, 2003.
Setiyadi, Bambang. Teaching English as a Foreign Language, Yogyakarta: Graha
Ilmu, 2006.
Sofyan, Ahmad et-al. Evaluasi Pembelajaran Berbasis Kompetensi, Jakarta: UIN
Jakarta Press, 2006.
Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo
Persada, 2008.
Sudjana, Nana. Penilaian Hasil Proses Belajar Mengajar, Bandung: PT. Remaja
Rosdakarya, 2009.
Swan, Michael. Practical English Usage, Oxford: Oxford University Press, 1980.
Tinambunan, Wilmar. Evaluation of Student Achievement, Jakarta: Depdiknas,
1998.
Ur, Penny. Grammar Practice Activities A Particle Guide for Teachers,
Cambridge: Cambridge University Press, 1988.
63
Appendix 1a: Interview for the English Teacher before Implementing the
Action
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS
TERKAIT MASALAH PENGAJARAN DI KELAS
1. Bagaimana proses pembelajaran bahasa Inggris di Kelas?
2. Aktivitas apa yang dilaksanakan dalam proses pengajaran bahasa Inggris?
3. Metode apa yang anda gunakan dalam pengajaran grammar?
4. Aspek grammar apa yang sulit dipahami oleh siswa?
5. Bagaimana dengan imperative sentence? Apakah siswa masih mengalami
kesulitan dalam memahami makna imperative?
6. Bagaimana partisipasi siswa ketika pengajaran imperative sentence?
7. Ketika mempelajari imperative sentence, kesulitan apa yang sering dialami
oleh siswa?Apa penyebabnya?
8. Apakah anda pernah mendengar metode total physical response dalam
pengajaran?
9. Apakah metode pengajaran total physical response efektif diterapkan pada
pengajaran imperative sentence?
10. Menutut anda apakah metode total physical response dapat meningkatkan
kemampuan siswa dalam menggunakan imperative sentence?
64
Appendix 1b: The Result of Interview before Implemented Action Research
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (SMP Islam Ruhama)
Pewawancara : Tati Rohayati
Pihak yang diwawancara : Siti Romlah S.Pd
Jabatan : Guru Bahasa Inggris
Waktu : 10.00-10.30
Tempat : Ruang guru
1. Tanya : Bagaimana proses pembelajaran bahasa Inggris di Kelas?
Jawab : Proses pembelajaran bahasa Inggris di kelas dilakukan seperti
biasanya yaitu: Pendahuluan, kegiatan inti dan penutup.
2. Tanya : Aktivitas apa yang dilaksanakan dalam proses pengajaran bahasa
Inggris?
Jawab : Aktivitas yang dilaksanakan dalam proses pengajran bahasa
Inggris seperti: menjelaskan materi, dengan cara berkelompok dan
mengerjakan latihan dan game.
3. Tanya : Media apa yang anda gunakan dalam pengajaran grammar?
Jawab : Media yang digunakan dalam pengajran grammar tergantung pada
materi pelajaran yang akan dibahas.
4. Tanya : Aspek grammar apa yang sulit dipahami oleh siswa?
Jawab : Tesnses adalah permasalahan yang dianggap sulit oleh siswa,
karena siswa berpikir banyak sekali form dalam tenses.
5. Tanya : Bagaimana dengan imperative sentence? Apakah siswa masih
mengalami kesulitan dalam memahami makna imperative?
Jawab : Dalam imperative sentences siswa sulit dalam menggunakan
action verb dalam bentuk imperative dan tidak bisa merespon perintah dari
guru karena mereka tidak tahu maknanya.
6. Tanya : Bagaimana partisipasi siswa ketika pengajaran imperative
sentence?
65
Jawab : Sebenarnya partisipasi siswa dalam pengajaran imperative
sentence baik dan siswa mau memperhatikan.
7. Tanya :Ketika mempelajari imperative sentence, kesulitan apa yang sering
dialami oleh siswa?Apa penyebabnya?
Jawab : Dalam imperative sentences siswa sulit dalam menggunakan
action verb dalam bentuk imperative dan dan tidak merespon perintah dari
guru karena mereka tidak tahu maknanya. Penyebabnya adalah pengetahuan
kosa kata siswa kurang.
8. Tanya : Apakah anda pernah mendengar metode total physical response
dalam pengajaran?
Jawab : Ya, saya tahu metode total physical response dalam pengajaran
dan saya pernah menggunakannya di kelas.
9. Tanya : Apakah metode pengajaran total physical response efektif
diterapkan pada pengajaran imperative sentence?
Jawab : Ya, metode total physical response sangat efektif diterapkan
dalam pengajaran imperative sentence.
10. Tanya : Menurut anda apakah metode total physical response dapat
meningkatkan kemampuan siswa dalam menggunakan imperative sentence?
Jawab : Menurut saya metode total physical response dapat meningkatkan
kemampuan siswa dalam menggunakan imperative sentence.
66
Appendix 1c: Interview for the Students before Implementing the Action
PEDOMAN WAWANCARA DENGAN SISWA SMP ISLAM RUHAMA
TERKAIT MASALAH KESULITAN SISWA DALAM BELAJAR
GRAMMAR
1. Apa yang kamu suka dari pelajaran bahasa Inggris (gurunya, materinya, atau
metode belajarnya)?
2. Apakah kamu suka pelajaran grammar?
3. Apakah kamu suka belajar rumus- rumus atau struktur dalam bahasa
Inggris?Ya/tidak dan berikan alasannya!
4. Materi apa yang paling kamu suka dari grammar?
5. Dengan cara apa proses pembelajaran grammar lebih kamu sukai?
67
Appendix 1d: The result of Interview for the Students before Implementing
the Action
HASIL WAWANCARA
Kepada Siswa SMP Islam Ruhama
1. Writer : Apakah yang kamu suka dari pelajaran bahasa Inggris (gurunya,
materinya, atau metode belajarnya?
Answer: (Student 1) Materinya, karena mudah dan cepat dimengerti dan
penjelasan gurunya bagus jadi paham materinya. (Students 2) Metode
belajarnya, contoh game, karena dengan game saya bisa cepat memahami
materi. (Student 3) Gurunya, karena gurunya tegas meskipun murid tidak
bisa memahami materi tapi tetap memberi motivasi.
2. Writer: Apakah kamu suka pelajaran grammar?
Answer: (Student 1) Ya suka, mudah patternnya (pola-pola nya). (Student
2) Suka, lebih mudah dan gampang dipahami. (Student 3) Kalau saya
mengerti saya suka, tapi kalau tidak mengerti saya tidak suka jadi
tergantung kondisi.
3. Writer: Apakah kamu suka belajar rumus-rumus atau struktur dalam bahasa
Inggris?
Answer: (Student 1) Suka, karena mudah dimengerti. (Student 2) Ya, lebih
mudah dan gampang dipahami. (Student 3) Tidak suka, ribet dan sulit
dipahami walaupun sudah berusaha belajar.
4. Writer : Materi apa yang kamu suka dari grammar?
Answer: (Students 1) Future tense. (Student 2) Present progressive.
(Student 3) Tidak ada yang disukai.
5. Dengan cara apa proses pembelajaran grammar lebih kamu sukai?
Answer: (Student 1) Dengan penjelasan saja lebih mudah dan praktis.
(Student 2) dengan penjelasan dan banyak latihan. (Student 3) dengan
penjelasan.
68
Appendix 2a: Interview for the English Teacher after Classroom Action
Research
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS
TERKAIT RESPON PENGGUNAAN TOTAL PHYSICAL RESPONSE
1. Bagaimana kondisi siswa ibu dalam pembelajaran imperative sentence setelah
menggunakan metode Total Physical Response?
2. Bagaimana partisipasi siswa ketika pembelajaran imperative sentence dengan
menggunakan metode Total Physical Response?
3. Apakah siswa terlihat lebih senang dan aktif dalam pembelajaran dengan
menggunakan metode Total Physical Response?
4. Kendala apa yang terlihat ketika belajar imperative sentence dengan
menggunakan metode Total Physical Response?
5. Menurut ibu bagaimana cara mengatasi kendala itu?
6. Apakah metode Total Physical Response dapat meningkatkan pemahaman
siswa dalam materi pembelajaran imperative sentence?
7. Pernakah ibu mengimplikasikan metode Total Physical Response didalam
kelas?
8. Apakah ibu merasa termotivasi setelah melihat penggunaan metode Total
Physical Response dalam pembelajaran di kelas?
9. Setelah mengobservasi pembelajaran imperative sentence dengan
menggunakan metode Total Physical Response, Apakah metode Total
Physical Response efektif diterapkan pada pembelajaran imperative sentence?
10. Adakah saran dan kritik terhadap metode Total Physical Response?
69
Appendix 2b: The Result Interview for the English Teacher after Classroom
Action Research
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (SMP Islam Ruhama)
Pewawancara : Tati Rohayati
Pihak yang diwawancara : Siti Romlah S.Pd
Jabatan : Guru Bahasa Inggris
Waktu : 10.00-10.30
Tempat : Ruang guru
1. Tanya : Bagaimana kondisi siswa ibu dalam pembelajaran imperative
sentence setelah menggunakan metode Total Physical Response?
Jawab : Bagus, siswa terlihat semangat belajar, antusias dalam menerima
materi dan mereka termotivasi untuk berbicara bahasa Inggris.
2. Tanya : Bagaimana partisipasi siswa ketika pembelajaran imperative
sentence dengan menggunakan metode Total Physical Response?
Jawab : Cukup bagus karena memang siswa terbiasa berbahasa Inggris di
dalam kelas ketika pelajaran bahasa Inggris berlangsung.
3. Tanya : Apakah siswa terlihat lebih senang dan aktif dalam
pembelajaran dengan menggunakan metode Total Physical Response?
Jawab : Ya, siswa terlihat lebih senang dan aktif dalam pelajaran
imperative sentences, mereka tidak bosan dan siswa lebih aktif.
4. Tanya : Kendala apa yang terlihat ketika belajar imperative sentence
dengan menggunakan metode Total Physical Response?
Jawab : Pada dasarnya cara peneliti menyampaikan materi sudah bagus,
namun ketika memberikan contoh suara peneliti kurang keras, sehingga siswa
tidak merespon instruksi peneliti. Pengaturan kelas kurang sehingga siswa
kurang fokus.
70
5. Tanya : Menurut ibu bagaimana cara mengatasi kendala itu?
Jawab : Pastikan siswa-siswa melihat dan mengulangi instruksi yang
disampaikan oleh peneliti ketika mengajar.
6. Tanya : Apakah metode Total Physical Response dapat meningkatkan
kemampuan siswa dalam menggunakan imperative sentence?
Jawab : Ya, karena total physical response langsung praktik. Dan ketika
guru menginstruksikan sesuatu siswa langsung merespon.
7. Tanya : Pernakah ibu mengimplikasikan metode Total Physical
Response didalam kelas?
Jawab : Ya, pernah.
8. Tanya : Apakah ibu merasa termotivasi setelah melihat penggunaan
metode Total Physical Response dalam pembelajaran di kelas?
Jawab : Ya, saya merasa termotivasi untuk menggunakan metode total
physical response di dalam kelas ketika pelajaran bahasa Inggris berlangsung.
Dan tergantung pada materi apa yang saya ajarkan.
9. Tanya : Setelah mengobservasi pembelajaran imperative sentence
dengan menggunakan metode Total Physical Response, Apakah metode
Total Physical Response efektif diterapkan pada pembelajaran
imperative sentence?
Jawab : Ya, sangat efektif sekali, dengan metode ini siswa bisa langsung
mengerti apa yang diinstruksikan oleh guru, walaupun siswa tidak paham
kosakatanya akan tetapi dengan gerakan tubuh guru ketika memberikan
perintah, siswa dapat merespon apa yang diinstruksikan. Sehingga bisa
meningkatkan kemampuan siswa dalam menggunakan imperative sentence.
10. Tanya : Adakah saran dan kritik terhadap metode Total Physical
Response?
Jawab : Saran: sebagai guru, sesering mungkin menggunakan kalimat
imperative sentence dalam proses belajar mengajar. Contoh: membuat kalimat
imperative yang sederhana dalam setiap pertemuan. Agar siswa tahu, mengerti
dan bisa mengucapkannya. Kritik: Anak yang sangat pendiam kurang aktif.
71
Appendix 3a: Questionnaire for Students after Classroom Action Research
PEDOMAN KUISIONER UNTUK SISWA
PETUNJUK:
1. Pertanyaan- pertanyaan berikut ini berkaitan dengan pengajaran imperative
sentence pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar-
benarnya.
2. Jawaban anda tidak akan mempengaruhi nilai.
No Pertanyaan Ya Tidak
1 Apakah metode pembelajaran total physical response
membantumu dalam membuat dan mempraktikkan kalimat
perintah (imperative sentence)?
Alasan:
___________________________________________________
___________________________________________________
2 Apakah metode ini (total physical response) tepat untuk
memahami kalimat perintah (imperative sentence)?
Alasan:
__________________________________________________
Ya Tidak
3 Apakah pembelajaran imperative sentence dengan menggunakan
metode total physical response menyenangkan?
Alasan:
___________________________________________________
___________________________________________________
Ya Tidak
4 Apakah belajar kalimat perintah (imperative sentence) dengan
menggunakan metode total physical response membantu anda
lebih aktif?
Alasan:
___________________________________________________
___________________________________________________
Ya Tidak
5 Apakah melalui pembelajaran ini, kamu memperoleh suatu
pengetahuan yang baru?
Alasan:
___________________________________________________
___________________________________________________
Ya Tidak
72
6 Apakah kalimat perintah (imperative sentence) mudah dibuat
dalam kalimat?
Alasan:
___________________________________________________
Ya Tidak
7 Apakah kamu suka jika kalimat perintah (imperative sentence)
diajarkan dengan metode total physical response?
Alasan:
___________________________________________________
___________________________________________________
Ya Tidak
8 Apakah kamu bisa mempraktikkan kalimat perintah (imperative
sentence) di dalam kelas?
Alasan:
___________________________________________________
___________________________________________________
Ya Tidak
9 Setelah mempelajari kalimat perintah (imperative sentence).
Apakah kamu hapal macam-macam kalimat perintah (imperative
sentence)?
Alasan:
___________________________________________________
___________________________________________________
Ya Tidak
10 Setelah kamu belajar kalimat perintah (imperative sentence)
dengan menggunakan metode total physical response. Apakah
kamu mengehui fungsi metode tersebut?
Alasan:
___________________________________________________
Ya Tidak
73
Appendix 3b: The Result of Questionnaire for Students after Classroom
Action Research
Students’
Number/Items
Number
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
S1 1 1 0 1 1 1 0 1 1 1
S2 1 1 0 1 1 1 0 1 1 1
S3 1 0 1 1 1 1 1 1 0 1
S4 1 1 1 0 1 1 1 1 0 1
S5 1 1 1 1 1 1 1 1 1 1
S6 1 1 0 1 1 0 0 0 1 0
S7 1 1 1 1 1 1 1 1 1 0
S8 1 1 1 1 1 1 1 0 1 0
S9 1 1 1 1 1 1 1 1 0 0
S10 1 1 1 1 1 1 1 1 1 1
S11 1 1 1 1 1 1 1 1 1 1
S12 1 1 1 1 1 1 1 1 1 1
S13 1 1 1 1 1 1 1 1 1 0
S14 1 1 1 1 0 1 1 1 1 0
S15 1 1 1 1 0 1 1 1 1 1
S16 1 1 1 1 1 1 1 1 1 1
S17 1 1 0 1 1 1 1 1 1 1
S18 1 1 1 1 1 1 1 1 1 1
S19 1 1 1 1 1 1 1 1 1 1
S20 1 1 1 1 1 1 1 0 1 1
S21 1 1 1 1 1 1 1 1 1 0
S22 1 1 0 1 1 1 1 1 1 0
S23 1 1 1 1 0 1 1 1 1 1
S24 1 1 1 1 1 1 1 0 1 0
S25 1 1 0 1 1 0 1 0 0 1
S26 1 1 1 1 1 1 1 1 1 1
S27 1 1 1 1 1 1 1 1 1 1
S28 1 1 0 1 1 1 1 0 1 1
S29 1 1 1 1 1 1 1 1 1 1
S30 1 1 1 1 1 1 1 1 1 1
S31 1 1 1 1 1 1 1 1 1 1
S32 1 1 0 1 1 0 1 0 0 1
S33 1 1 1 1 0 0 1 0 0 0
S34 1 1 1 1 1 1 1 1 1 1
S35 1 1 0 1 1 1 1 1 1 1
S36 1 1 1 1 1 1 1 0 0 1
S37 1 1 1 1 1 1 1 1 1 1
The total
number of
students who
selected “Yes”
answer.
37 36 28 36 33 33 34 28 30 27
Percentage 100% 97.29% 75.67% 97.29% 89.18% 89.18% 91.89% 75.67% 81.08
%
72.97%
74
Appendix 4a: Blue Print
KISI- KISI SOAL BAHASA INGGRIS SEMESTER GENAP KELAS VII SMP
No SK KD Indikator Materi Jumlah Soal No Soal Bentuk Soal
1 2
Membaca Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan. Berbicara
Mengungkapkan makna
dalam percakapan
transaksional dan
interpersonal sangat
sederhana untuk
berinteraksi dengan
lingkungan terdekat
Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat. Melakukan interaksi dengan
lingkungan terdekat yang melibatkan
tindak tutur : menyapa orang yang
belum dikenal, memperkenalkan diri
sendiri/orang lain, dan memerintah
atau melarang.
Menentukan kata sesuai dengan konteks Menentukan verb (kata kerja) sesuai dengan konteks. Menentukan kalimat perintah sesuai dengan gambar. Menentukan verb (kata kerja) sesuai dengan konteks. Menentukan informasi spesfik Menentukan tujuan dari teks yang tersurat Merespon berbagai jenis teks (menemukan makna yang tersurat.
Dialog Sentence, Dialog Sentence Announcement Procedure text Procedure text Procedure text
2
21
3
1
1
1
1
1, 18 2,3,4,5,6,7,8,11,12,14,15,17,19,20,21,22,23,27,28,29,30 9,10,16 13 24 25 26
PG
PG
PG
PG
PG
PG
PG
75
Appendix 5a: Pretest and posttest 1 (Cycle 1)
Choose either a, b, c, or d for the correct answer!
1. … at your friend!
a. Looking
b. Looked
c. Look
d. looks
2. ... the baby is sleeping.
a. Be quiet
b. Be noisy
c. Be careful
d. Don’t worried
3. … down the street! Straight ahead!
a. Goes
b. Gone
c. Going
d. Go
4. Miss Ina : Hi, Ifat. What can I do for you?
Ifat : Hello, Miss Ina. My friends and I want to borrow a dictionary.
Miss Ina : All right. Here you are. Keep it clean and … it back to me after school.
Ifat : Ok, ma’am. Thank you.
The appropriate verb is ….
a. Come
b. Came
c. Give
d. Gave
5. … ! Putri is singing in the bathroom.
a. Listens
b. Listen
c. Listened
d. Listening
6. The room is very hot.
a. Please turn of the lamp!
b. Please turn on the fan!
c. Please close the door!
d. Please lock the window!
7. Look at the picture!
76
The appropriate command expression is…
a. Open the door, please!
b. Close the window, please!
c. Open the book, please!
d. Close the book, please!
8. Look at the picture!
The appropriate command expression is…
a. Sit down, please.
b. Raise your hand, please.
c. Wave your hand, please.
d. Stand up, please.
77
9. Hasya : Excuse me. I want to see Miss Ina.
Miss Ela : Miss Ina the English teacher? Ok, just a minute. … please!
Hasya : Thank you.
The appropriate verb is…
a. Sit down
b. Go out
c. Open the door
d. Rise your hand
10.
a. Coming
b. Came
c. Come
d. Be come
11. Could you … your question, ma’am?
a. Replays
b. Replay
c. Repeats
d. Repeat
12. Nurul : Excuse me.
Nana : Yes, Nurul. What’s the matter?
Nurul : Can you … the door, please.
Nana : Sure.
a. Opening
b. Opened
c. Opens
d. Open
Announcement
All students of class seven A, are supposed to gather in the school
yard on Monday August 12th
, 2006 at 10 a.m. for practicing flag
ceremony.
Please … on time!
Chairman
78
Appendix 5b: Pretest and posttest 2 (Cycle 2)
Choose either a, b, c, or d for the correct answer!
1. Don’t … , please. I’m trying to read here.
a. be stupid
b. be noisy
c. be quite
d. be impolite
2. Teacher : Don’t be late to school.
Student : …
a. Ok, Sir.
b. No, Sir.
c. Yes, Sir.
d. Fine, Sir.
3. Rima : I want to go to the library.
Anto : ….
Rima : Why?
Anto : The library is closed until Saturday.
a. Stand up, please
b. Sit down
c. Don’t go there
d. Don’t smoke
4. Teacher : Do you know what time is it?
Ihsan : Yes, ma’am.
Teacher : That means you are late. Next time, don’t …
Ihsan : Yes, ma’am.
The appropriate verb is …
a. Be late
b. Be careful
c. Be good
d. Be sad
5. Don’t … comics during the lesson.
a. Read
b. Reads
c. Reading
d. Be read
6. Don’t … on the table, please. It’s not polite.
a. Sitting
b. Sits
c. Sit
d. Sat
79
80
Appendix 6a: The Students’ Score of Pretest and Posttest I (Cycle 1)
The Students’ Score of Pretest and Posttest I
No Students’ Number Pre-Test Post-Test I
1 S1 70* 80*
2 S2 50 50
3 S3 80* 100*
4 S4 60 80*
5 S5 50 60
6 S6 60 80*
7 S7 50 50
8 S8 60 80*
9 S9 60 90*
10 S10 40 70*
11 S11 10 80*
12 S12 30 70*
13 S13 30 80*
14 S14 10 40
15 S15 40 90*
16 S16 10 30
17 S17 60 70*
18 S18 90* 90*
19 S19 30 80*
20 S20 60 60
21 S21 30 60
22 S22 60 70*
23 S23 60 70*
24 S24 60 60
25 S25 10 70*
26 S26 60 80*
27 S27 70* 60
28 S28 60 90*
29 S29 40 60
30 S30 10 30
31 S31 60 90*
32 S32 60 90*
33 S33 60 70*
34 S34 30 70*
35 S35 80* 70*
36 S36 50 80*
37 S37 30 80*
Mean 48.10 71.08
*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM (65)
81
Appendix 6b: The Students’ Score of Pretest and Posttest II (Cycle 2)
The Students’ Score of Pretest and Posttest II
No Students’ Number Pre-Test Post-Test II
1 S1 70* 92*
2 S2 30 92*
3 S3 50 90*
4 S4 60 83*
5 S5 60 65*
6 S6 60 75*
7 S7 30 60
8 S8 50 65*
9 S9 50 65*
10 S10 40 60
11 S11 70* 100*
12 S12 50 65*
13 S13 50 66*
14 S14 50 65*
15 S15 50 65*
16 S16 50 65*
17 S17 70* 92*
18 S18 50 92*
19 S19 50 65*
20 S20 50 65*
21 S21 50 65*
22 S22 30 75*
23 S23 60 66*
24 S24 30 60
25 S25 40 66*
26 S26 70* 92*
27 S27 30 92*
28 S28 50 90*
29 S29 40 75*
30 S30 40 60
31 S31 50 92*
32 S32 70* 70*
33 S33 30 60
34 S34 50 65*
35 S35 60 92*
36 S36 60 92*
37 S37 60 65*
Mean 50.27 74.70
*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM (65)
82
Appendix 7a: Item Analysis
ITEM ANALYSIS OF ENGLISH TEST
(Pre test and post test cycle 1)
N = 26 MG = 10
HG = 8 LG = 8
No G OPTION
DL DP REMARK A B C D
1 HG 2 *6 0 0 62% 0.2 REVISED
LG 4 *4 0 0
2 HG 0 0 *8 0 56% 0.8 OK
LG 5 2 *1 0
3 HG *8 0 0 0 93% 0.1 OK
LG *7 0 0 1
4 HG 0 1 5 *2 43% 0.3 REVISED
LG 1 0 2 *5
5 HG 0 0 0 *8 100% 0 DROPPED
LG 0 0 0 *8
6 HG 2 0 *6 0 50% 0.3 REVISED
LG 1 4 *3 0
7 HG 2 *3 1 2 43% 0.1 REVISED
LG 0 *4 3 1
8 HG 0 *5 0 3 56% 0.1 REVISED
LG 2 *4 0 2
9 HG 0 0 *8 0 93% 0.1 OK
LG 0 1 *7 0
10 HG 1 0 0 *7 81% 0.1 OK
LG 1 0 1 *6
83
11 HG *7 1 0 0 62% 0.5 OK
LG *3 2 0 3
12 HG 0 *0 4 4 0 0 DROPPED
LG 2 *0 3 3
13 HG 0 1 *3 4 31% 0.1 REVISED
LG 0 2 *2 4
14 HG 3 0 0 *5 43% 0.3 REVISED
LG 2 2 2 *2
15 HG 0 0 0 *8 93% 0.1 OK
LG 0 1 0 *7
DROPPED : 2
REVISED : 7
OK : 6
84
Appendix 7b: Item Analysis
ITEM ANALYSIS OF ENGLISH TEST
(Pre test and post test cycle 2)
N = 26 MG = 10
HG = 8 LG = 8
No G OPTION
DL DP REMARK A B C D
1 HG *8 0 0 0 100% 0 DROPPED
LG *8 0 0 0
2 HG 1 *5 1 1 37% 0.5 OK
LG 1 *1 3 3
3 HG 0 0 *8 0 75% 0.5 OK
LG 2 2 *4 0
4 HG 0 0 *8 0 81% 0.3 OK
LG 2 0 *5 1
5 HG *7 1 0 0 81% 0.1 OK
LG *6 0 1 1
6 HG *7 0 0 1 62% 0.5 OK
LG *3 0 0 5
7 HG 0 0 *8 0 56% 0.8 OK
LG 5 0 *1 2
8 HG 3 0 5 *0 0% 0 DROPPED
LG 5 1 2 *0
9 HG 1 2 *5 0 31% 0.6 OK
LG 3 4 *0 1
10 HG 0 *8 0 0 68% 0.6 OK
LG 3 *3 1 1
11 HG *8 0 0 0 81% 0.3 OK
85
LG *5 3 0 0
12 HG 0 0 4 *4 25% 0.5 OK
LG 2 0 6 *0
13 HG 1 *4 0 3 43% 0.1 REVISED
LG 2 *3 0 3
14 HG *6 1 0 1 43% 0.6 OK
LG *1 2 0 5
15 HG 1 4 2 *1 25% -0.2 DROPPED
LG 1 4 0 *3
DROPPED : 3
REVISED : 1
OK : 11
86
Appendix 8a: Photograph of Students’ Participation in Classroom Action Research.
Appendix 9a: Lesson Plan (Cycle 1)
87
LESSON PLAN
CYCLE 1/MEETING 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Islam Ruhama
Mata Pelajaran : Bahasa Inggris
Kelas/ semester : VII (Tujuh) /2
Aspek/ skill : Speaking (Berbicara)
Tema : Going to school
Waktu : 2x45 menit
Tahun ajaran : 2010/2011
1. Standar Kompetensi
Berbicara (3)
Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana
untuk berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar
(3.1) Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur: orang
menyapa yang belum dikenal, memperkenalkan diri sendiri/ orang lain, dan memerintah atau
melarang.
III. Indikator
Siswa mampu:
1. Menyebutkan action verb.
2. Mengungkapkan kalimat perintah (imperative sentence) dalam bentuk instruksi
(instruction).
3. Membuat contoh kalimat perintah (imperative sentence) dalam bentuk instruksi
(instruction).
4. Mempraktikkan kalimat perintah (imperative sentence) dalam bentuk instruksi
(instruction).
IV . Tujuan Pembelajaran
88
Pada akhir pembelajaran siswa dapat:
Siswa mampu:
1. Menyebutkan action verb.
2. Mengungkapkan kalimat perintah (imperative sentence) dalam bentuk instruksi
(instruction).
3. Membuat contoh kalimat perintah (imperative sentence) dalam bentuk instruksi
(instruction).
4. Mempraktikkan kalimat perintah (imperative sentence) dalam bentuk instruksi
(instruction).
V. Materi Pembelajaran
Giving instruction
- Close the door!
- Open the book!
- Raise your hand!
- Stand up!
- Come here!
- Clean the board!
VI. Metode/ Teknik Pembelajaran : TPR (Total Physical Response)/ Three phase
techniques.
VII. Langkah- langkah Kegiatan:
7.1 Kegiatan Pendahuluan
Greeting (mengungkapkan greeting yang berbeda selain how are you? seperti
How is your life?
Tanya jawab berbagai hal terkait kondisi siswa
Memberikan motivasi dan stimulus kepada siswa
7.2 Kegiatan Inti
89
Guru menanyakan tentang “verb” kepada siswa.
Guru meminta salah satu siswa melakukan “action verb” dengan memperagakan
kalimat sederhana.
Guru menjelaskan tentang “action verb”
Guru memberi perintah kepada siswa.
Siswa melakukan perintah yang diinstruksikan oleh guru.
Guru meminta salah satu siswa untuk maju ke depan kelas, kemudian siswa
tersebut meminta siswa yang lain untuk melakukan kegiatan yang diinstruksikan
atau diperintahkan.
Guru menerangkan tentang “giving instructions”.
Guru meminta siswa untuk membuat kalimat perintah (imperative sentence)
dalam bentuk instruksi (instruction).
7.3 Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa selama KBM
VIII. Sumber dan Media Pembelajaran
8.1 Sumber Pembelajaran:
BSNP, bahasa Inggris
Kurikulum KTSP 2006
English on Sky for Grade VII
English in Focus for Grade VII
8.2 Media Pembelajaran
90
Copy of material
Worksheet
IX. Penilaian
Jenis tagihan : Tugas individu
Bentuk instrumen : Tes tulis (terlampir)
Ciputat, 1 Februari 2011
Mengetahui,
Observer Researcher
Siti Romlah S.Pd Tati Rohayati
Instrument
91
Look at the following pictures! Write them in imperative sentence!
1) ________________________________________________________
2) _________________________________________________________
92
3) ________________________________________________________
4) _________________________________________________________
5) _________________________________________________________
LESSON PLAN
93
CYCLE 1/MEETING 2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Islam Ruhama
Mata Pelajaran : Bahasa Inggris
Kelas/ semester : VII (Tujuh) /2
Aspek/ skill : Listening (Mendengarkan)
Tema : Going to school
Waktu : 2x45 menit
Tahun ajaran : 2010/2011
I. Standar Kompetensi
Mendengarkan (1)
Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana
untuk berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar
(1.1) Merespon makna dalam percakapan transaksional (to get things done) dan interpesonal
(bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur:
menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan
memerintah atau melarang.
III. Indikator
Siswa mampu:
1. Merespon kalimat perintah (imperative sentence) dalam bentuk polite request
sesuai dengan konteks kalimat yang tepat.
2. Membuat contoh kalimat perintah (imperative sentence) dalam bentuk polite
request.
3. Mempraktikkan kalimat perintah (imperative sentence) dalam bentuk polite request
di depan ruang kelas.
4. Menyesuaikan gambar dengan kalimat perintah (imperative sentence) dalam bentuk
polite request.
IV . Tujuan Pembelajaran
94
Pada akhir pembelajaran siswa dapat:
Siswa mampu:
1. Merespon kalimat perintah (imperative sentence) dalam bentuk polite request
sesuai dengan konteks kalimat yang tepat.
2. Membuat contoh kalimat perintah (imperative sentence) dalam bentuk polite
request.
3. Mempraktikkan kalimat perintah (imperative sentence) dalam bentuk polite request
di depan ruang kelas.
4. Menyesuaikan gambar dengan kalimat perintah (imperative sentence) dalam bentuk
polite request.
V. Materi Pembelajaran
Polite request
- Close the door, please!
- Open the book, please!
- Be quite, please!
- Raise your hands, please!
- Stand up, please!
- Sit down, please!
- Please repeat after me!
- Could I lend your book?
- Could you repeat your question, ma’am?
- Can I ask a question!
95
VI. Metode/ Teknik Pembelajaran : TPR (Total Physical Response)/
Three phase techniques.
VII. Langkah- langkah Kegiatan:
7.4 Kegiatan Pendahuluan
Greeting (mengungkapkan greeting yang berbeda selain how
are you? seperti How is your life?
Tanya jawab berbagai hal terkait kondisi siswa
Memberikan motivasi dan stimulus kepada siswa
7.5 Kegiatan Inti
Guru memberi perintah kepada siswa.
Siswa melakukan perintah yang diinstruksikan oleh guru.
Guru meminta salah satu siswa untuk maju ke depan kelas,
kemudian siswa tersebut meminta siswa yang lain untuk
melakukan kegiatan yang di instruksikan atau diperintahkan.
Guru menerangkan tentang kalimat perintah (imperative
sentence) dalam bentuk polite request.
Guru meminta siswa untuk membuat kalimat perintah
(imperative sentence) dalam bentuk polite request.
7.6 Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa selama KBM
VIII. Sumber dan Media Pembelajaran
8.2 Sumber Pembelajaran:
BSNP, bahasa Inggris
Kurikulum KTSP 2006
English on Sky for Grade VII
English in Focus for Grade VII
8.2 Media Pembelajaran
Copy of material
Worksheet
IX. Penilaian
Jenis tagihan : Tugas individu
Bentuk instrumen : Tes tertulis (terlampir)
96
Ciputat, 4 Februari 2011
Mengetahui,
Observer Researcher
Siti Romlah S.Pd Tati Rohayati
97
98
Appendix 9b: Lesson Plan (Cycle 2)
LESSON PLAN
CYCLE 2/MEETING 3
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Islam Ruhama
Mata Pelajaran : Bahasa Inggris
Kelas/ semester : VII (Tujuh) /2
Aspek/ skill : Speaking (Berbicara)
Tema : Going to school
Waktu : 2x40 menit
Tahun ajaran : 2010/2011
I. Standar Kompetensi
Berbicara (3)
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar
(3.1) Melakukan interaksi dengan lingkungan terdekat yang melibatkan
tindak tutur: orang menyapa yang belum dikenal, memperkenalkan diri
sendiri/ orang lain, dan memerintah atau melarang.
III. Indikator
Siswa mampu:
1. Mengungkapkan kalimat perintah (imperative sentence) dalam
bentuk larangan (prohibition).
2. Membuat contoh kalimat perintah (imperative sentence) dalam
bentuk larangan (prohibition).
3. Mempraktikkan kalimat perintah (imperative sentence) dalam
bentuk larangan (prohibition).
4. Melengkapi kalimat dengan kata kerja yang sesuai.
99
IV . Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Siswa mampu:
1. Mengungkapkan kalimat perintah (imperative sentence) dalam
bentuk larangan (prohibition).
2. Membuat contoh kalimat perintah (imperative sentence) dalam
bentuk larangan (prohibition).
3. Mempraktikkan kalimat perintah (imperative sentence) dalam
bentuk larangan (prohibition).
4. Melengkapi kalimat dengan kata kerja yang sesuai.
V. Materi Pembelajaran
Prohibition
- Don’t clean the board. I’m still taking some notes
- Don’t sit on the table. It’s not polite.
- Don’t read a comic in the classroom.
- Don’t be late next time, Ok?
Prohibition (negative sentence) uses don’t. We use “please” to
make an imperative more polite.
- Don’t wait here, please.
- Don’t be late, please.
- Don’t close the window, please. It’s hot in here.
- Don’t be noisy, please. I’m trying to read here.
VI. Metode/ Teknik Pembelajaran : TPR (Total Physical Response)/
Three phase techniques.
VII. Langkah- langkah Kegiatan:
7.7 Kegiatan Pendahuluan
Greeting (mengungkapkan greeting yang berbeda selain how
are you? seperti How is your life?
Tanya jawab berbagai hal terkait kondisi siswa
Memberikan motivasi dan stimulus kepada siswa
100
7.8 Kegiatan Inti
Guru menanyakan kembali tentang kalimat perintah (imperative
sentence) yang sudah dipelajari.
Guru meminta salah satu siswa untuk maju ke depan kelas,
kemudian siswa tersebut meminta siswa yang lain untuk
melakukan kegiatan yang di instruksikan atau diperintahkan.
Guru menerangkan tentang “prohibition”.
Guru meminta siswa untuk membuat kalimat perintah
(imperative sentence) dalam bentuk larangan (prohibition).
7.9 Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa selama KBM
VIII. Sumber dan Media Pembelajaran
8.3 Sumber Pembelajaran:
BSNP, bahasa Inggris
Kurikulum KTSP 2006
English on Sky for Grade VII
English in Focus for Grade VII
8.2 Media Pembelajaran
Copy of material
Worksheet
IX. Penilaian
Jenis tagihan : Tugas individu
Bentuk instrumen : Tes tulis (terlampir
Ciputat, 8 Februari 2011
Mengetahui,
Observer Researcher
Siti Romlah, S.Pd Tati Rohayati
101
Instrument
Fill in the blank spaces with the correct verb!
-----
1. Don’t ________ down please!
2. Don’t ________ noisy. The baby’s sleeping.
3. Students, don’t _________ your book.
4. Don’t _________comics during the lesson.
5. Don’t _________ the window, please.
Shut cheat be
Open read sit
102
LESSON PLAN
CYCLE 2/MEETING 4
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Islam Ruhama
Mata Pelajaran : Bahasa Inggris
Kelas/ semester : VII (Tujuh) /2
Aspek/ skill : Reading (Membaca)
Waktu : 2x40 menit
Tahun ajaran : 2010/2011
I. Standar Kompetensi
Membaca (11 )
Memahami makna teks tulis fungsional dan esei pendek sangat sederhana
berbentuk descriptive dan procedure yang berkaitan dengan lingkungan.
II. Kompetensi Dasar
(11.1) Merespon makna yang terdapat dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat.
III. Indikator
Siswa mampu:
1. Mengidentifikasi makna procedure text.
2. Mengidentifikasi schematic structure (title/goal, list of
materials, step/ methods/ procedures).
3. Mengidentifikasi langkah retorika dan ciri kebahasaan
(linguistic features: imperative sentence, action verb) dari
“procedure text”.
4. Mempraktikkan kalimat perintah (imperative sentence) dalam
bentuk instruction.
103
IV . Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Siswa mampu:
1. Mengidentifikasi makna procedure text.
2. Mengidentifikasi schematic structure (title/goal, list of
materials, step/ methods/ procedures).
3. Mengidentifikasi langkah retorika dan ciri kebahasaan
(linguistic features: imperative sentence, action verb) dari
“procedure text”.
4. Mempraktikkan kalimat perintah (imperative sentence) dalam
bentuk instruction.
V. Materi Pembelajaran
Terlampir
VI. Metode/ Teknik Pembelajaran : TPR (Total Physical Response)/
Three phase techniques.
VII. Langkah- langkah Kegiatan:
7.10 Kegiatan Pendahuluan
Greeting (mengungkapkan greeting yang berbeda selain how
are you? seperti How is your life?
Tanya jawab berbagai hal terkait kondisi siswa
Memberikan motivasi dan stimulus kepada siswa
7.11 Kegiatan Inti
Guru memberikan kosa kata baru kepada siswa.
Guru meminta salah satu siswa untuk maju ke depan kelas
untuk membuat “Soda Ice Milk”.
Siswa menyimak apa yang diinstruksikan oleh guru.
Guru memberikan copy of material kepada semua siswa.
Guru meminta siswa untuk mempraktikan tentang “procedure
text” secara berkelompok dengan title atau goal “Sharpening a
pencil”.
Semua siswa menyimak apa yang diinstruksikan oleh guru.
104
Guru meminta siswa untuk melengkapi kalimat tentang
“Sharpening a pencil”.
Setelah melengkapi kalimat kemudian siswa membaca dengan
nyaring teks tersebut.
7.12 Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa selama KBM
VIII. Sumber dan Media Pembelajaran
8.4 Sumber Pembelajaran:
BSNP, bahasa Inggris
Kurikulum KTSP 2006
English on Sky
8.2 Media Pembelajaran
Copy of material
Worksheet
Gelas dan sendok
Rautan dan pencil
IX. Penilaian
Jenis tagihan : Tugas individu dan kelompok
Bentuk instrumen : Tulis (terlampir)
Ciputat, 11 Februari 2011
Mengetahui,
Observer Researcher
Siti Romlah S.Pd Tati Rohayati
105
Material
A Procedural text is used to tell someone how to do or make something. This type
of text comes many forms, such as instruction manuals and recipes. The text
consists of three part:
1. Title/ Goal : It states the goal to be achieved.
2. List of materials : It lists the materials needed. It often gives
detail on the size, color, numbers, shapes,
quantity, etc.
3. Steps/Methods/ Procedures : It describes steps in a logical order to
achieve the goal.
The steps are often are often marked with numbers (1, 2, 3), letter (a,b,c ...), or
bullet marks (*,-, . ). Sometimes the steps include caution (s) or warning (s).
There can also be drawings or pictures to make the steps clearer.
Look at the example below.
Schematic structure:
How to Make Soda Ice Milk
- Milk
- Soda
- Ice cube
- Glass
- Spoon
Firstly, put milk into the glass
Secondly, pour soda into the glass
Next, stir it well
After that, add ice cube
Finally, Soda ice milk ready to drink
Title/Goal
List of
material
Steps/Methods/
Procedures
Procedure Text
106
Linguistics Features:
1. The use of commands or imperative sentences.
Example: Put milk into the glass
Pour soda into the glass
Stir it well
Add ice cube
2. The use of action verbs.
Example: Put, pour, stir and add
Instrument
Complete the sentences with the right words provided in the box.
1. _____________ your pencil with your right hand.
2. _____________ the pencil sharpener with your left hand.
3. _____________ the end of the pencil into the sharpener.
4. _____________ the pencil with your right hand.
Hold Twist
Insert
