TEACHING ENGLISH VOCABULARIES THROUGH TOTAL PHYSICAL RESPONSE METHOD AT THE FIFTH GRADE STUDENT OF SDN RAWAMENENG KEC. BLANAKAN KAB.

TEACHING ENGLISH VOCABULARIES THROUGH TOTAL PHYSICAL RESPONSE METHOD AT THE FIFTH GRADE STUDENT OF SDN RAWAMENENG KEC. BLANAKAN KAB. SUBANG Ricky Eka Setyawan Email : Kiky198915@yahoo.co.id No Reg : 08.22.0205 English Education Study Program Language and Art Department Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung ABSTRACK The objective of this research entitled Teaching English Vocabularies Through Total Physical Response At The Fifth Grade Student Of SDN Rawameneng Kec. Blanakan Kab. Subang was to find out whether or not using Total Physical Response (TPR) method was effective in improving students vocabulary mastery. This research used one group pretest posttest design and quantitative research method. The instrument of this research was a test. The population of this research was 45 of the fifth grade students of SDN Rawameneng Kec. Blanakan Kab. Subang, and the sample was 30 students selected using simple random sampling technique. The data of this research were collected by giving the pretest and posttest to students sample. The collected data were analyzed by using t-test formula. The results of data analysis showed that: mean score of pretest was 37, mean score of posttest was 63, the t obs was 82.05. The t tabel with degree of freedom (df) was 29 and significance level at 0.05% was 2.045. Based on the data analysis the alternative hypothesis of this research was accepted because t obs was higher than t tabel (82.05 > 2.045). It also mean that Teaching English Vocabulary through Total Physical Response at the fifth grade of SDN Rawameneng kec. Blanakan kab. Subang was effective to improving student vocabulary mastery. Key words: vocabularies, Total Physical Response A. BACKGROUND Language is an important means for communication in our daily activity. Through language we can express our opinions, thoughts, ideas, and feelings. In order to make good communication, people must have enough words, which they understand and use. Considering this need, English as foreign language is taught in the early age, hence, in Indonesia, English is generally taught since kindergarten. Vocabulary as one of the language skill elements has an important role for English learner in learning a foreign language. Teachers teach students how to use vocabulary to convey their ideas, feeling, and knowledge. It also means that teaching speaking; writing, reading, and listening cannot be separated from teaching vocabulary. Harmer (1991:153) states that Vocabulary provides the vital organs and flesh in English. Children have special characteristics and needs, so teaching English for young learners is considered to be a complicated and challenging activity for English teacher. Total Physical Response creates the supportive condition in which students learn the target language coincide with their first language acquisition. It means that TPR allows 1 students to acquire vocabulary in a manner similar to how a child learns his or her first language. It introduces how to learn English especially vocabulary in cheerful conditions. The students do not feel forced to learn vocabulary because they can memorize the vocabularies that are given subconsciously. The students are just asked to see, listen, and practice what the teacher does. The TPR classroom, then, was one in which students did a great deal of listening and acting. The teacher was very directive on orchestrating a performance: the instructor is the director of a stage play in which the students are the actors. (Asher 1977:43). Concerning the facts above, it is expected that research on teaching English vocabularies through TPR method can offer an alternative in providing the technique in teaching vocabulary in elementary school. B. THEORITICAL OF FOUNDATION There are many various means of teaching, like the old definition which means a process of transferring knowledge or skill connected with the definite subject to the students. In this case the teacher is more active than the students because the students only receive

2 what is taught by the teacher. While the other experts have developed teaching widely as stated by Wrigley and Guth (1992: 102), Teaching is supporting adult with little English and little formal education in their efforts to understand and use English in its many form. Teaching vocabulary is very important since it is the essential term to learn foreign language. Wallace (1982: 9) states that learning a foreign language is basically a matter of learning the vocabulary of that language. A few things that have to be remembered in teaching vocabulary are that should be connected with the students previous knowledge, contextualized, practiced and then revised to prevent students from forgetting. Asher (1986) defines Total Physical Response method as language-teaching method builds around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Thus, in Total Physical Response activities, students listened silently to acquisition series of command and responds with appropriate physical action. C. Research Methodology 1. The Research Design In this research, the writer chose an experimental method to investigate the problem of the sixth year students at SDN Rawameneng kec. Blanakan kab. Subang which were selected for this study. Experimental method is the research method that has an aim to explain about causality between one variable with other (variable X and variable Y). To explain this causality, researcher has to control and measure the measure variable. Experimental method is not only used to explain causality between one variable and other variables but also to explain and predict a movement or tendency a variable in the future. This experiment purposed to predict. In this research, the writer used a pre-experimental design of one group pretest and posttest. It means that the students in the class were given a pretest and posttest. In the pretest the students were given the test in multiple choices, while in the posttest they were given the test after the treatment. So, it made it easy for the writer to find out the mastery of students in vocabulary. As the summary, the experimental research comprises a number of elements among other: According to Brown (1988:7). Variable is something that may vary or differ. Variable is also observable characteristic that may vary among individuals. Identifying the variable is important to language learning and discovering how these variables affect the teaching language. They are some different classifications of variables within the statistical language studies: a. Dependent Variable Dependent variable is a variable that receives stimulus and measure for the effect of the treatment has had upon it. According to Brown (1988:10). A dependent variable is observed to determine what effect, if any, the other type of variables may have on it. In the other word, it is the variable of focus the variable on which other variable will act if there is any relationship. Thus, a dependent variable cannot be identified in isolation. It makes sense only in the context of the other variable in the study b. Independent Variable Independent variable is a variable that is part of situation that exist from which originates the stimulus given to dependent variables. In addition, according to Brown (1988:10). those independent variables are variable selected by researcher to determine their effect on or relationship with dependent variable. In short, an independent variable is one that is selected and systematically manipulated by researcher to determine whether, or the degree to which, it has any effect on the dependent variable. In this research, the independent variable refers to teaching vocabulary through Total Physical Response Method (TPR). 2. Research Method The research method in this research is quantitative method and the writer decided to apply experimental method. In this research, the students were given the pretest before the treatment. The treatment was explanation about the material using Total Physical Response method. After the treatment, they were given the post test and the result were analyze as describe in data analyses. 3. Research Instruments In this research, the writer used test as the instrument during this research. Test given in two parts at first, in the pretest and second, in the post test. The pretest given before treatment. The posttest is given after treatment by Total Physical Response Method. The test was developed by the writer. It was not a standard test.

3 4. Population According to Milan (1992:69). A population is a group of elements or cases, whether individual, objects or events, that conform to specific criteria and to which we in tend to generalize the result of the research. In this research, the population was homogenous, because all students who were observed were students in elementary school. Therefore, the population in this research was fifth grade students in SDN Rawameneng kec. Blanakan kab. Subang that have 45 students. It consists of 19 male students and 26 female students in academic year 2011-2012 which were described in the following table. 5. Sample According to Milan. (1992:69). Sample is group of subject from whom data are collected. In this research the writer selected 30 students of population at fifth grade students of SDN Rawameneng kec. Blanakan kab. Subang. In choosing the sample, the writer used simple random as sampling technique. Simple random is choosing sample method, where all member of population get same chance to be chosen as member of sample. 6. Data Collection The data in this research were collected by asking question on the post test after two meeting during the research on May 17 th and 18 th 2012. 7. Data Analysis The obtained data of this research was analyzed by T test and follow the steps below: a. Find out the standard deviation of difference (SD D ) with the formula: SD D - b. Find out the mean of difference (MD) 2 MD c. Calculated the standard error from mean of difference (SE MD ) SE MD d. Determining t-observed (t o ) t o e. Determining degree of freedom (df) df N-1 8. Research Procedure Research procedure is most important part of research sequence. Thus, this research procedure has to prepare well to get the truth and to find out the result. There are some procedures during this research: a. Research preparation I The research preparetion includes: 1) Submitting research permission 2) Preparing research instrument 3) Research instrument is prepared before start a research. It has to do to get more information in prove hypothesis during this research and to make all procedure easier. 4) Consultation and training instrument test 5) Before making and trying instrument test, the writer meets and consults to the first and second supervisors who are given suggestion to the writer during this research to get agreement from them. Based on supervisor agreement and suggestion. Therefore, the writer ready to use that instrument for all students as a sample in this research. b. Research preparation II The writer prepares some materials, which are related to this research based on English Program Outline. c. Organizing teacher procedure by using Total Physical Response Method 1) Explaining Before giving a pretest, the writer explains what he will do for all of the students. The writer explains procedure in this research to all of the students in the class, until they understand what they will do in this research. 2) Giving an example After all, the writer gives some examples how to answer the question about the material that is given. d. Practicing the research procedure 1) Organizing the research instrument 2) Trying out the research instrument to all student 3) Analyzing the trying out data 4) Administering the pretest to find out the initial ability 5) Giving the treatment to the class using Total Physical Response Method 6) Administering the posttest after given treatment

4 7) Analyzing the data collected from pretest, posttest and questionnaire Drawing conclusions and making suggestions D. FINDING AND DISCUSSIONS 1. Instrument The instrument used to collect the data is a test. Test given in two parts at first, in the pretest and second, in the posttest a. The pretest is a test to find out the initial ability in the class. b. The posttest is given after the treatment by Total Physical Response. 2. Data Processing In doing the research, the writer processed the data research, which he has collected to find out the pretest and the posttest result, the comparison of the test result, standard deviation of difference, standard error from mean of difference, t obs, and degrees of freedom. a. The Pretest result Table 4.1 Score of pretest and Posttest Results Score No Students Name Score 1 Student 1 45 60 2 Student 2 45 70 3 Student 3 30 60 4 Student 4 20 60 5 Student 5 35 70 6 Student 6 30 55 7 Student 7 10 50 8 Student 8 45 80 9 Student 9 45 80 10 Student 10 10 45 11 Student 11 45 70 12 Student 12 55 75 13 Student 13 30 65 14 Student 14 35 65 15 Student 15 25 55 16 Student 16 50 75 17 Student 17 45 85 18 Student 18 35 45 19 Student 19 20 50 20 Student 20 20 35 21 Student 21 55 80 22 Student 22 35 45 23 Student 23 40 60 24 Student 24 45 85 25 Student 25 35 45 26 Student 26 35 35 27 Student 27 35 55 28 Student 28 45 75 29 Student 29 50 80 30 Student 30 60 65 Total 1110 b. The Comparison of the Result Table 4.3 Score of the Comparison Results No Students Name Score D pretest Posttes (X-Y) 1875 D2 (X-Y) 2 1 Student 1 45 60-25 625 2 Student 2 45 70-25 625 3 Student 3 30 60-30 900 4 Student 4 20 60-40 1600 5 Student 5 35 70-25 625 6 Student 6 30 55-25 625 7 Student 7 10 50-40 1600 8 Student 8 45 80-35 1225

5 9 Student 9 45 80-35 1225 10 Student 10 10 45-35 1225 11 Student 11 45 70-25 625 12 Student 12 55 75-20 400 13 Student 13 30 65-25 625 14 Student 14 35 65-30 900 15 Student 15 25 55-30 900 16 Student 16 50 75-25 625 17 Student 17 45 85-40 1600 18 Student 18 35 45-10 100 19 Student 19 20 50-30 900 20 Student 20 20 35-15 225 21 Student 21 55 80-25 625 22 Student 22 35 45-10 100 23 Student 23 40 60-20 400 24 Student 24 45 85-40 1600 25 Student 25 35 45-10 100 26 Student 26 35 35-0 0 27 Student 27 35 55-20 400 28 Student 28 45 75-30 900 29 Student 29 50 80-30 900 30 Student 30 60 65-5 25 Total -750 22225 The writer found out the standard deviation of the difference (SD D ) with the formula: SD D - - 14.63 To find out the mean of differences (MD) between variable X and Y, the writer used this formula: MD - 156,25 After gaining the result of SD D 10.38 the writer calculated the standard errors from the mean of difference (SE MD ) between variable X and Y: SE MD 1,905 The last calculation is determining the result of t obs (to) of the test with this formula: t o -82,02 The result of t-observed was -82.02. Regardless the minus, it does not indicate a negative score. Then, to complete the result of the research, the writer found out the degrees of freedom (DF) with this formula: df N-1 30-1 29 (see table of t value at the degree of freedom) At the degree of significance 5% the t-table was 2.045, so the observed was higher than t-table, 82.02> 2.093. 3. Data Summary a. The standard deviation of difference (SD D ) with the formula: SD D 14,63 b. The mean of difference (MD) MD - 156,25 c. The standard error from mean of difference (SE MD ) SE MD 1.905

6 d. The Determining t-observed (t o ) t o 82,02 e. The Determining degree of freedom (df) df 29 f. The degree of significance 5% the t-table was 2.045, so the observed was higher than t-table, 82,02 > 2.045. 4. Hypothesis Testing The alternative hypothesis in this research Teaching English Vocabulariy Through Total Physical Response At The Fifth Grade Student Of SDN Rawameneng Kec. Blanakan Kab. Subang It can be used to improving students vocabulary mastery. The population of this research was forty five and the sample was forty students of the fifth grade student of SDN Rawameneng kec. Blanakan kab. Subang. The writer tested the hypothesis by using a t-test. The t-test was 0.05 at a significant level by using the degree of freedom (DF 29), it was known as 2.045. In fact t-test was 82,02 and it was higher than the table. In conclusion the alternative hypothesis (H 1 ) is accepted and null hypothesis (H 0) is rejected. D. CONCLUSIONS AND SUGESTIONS 1.The Conclusions The use of TPR method in the young learners classroom can be successful when two main aspects, namely, appropriate materials and appropriate classroom activities, support it. It means that the instructions should meet the students characteristics and needs. The result of this research showed that Total Physical Response method does not only improve the students vocabulary achievement, but it also motivates the students to learn in an interesting way. Moreover, Total Physical Response method, which gave a context, environment, and fun for the students, was proven to be able to make the students more engaged in learning vocabulary. Hopefully, the findings of this study can encourage teachers who teach English in elementary schools to consider TPR as an alternative method in realizing a better English learning in their classrooms. 2. The Suggestion Based on the findings, it appears that Total Physical Response method maybe effective in improving vocabulary achievement of fifth grade students. Furthermore, TPR can become a method that is used by the teacher to lead the students to learnt not only vocabulary but also grammar and other language skill. Hence, it is a high time to apply. BIBLIOGRAPHY Asher, J. (1977) Language by Commands: The Total Physical Response Approach to Learning Language. http://www.context.org/iclib/ic06/asher.htm Asher, J. 2006. Discussion of TPR.http://www/sil.org/lingualinks/languagelearn ng/waystoapproachlanguagelearning/totalphys icalresponse.htm. [online] November, 20th 2008 Asher, J. 2006. What is TPR? IT S ALL IN THE WAY WE LEARN.http://www.tprsource.com/ asher.htm [online] November, 20th 2008 Brown, H. Douglas. (2001).Teaching by Principles: An interactive Approach to LanguagePedagogy (2nd edition). New York: Addison Wesley Longman, Inc. Brown, H. Douglas. (1990). Understanding Research in Second Language Learning: A teacher sguide to Statistics and Research Design. Cambrige: Cambridge University Press. Harmer, Jeremy. (1991). The Practice of Language Teaching. Edinburgh: Pearson Education Limited. McMilan, J. H and Schumacher, S. (2001). Research Education: A Conceptual Introduction (5 th Education). New York: Longman. Wallace, Michael. (1984). Practical Language Teaching: Teaching Vocabulary. London: Heinemann Educational Books. Wrigley, Heide Spruck and Guth. Gloria J.A. (1992). Bringing Literacy to Life: Issues and Optons in Adult, ESL Literacy