THE EFFECTIVENES OF TOTAL PHYSICAL RESPONSE IN TEACHING PREPOSITION OF PLACE (A Classroom Action Research in the First Year of MTs. Soebono Mantofani, Jombang, Ciputat)
By Monarika Novi A. 207014000386
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ABSTRACT
MonarikaNoviAstuti, 2014.Teaching Preposition of Place Through Total Physical Response (A Classroom Action Research in the Seventh Grade of MTs. Soebono Mantofani Jombang, Ciputat) Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training. Syarif Hidayatullah State Islamic University Jakarta. Advisor
: Dr. Fahriany, M.Pd
Key words
: Preposition of Place, Total Physical Response
This research has a purpose to improve the students’ ability in using Imperative sentence through Total Physical Response (TPR) in the seventh Grade of MTs. Soebono Mantofani Jombang, Ciputat 2012/2013 academic year. The subject of this study consisted of 20 students of VII.1. This 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 MTs. Soebono Mantofani as an observer and collaborator. The research carried out of two cycles, every cycle consisted of two meetings. The research was conducted following Kurt Lewin’s 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 result of this study, show that there was any significant of students’ ability in using preposition of place. 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 the research are: First, related to the test, students’ mean score of posttest in cycle 1 is 61,5 or 35% students who achieved the minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and the post cycle 2 is 71 or 80% students who achieved the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). Second, related to observation result showed that student more active and enjoy in learning preposition of place, the last related to the interview result, the students enthusiastic in getting material, and had motivation to learn preposition of place/ Total Physical Response method effective for learning preposition of place, this method can improve students’ ability in using preposition of place.
ABSTRAK
Monarika Novi Astuti, 2014. Teaching Preposision of Place Through Total Physical Response (A Classroom Action Research in the Seventh Grade of MTs. Soebono Mantofani Jombang, Ciputat) Skripsi, Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Pelatihan Guru. Universitas Islam Negeri Syarif Hidayatullah Jakarta. Advisor: Dr. Fahriany, M.Pd Kata kunci: Preposition of Place, Total Physical Response Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menggunakan kalimat Imperatif melalui Total Physical Response (TPR) di kelas tujuh MTs. Soebono Mantofani Jombang, Ciputat 2012/2013 tahun akademik. Subjek penelitian ini terdiri dari 20 siswa dari kelas VII.1. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian dilakukan dari dua siklus, setiap siklus terdiri dari dua pertemuan. Penelitian ini dilakukan menyusul Desain Kurt Lewin dengan prosedur berikut dari penelitian tindakan: perencanaan, bertindak, observasi, dan refleksi. Data yang digunakan dalam penelitian ini seperti: wawancara, observasi, dan tes. Hasil penelitian ini, menunjukkan bahwa ada hasil signifikan kemampuan siswa dalam menggunakan preposition of place. Sebagian besar siswa mencapai skor yang baik pada akhir setiap siklus. Rata dari Penguasaan minimum Kriteria Ketuntasan Minimal Kriteria-(KKM) dari pelajaran bahasa Inggris adalah 65 (enam puluh lima). Temuan dari penelitian ini adalah: Pertama, berkaitan dengan tes, nilai rata-rata siswa dari posttest di siklus 1 adalah 61,5 atau 35% siswa yang mencapai Penguasaan minimum Kriteria Ketuntasan Minimal Kriteria-(KKM) dan siklus pasca 2 adalah 71 atau 80% siswa yang mencapai Minimum Penguasaan Kriteria Ketuntasan Minimal Kriteria-(KKM). Kedua, terkait dengan hasil observasi menunjukkan bahwa siswa lebih aktif dan menikmati belajar preposition of place, yang terakhir terkait dengan hasil wawancara, para siswa antusias dalam mendapatkan bahan, dan memiliki motivasi belajar preposition of place/ Total Physical Response efektif untuk belajar preposisi tempat, metode ini dapat meningkatkan kemampuan siswa dalam menggunakan preposition of place.
ACKNOWLEDGEMENT
Alhamdulillah, Praise and gratitude be to Allah, Lord of the worlds Who has given the Mercy and Blessing to the writer, so that this “Skripsi” can be finished completely. Sholawat and Salambe upon our prophet Muhammad “Shollahu ‘alaihiwasallam”, his families, companions, and his followers. The writer would like to express his greatest appreciation, honor, gratitude and love to her beloved mother who has been a great motivator and inspiration in every condition, also to her father who has given her many inspirations and supports and her big family. She thanks to them for their pray, guidance, patience, and encouragement to motivate the writer to finish her study. Also, on this occasion, the writer would like to express his gratitude to Mr. Dr. Fahriany, M.Pd as the writer’s advisor who had kindly spent his time to give his valuable advice, guidance, corrections, and suggestions in composing this “Skripsi.”
Furthermore, her greatest gratitude also goes to: 1. All lecturers of English Education Department, for teaching the precious knowledge, sharing the values of life and giving the unforgettable study experiences. 2. Mr. Drs. Syauki, M. Pd., as the chairman of English Education Department. 3. Mr. Zaharil Anasy, M. Hum., as the Secretary of English Education Department. Also, her thanks is given to the staffs of English Education Department 4. Mrs. Nurlena Rifa’i, M.A., Ph.D., the Dean of Faculty of Tarbiyah and Teachers Training. 5. My parents, who always give me spirit to finish my study 6. Mr. Suhendro Tri Anggono as a Staff of Personnel Division UIN Syariff Hidayatullah Jakarta and also as her uncle who always take care of her and about my study
7. Her friends in Department of English Education especially PBI Non Regular 2007 Finally, the writer realizes that this “Skripsi” is still far from being perfect. Constructive criticism and suggestion would be welcomed to make it better. I hope that this Skripsi could be useful to other people, especially to people in education area.
Jakarta, August 27th, 2014
Monarika Novi Astuti
TABLE OF CONTENTS ABSTRACT ..............................................................................................................................
i
ABSTRAK ................................................................................................................................
ii
ACKNOWLEDGMENT .........................................................................................................
iii
TABLE OF CONTENTS ........................................................................................................
iv
LIST OF FIGURES ................................................................................................................. vii LIST OF TABLES ................................................................................................................... viii LIST OF APPENDICES .........................................................................................................
CHAPTER I
ix
: INTRODUCTION A. Background of the Study .......................................................................
1
B. Identification Area and Research Focus ................................................
2
C. Scope and Limitation of the Study.........................................................
2
D. Formulation of the Problem ...................................................................
2
E. Purpose of the Result .............................................................................
2
CHAPTER II : THEORITICAL FRAMEWORK A. Preposition of Place ...............................................................................
4
1. Concept of Preposition .....................................................................
4
2. Types of Preposition ........................................................................
4
3. Use of Preposition ............................................................................
7
4. Function of Preposition ....................................................................
8
B. Total Physical Response 1. Background of Total Physical Response .........................................
8
2. Characteristic of Total Physical Response .......................................
9
3. Design of Total Physical Response.................................................. 10 4. Advantages and Disadvantages of Total Physical Response ........... 12 5. Teaching Preposition of Place through Total Physical Response .... 13
iv
CHAPTER III
: RESEARCH METHODOLOGY A. Place and Time of the Research ............................................................. 16 B. Research Method and Design ................................................................ 16 C. Population and Sample of the Research................................................. 20 D. Technique of Collecting Data ................................................................ 20 E. Technique of Data Analysis ................................................................... 22 F. Validity .................................................................................................. 24
CHAPTER IV
: FINDINGS AND DISCUSSION A. Data Description ................................................................................. 25 Before Implementing the Action ........................................................ 25 a. Result of Pre Interview ................................................................. 25 b. Result of Pre Observation ............................................................. 26 c. Result of Pre Questionnaire .......................................................... 27 d. Result of Pretest ............................................................................ 29 e. Result of Posttest 1........................................................................ 30 f. Result of Posttest 2........................................................................ 33 B. Interpretation of the Data .................................................................... 35 a. Data of Interview .......................................................................... 35 b. Data of Questionnaire ................................................................... 36 c. Data of Test ................................................................................... 36 C. Findings after Implementing the Data ................................................ 36 a. Result of Pre Interview ................................................................. 36 b. Result of Post Questionnaire ......................................................... 37
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion .......................................................................................... 38 B. Suggestion ........................................................................................... 39
v
Bibliography…………………………………………………………………………………42 Appendices…………………………………………………………………………………. 44
vi
LIST OF FIGURES
Figures 3.1
: Curt Lewins’ CAR Design ...................................................................... 16
Figures 3.2
: Writer Design of Classroom Action Research Procedure Adopted from Kurt Lewins’ Design ......................................................................... 19
0
vii
LIST OF TABLES
Table 3.1
: The Interpretation of Students Questionnaire ......................................... 21
Table 4.1
: The Result of Pre Questionnaire ............................................................. 27
Table 4.2
: The Data of the Students’ Pretest ............................................................ 29
Table 4.3
: The Data of the Students’ Posttest 1 ....................................................... 31
Table 4.4
: The Data of the Student’s Posttest 2 ....................................................... 33
viii
LIST OF APPENDICES
Appendix 1
: Interview for the English Teacher before Implementing the Action ...... 41
Appendix 2
: The Result of Interview before implemented Action Research .............. 42
Appendix 3
: Interview for the English Teacher after Classroom Action Research ..... 44
Appendix 4
: The Result of Interview for the English Teacher after Classroom action Research .................................................................................................. 45
Appendix 5
: Soal Pretest .............................................................................................. 47
Appendix 6
: Soal Posttest 1 ......................................................................................... 48
Appendix 7
: Soal Posttest 2 ......................................................................................... 49
Appendix 8
: Table 3.1 The Interpretation of Students’ Questionnaire ........................ 50
Appendix 9
: Table 4.1 The Result of Pre Questionnaires ............................................ 51
Appendix 10
: Table 4.2 The Data of Students Pretest ................................................... 52
Appendix 11
: Table 4.3 The Result of Students in Posttest 1........................................ 54
Appendix 12
: Table 4.4 The Result of Students in Posttest 2........................................ 56
ix
CHAPTER I INTRODUCTION
This Chapter presents and discusses background of the study, identification area and research focus, the scope and limitation of the study, formulation of the problem and purpose of the result research.
A. Background of the Study In Indonesia, English is taught from junior high school to university level. It based on the ministry of
National Education decree no: 372/2003 dates December 12, 2003 stated that “English becomes the first foreign languages that need to be taught in Indonesia starting from primary school as local content, in secondary school as a compulsory subject and in university as a complementary subject.”1
All of these are intended to prepare Indonesian human resources in facing global challenge. Based on the writer’s experience in teaching preposition of place, the writers used Total Physical Response method and it works in teaching Preposition of Place. Because in Total Physical response method, it can be said that emphasizes relation between speech and what the learners act. Teacher gives order, and then the learners do the action. There are four language skills that have to be mastered by the students to learn English subject. The four language skills are listening speaking, reading and writing. Other elements of language such as structure, vocabulary, spelling and pronunciation are presented merely as additional items to support the language skills mentioned above.
1
Ministry of National Education decree no: 327/2003, December 12, (Jakarta:2003)
1
2
According to the writer’s experience in MTs. Soebono Mantofani Jombang, Ciputat as the assistance of the English teacher, most of the teachers used traditional method called Grammar Translation Method in teaching structure. Through Grammar Translation Method, the teachers only translate the text, give the rule of the structure and then ask the students to do some exercise using instruction. These steps only give a little comprehension. Based on the background above, the writer wants to propose a method that can improve the student’s ability to learn the target language. The propose method is using Total Physical response (TPR) in teaching preposition. Because according to the researchers, the students will be easier to remember the material when the learning process is accompanied by physical responses According to the Author the goal of teaching preposition of place through TPR for the beginning level is to facilitate students to remember the material presented by action in accordance to the teacher commands.
B. Identification Area and Research Focus This research focused on the first grade of MTs. Soebono Mantofani Jombang, Ciputat and 1st semester of the 2011/2012 academic year.
C. Scope and Limitation of The Study To avoid misunderstanding and to clarify the problem, the writer limits the problem in teaching Preposition of Place by using Total Physical Response Method compared to Grammar Translation Method in the first grade students of “MTs. Soebono Mantofani Jombang, Ciputat”.
D. Formulation of the Problem Based on the background of study the writer formulates the research problem on this paper: “How Total Physical Response improves students’ ability in preposition of place in the seventh grade students of MTs. Soebono Mantofani, Ciputat”?
3
E. Purpose of the Research The findings (result) of the study are expected to provide useful information about the affect of Total Physical Response method in students’ preposition of place mastery at MTs. Soebono Mantofani Jombang, Ciputat. It is expected that these findings can contribute to four groups of people; they are the school principle, the teacher, the students and the further more researcher. The findings of this research is expected to be useful input for the school principal related to the English teaching learning process in the classroom. For the teacher the findings of this research are expected to be able to enrich the teachers’ knowledge in terms of teaching English. As the teacher of teaching learning activity, students can encourage themselves in mastery preposition of place, so that they can use it in their communication.
CHAPTER II THEORITICAL FRAMEWORK
This chapter presents and discusses definition of preposition, types of preposition, the function of preposition, the general picture of preposition, the concept of total physical response, the principal of total physical response, the characteristic of total physical response, design of total physical response, advantages and disadvantages of total physical response, teaching preposition of place through total physical response.
A. Preposition of Place 1. Concept of Preposition Hurford stated “Preposition is a (typically small) word that occurs before a noun phrase, making another phrase (a prepositional phrase) with it. The term itself reflects the grammatical place of prepositions, „positioned before‟ noun phrase”.1 Harmer said in his book “How to teach English” that Preposition is a word (or group of word) which is used to show the way which other words are connected.2 According to Sidney and Randolph in their book “Student’s Grammar of the English language”, Prepositions are a closed class of items connecting two units in a sentence and specifying a relationship between them.3 The researcher said that prepositions are words that show the relationship between a noun or a pronoun and some other word or element in the rest of the sentence.
1
James R. Hurford, Grammar A student’s guide, (Cambridge University press,1994), p.190. Jeremy Harmer, How to Teach English, (Person Educational Limited, 2007), p. 37. 3 Sidney Greenbaum and Randolph Qiurk, Student’s Grammar of English Language, (Pearson Education Limited, 1990), p. 188. 2
4
5
2. Types of Preposition There are many kinds of prepositions. Some of them are the simplest form. Many of them are monosyllabic such as in at, up, to, by, of, out, with, from, down, over, into, after, before, since, behind, above, etc. According to Mahmud in his book English for Muslim University Students there are types of preposition as follows: 1) Preposition of Location The common preposition used to indicate location or places are:
In
being surrounded by something E.g. In the house
At
presence, around E.g. at the house
On
in contact with the surface of another object E.g. On the table
Across
Opposite from E.g. across the street
Around
near or all sides of E.g. around the house
Between
in the space separating two things E.g. Mona is shitting between Mom and Dad
Among
with or surrounded by E.g. Mona was standing among the boys
Throughout
in all parts, all over E.g. Mona looked for her book throughout the room
Over/above
higher than/ up in perpendicular direction from E.g. The sky is over (above) our head
Under/
lower than, down in perpendicular direction from
Beneath
E.g. Under the table
Below
at the point lower than
6
E.g. below the sea level4 2) Preposition showing place or Position There are three kinds of prepositions that show the place or position, there are: a. The point it self In or inside
Hang your coat in the closet (In gives the area of something enclosed-a container, a drawer, a building) There was no one inside in the house. (Inside emphasizes the containment)
On
put the dishes on the table (on indicates the surface of something- a floor, a wall, a ceiling) He‟s standing on top of the desk. (On top of emphasizes the uppermost horizontal surface. It is used with an object that has some height) I‟m at school. (At refers to general vicinity. Were
At
presence at the place is indicated). At is also used for addresses with streets numbers – He lives at 200 Park Avenue (but he lives on Park Avenue) b. Higher or lower than a point 1) Higher Over
The plane flew over the mountains. (Over is felt to be generally higher than a point).
Above
He lives on the floor above us (above is felt to be directly higher than a point). This distinction between over and above is not always carefully observed.
2) Lower 4
Drs. Nasrun Mahmud, English for Muslim University Students, (Jakarta: Pusat Bahasa dan Budaya Universitas Islam Negeri, 2003), p. 89
7
Under
A Subway runs under this street. (Under is felt to be generally lower than a point)
Underneath
He swept the dirt under (Neath) the rug. (Underneath expresses the idea of closed under, especially so as to be hidden).
Beneath
Beneath a tree lay a dog fast asleep. (Beneath express the idea of directly under, with some space between).
Below
He lives on the floor below us. (Below is felt to be directly lower than a point). The
distinction
between under and below is not always carefully maintained. 3) Neighboring the point Near
He lives near the University. (Near has the most general meaning of neighboring a point).
Next to
the theater is right next to the post office (with nothing else between them).
Alongside
the tug pulled up alongside the tanker. (Adjoining persons or things considered as lined up or side by side).
Beside
he sat beside his wife during the party. (On each sides of person or thing that has two sides).
Between
He sat between his two sons. (On each sides of a person or thing that has two sides) if more than two persons or things are positioned around a point.
Opposites
the museum is just opposite the post office. (Directly facing someone or something)
8
3)
The use of Preposition A preposition is used with a particular meaning in a number of expressions. Some prepositions are used in the idiom or phrase that does not separated each other, there are two parts: a. Common Patterns Such as: In the morning, In the afternoon, In the evening, at the night etc.
b. Fixed Expressions Such as: by mistakes, by myself (without help), by hand (not machine), etc.5
4) The Function of prepositions The preposition has the function of connecting a noun or pronoun to another word, usually a noun, verb or adjective. The functions of prepositions are as follows: a. Correlating a noun with noun Ex: She has talked to the boy in the room b. Correlating a verb with verb Ex: My aunty likes to sleep on the floor c. Correlating a noun with adjective Ex: The Man is very successful in his business d. Correlating a noun with participle Ex: They are frustrated for the problem e. Correlating a noun with verb participle Ex: they stand up near the car.
5
A.M. Zaenuri, English Vocabulary, (Jakarta 2007), p. 8.
9
B. Total physical Response 1. Background of Total Physical Response 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.6 Total Physical response is language teaching method developed by James Asher, the method is an example of the comprehension approach to language teaching. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself.7 It is clear that by this process we can observe how infants internalized their first language. For many months the child absorbs the language without being able to speak. James J. Asher say “A reasonable hypothesis is that the brain and the nervous system are biologically programmed to acquire language, either the first or the second in a particular sequence and in a particular mode. The sequence is listening before speaking and the mode is to synchronize language with the individual‟s body.8 So the students are only expected to listen not to speak, the teacher has the sole responsibility for deciding what input students hear. On the basis of his research, “Asher reasoned that the fastest, least stressful way to achieve understanding of any target language is to follow direction uttered by the instructor (without native language translation)”.9 According to the definition above, it is understandable that Total Physical Response is a language teaching method built around speech and action, which TPR activities provide both auditory input and physical activity.
6
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (London: Cambridge University Press. 2001),p. 87 7 http://en.wikipedia.org/wiki/Total_PhysicalResponse, March, 7th 2014. 8 Ibid. 9 Diane Larsen Freeman, Techniques and Principle in Language Teaching, (Oxford University Press. 2002), p. 108.
10
2. The Characteristic of Total physical response Diane Larsen Freeman stated in his book “Technique and Principles in Language Teaching”, “It should be clear from the class we observed that the use of commands is the major teaching technique of TPR. The commands are given to get students to perform an action”. Besides he stated “The filter is kept low as well by the fact the students are not on the spot to speak, they speak when they are ready to do, so “in addition, I will give you a command to do something in English and you will do the actions along with me”. In other opinion he stated “formal evaluation can be conducted simply by commanding individual students to perform the series of action, teacher should be tolerant of them and only correct major error”.
The characteristic of Total Physical Response methods are: a. Teacher is to be a model. The instructor issues commands to a few students, then perform the action with them b. Develop students‟ flexibility in understanding unfamiliar utterances c. Enjoy. Which students perform are often humorous d. The students also learn to read and write the commands e. Students can to be the instructor. When students are ready to speak, they become the ones who issue the commands. f. No basic text; materials and media have an important role later. After students begin speaking, activities expand to include skits and games.10
3. Design of Total Physical response In teaching of using Total Physical Response there are many rules that must be followed. Include: the method which used in the class and the language that presented by the teacher, Objectives of teaching, Roles of teacher and learner. Here the rules of Total Physical Response are: a. Method
10
Diane Larsen-Freeman, op. cit. p.113
11
Total Physical Response is very enjoying method for the students. This method asks the response from the students about the teacher command, because the material given with the imperative form. Because the students are not allowed to speak before they are ready to speak in target language in learning process in the classroom. b. Objectives According Richard and Rodgers “The objectives Total Physical response are to teach oral proficiency at beginning level”. The students should be capable to communicate with a native language.11 c. Roles of teacher and learner 1) Learner roles Learners in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to commands and given by the teacher. Learners are required to respond both individually and collectively. Learners have a little influence over the content of learning, since content is determined by the teacher, who must follow the-imperative-based format for lesson. Learners are also expected to recognize and response to novel combinations of their own; learners monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak – that is, when a sufficient basis in the language has been internalized. 2) Teacher Roles In the Total Physical Response Method, the teacher plays a central and active role in the sense that most of the activities are planned and coordinated by her. She serves as a model of the sentence structures, which are translated into imperatives forms; in this way, she is the initiator of the process learning. The teacher decides the content and the way she is to present material to the students. Language learning is thus thought to be partly resulting of the learner‟s responses to the teacher‟s commands and requests. 11
Jack C. Richards and Theodore S. Rodgers, op. cit. p. 91
12
In addition to the previous roles, the teacher has the responsibility to direct the classroom activities, such as the various kinds of drills, exercises, modifications of previously learned patters, and so forth. In sum, she is expected to furnish all feasible opportunities for the students to achieve successful learning.12 d. Technique in TPR Freeman, provides expanded descriptions of some common/typical techniques that used in Total Physical Response activities, they are as follows: 1. Using Commands to direct behavior 2. Role Reversal 3. Action Sequence13
4. Advantages and Disadvantages of Total physical response No method is the best in teaching in the classroom because every method has the disadvantages and advantages, and so does Total Physical Response. There are some advantages and disadvantages in process of teaching by using Total Physical Response Method. a. Advantages
It is fun and easy. Students will enjoy getting up out of their chairs and moving around.
It does not require a great deal of preparation on the part of the teacher. However, some other more complex applications might.
It is tool for learning vocabulary.
Class size doesn‟t need to be a problem.
It is memorable. Action help strengthen the connection in the brain
TPR seems to work effectively for children and adults. There is no age barrier.
It is relaxing for students and students learn at their own pace. 12
Jack C. Richards and Theodore S. Rodgers, op. cit. p.93 Diane Larsen – Freeman, op. cit. p. 116-117
13
13
Based on the citation above, the writer sees that the advantages of TPR are it can elicit fun and make students and can to be active in the class. And it can be relaxing for students while students learn at their own pace. b. Disadvantages
Learners may not enough vocabulary to understand the program.
It was only for very beginning level.
TPR may be depressing for students if the teacher is not familiar with the program.
It can be a challenge for shy students.
5. Teaching Preposition of place through Total Physical Response On teaching Preposition of Place through Total Physical Response, the teacher here just explains the simple preposition to the students, such as an in front of, on, in, beside, behind and between All of Equipment has been prepared before teaching such and the students should know the English vocabulary about them. a. The teacher teaching three preposition (beside, behind, between) To begin the lesson the teacher stands beside the chair and the teacher says, “I stand beside the chairs” then she moves behind the chair and says “I stand behind the chairs” and she moves between the chairs and says “I stand between the chairs”. The teacher does these three activities explaining the three prepositions for several times. The teacher gives other examples with her other equipments. The teacher puts the pen between two books and says “I put the pen between the books” then the teacher moves the pen beside the book and says “I put the pen beside the books” then the teacher moves the pen behind the book and says “I put the pen behind the book”. The teacher explains for several times. To make the communicative teaching the teacher calls three students to come to the front of the class as volunteers, they stand up in front of the class facing the other students. The teacher tells the other
14
students to listen and look at the volunteers (the students who come forward in front of the class). They wants to demonstrate the example before with the students come to the front of the class. If the teacher says “put the pen between the books” she and the three students put the pen between two books, if she says “put the pen beside the book she and the three volunteers put the pen beside the book, if the teacher says “put the pen behind the book” they put the pen behind the book. In the End, the teacher gives the command again, and the instructions are faster. The teacher says “put the pen between the books”, “stand up between the chair and the table”, “stand up behind the chair”, “and stand up beside the chair”. The teacher is very satisfied because the students are able to use the three prepositions of place b. The teacher teaching three preposition (in, on, in front of) To begin the lesson the teacher takes a bag, and three cubes. The teacher says “I put the cubes in my bag” The teacher puts the cubes in her bag, the teacher says “I put the red cube on the yellow cube” she put the red cube on the yellow cube. The teacher says “I put the red cube in front of the green cube” she put the red in front of the green cube. She does the several activities for several times. For making it communicative, the teacher calls two others students to become volunteers as before. She orders the two volunteers to do the activity like before. The teacher gives each student three cubes, during the teacher says “put the cubes in the bag” the volunteers put the cubes in the bag. The students follow what the teacher instructs them. The teacher says “take out the cubes from your bag and put them on the chair”, the two students put the cubes on the chair, the teacher says “put the red cube in front of the green and the yellow” the two students put the red cube in front of the green and the yellow cubes. The two students do these activities for several times.
15
To make the students more active, the teacher tries to practice these activities with all students in the class, the teacher instructs them to take their books, pens and bags. The teacher say “put your book in your bag” the students follow her command. The teacher says “take out your book and put in front of your bag” the students response the teacher instruction. And the teacher says “put your pen in your book” They do what the teacher said. The students able to do what the teacher commands without any hesitations. In the end to know their understanding in prepositions of place, the teacher gives the commands and the instructions, the teacher says faster. The teacher says “put the pen in your book, stand up on the floor, and put the chair in front of the table”. The students understood the three prepositions of place and the teacher is very satisfied that the students mastered the prepositions of place. In the last activity, the teacher gives the post-test such as what they has done before by using total Physical Response method to know the understanding in Preposition of Place through Total Physical Response method.
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the time and place of the study, the method of the study, the subject of the study, the writer’s role in the study, the research design, the classroom action research (CAR) procedures, the technique of collecting data, the technique of data analysis and the criteria of the action success and hypothesis. A. Place and Time Research The writer did classroom Action Research (CAR) on September 2011. This research takes place at MTS. SoebonoMantofaniJombang, Ciputat which is located at Jl. Sumatra no 75 Jombang, Ciputat, Tangerang Selatan. B. Research Method and Design The writer uses classroom Action research (CAR) in this study, so she follows principles of CAR to collect the data. The CAR procedures use in this research is Kurt Lewin’s design. It consists of two cycles in which each cycles contains four phases: Planning, Acting, Observing and Reflecting. Acting
Planning
CYCLE 1 Reflecting
Observing
Planning
Acting
CYCLE 2 Reflecting
Observing
Figure 3.1 Kurt Lewins’ CAR Design
16
17
1. Cycle I In the cycle I, the writer did planning, acting, observing and reflecting. a. Planning This phase, the writer planed some activities which had broken down into: curriculum study, programming and planning of learning which involves the application of the meetings, preparing material tools, preparing lesson plan, preparing evaluation tools. b. Acting In acting phase, the writer doing learning preposition of place material through Total Physical Response, giving post-test cycle I to the students, observing, which includes the following activities, c. Observing Observing the students activities during learning activities, rewriting the events that appear on the students during learning activities and observation data collected during the execution of learning activities. d. Reflecting Here the writer did analyzing data from the implementing of action, evaluating the implementation of measures that have been done on the cycle I and planning the actions for the second cycle
2. Cycle II a. Planning In this phase, the writer did planning the learning implementation consisting of one meeting, making the material preposition of place instrument, preparing the research instrument and preparing the evaluation tools b. Acting Here, the writer implementing learning activity of preposition of place material through TPR, giving the post-questionnaire and giving post-test cycle II to the students.
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c. Observing Here the writer observing the students activities during learning activities, rewriting the events that appear on the students during learning activities, observation data collected during the execution of learning activities. d. Reflecting This phase, the writer did analyzing data from the implementation of action and evaluating the implementation of measures that have been done on the cycle II. Classroom Action Research (CAR) is an action research conducted with the aim of improving the quality of practice learning in the classroom. This method focused on the students of the academic process that occurs in the classroom. Based on the Lewin’s Action Research design above, the writer would like to make an Action Research model Adapted from Kurt Lewin’s Design
19
Cycle I Planning
Acting
After interviewing the teacher and the students, and observing the classroom. Then, the writer and teacher discuss to create lesson plan, and the instruments.
The writer conducts the lesson plan that has been made; lesson plan based on preposition of place through total physical response.
Observing The writer observes students in teaching and learning process, students’ condition and the students’ response in learning preposition of place. After that the writer gives students test to know their ability in preposition of place.
Reflecting The writer and the teacher discuss about the result from the 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.
Cycle II Planning
Acting The writer implemented the lesson plan which has been revised. In imperative material, the students have to act and listen to the writer command.
The writer modified the lesson plan based on the result of reflecting phase. Then, the writer prepare the post-test.
Reflecting The writer and the teacher discuss the result of the implementation of modified action. If the students’ result was good was not necessary continue to next cycle
Observing The writer observes the students’ activities in the classroom and students’ response in learning preposition of place through TPR. From the post test result in second cycle it could be seen students’ improvement in learning preposition of place.
Figure 3.2 Writer’s design of classroom Action Research Procedure Adopted from Kurt Lewin’s Design
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C. Population and Sample of the Research The population of this study is seventh grading students of MTs. Soebono Mantofani at Jl. Sumatra no 75 Jombang, Ciputat. The whole students are 129 students who consist of four classes, namely class 7.1, 7.2, 7.3and 7.4every class has 20 to 30 students. The writer took out one class from the population as sample of this research which consists of 20 students, which are divided into 1classes, namely class 7.1. For the experiment class appointed 7.1 as the sample that get treatment.
D. The Technique of Collecting data Principles of data collecting in action research are similar to other studies. In action research, both qualitative and quantitative the data used to describe the changes: changes in teacher performance, students’ achievement results, changes in students’ performance and classroom atmosphere changes.1 The complete explanation is as follows: 1. Observation First, In this case the writer uses the unstructured or opened observation to know what happens within teaching learning process. It may be about teachers’ performance, class situation and students’ response concerning the application of TPR during CAR. In other words all of the need aspects should be noticed to make sure whether the teaching learning process is in line with the lesson plan or not. The observation is carried out by using both the form of observation as a guideline during the research and field notes as an additional data. 2. Interview Interview guide is given to the students of MTs. Soebono Mantofani and the English teacher. The writer asks them before implementing Classroom Action Research (CAR). It is to know students’ ability in using grammar, students’ participation in learning grammar and preposition of place and the method or any strategies usually adopted by the teacher in teaching grammar. 1
Suharsimi Arikunto. Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara,2007), p. 127
21
The interview also is carried out after Classroom Action Research (CAR) to know the English teacher response toward the idea of Total Physical Response. 3. Questionnaire The writer gives questionnaires after an action research to know the students’ 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: 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: Table 3.1 The Interpretation of Students’ Questionnaire No.
The Score
The Criterion
4.
81—100%
Excellent
5.
61-80%
Good
3.
41-60%
Enough
4.
21-40%
Fairly
5.
0-20%
Very Fairly
4. Test The test used in this study is pre-test and post-test. It is used to get the data concerning with the students’ progress in understanding prepositions of place through TPR. The pre-test is given to the students before TPR is applied. Meanwhile, the post-test is given after the implementation of TPR in the end of each cycle. Both of pre-test and post-test are presented in the form of multiple choices.
22
E. The Technique of Data Analysis The technique of data analysis consist of data from interview, data from observation, data from distributing questionnaire, and data from the test (pre-test and post-test). The analysis qualitative data is used to measure data from observation and interview, while the analysis quantitative data is used to measure data from questionnaire and test. In analyzing the average score of students’ grammar test in each cycle, the writer uses the formula.2
= : mean ∑X : individual score N
: number of students
Next the writer tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gain score 75(seventy five). The formula is:3 F P = ── X 100% N P: the class percentage F: total percentage score N: Number of students Then, after getting mean of students’ score per actions, the writer identifies whether or not there is an improvement of students’ score from pre-test
2
Nana Sudjana, Penilaian Hasil Belajar Mengajar, (Bandung: PT. Remaja Rosdakarya, 1991), p.109 3 Nana Sudjana, PenilaianHasilBelajarMengajar……, p. 131
23
up to post-test in cycle 1 and 2. The writer uses the formula below the analyzing the data.4 Formula of Post-test 1 y1 - y P = ───X 100% y
P: percentage of students’ improvement y: pre-test result y1: post test 1
Formula of Post-test 2 y2 - y P = ───X 100% y
P: percentage of students’ improvement y: pre-test y2: post-test 2
The formula used to analyze data from the percentage of questionnaire result:
%=n x10 N
n: number of students who answered the option N: number of students in the class
4
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Lowa: Department of Physics and Astronomy, 2008), p.3.
24
F. The Validity of Data To analyze the examined test items, the writer implements the trustworthiness of 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 item than do’s item difficulty, because it show how the top scores and lower scores performed on each item. The computing of discriminating power uses the formulas following:
U-L D = _________ N
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 group
Next, the discriminating scale uses: DP
REMARK
≤ 0.40
Used
0.20-0.39
Revised
≤ 0.10
Discarded
CHAPTER IV FINDINGS AND DISCUSSION
This chapter presents the research findings based on the analysis of data collected from the implementation of TPR to teaching Preposition of Place. The research findings are described in three parts: data description, data analyzing and data interpretation. A. Data Description 1. Before Implementing the Action a. The Result of Pre Interview Pre Interview was conducted in this study was the unstructured interview. It was held on Thursday, 18th September 2012. The writer ask the teacher some questions, including: The general condition in English class primarily on students performance and students achievement, the difficulty faced by students in understanding preposition of place and the teacher strategy to solve the students difficulties in understanding preposition of place. First category discussed about the general condition in English class primarily on students’ grammar achievement of the test and students’ activities. The teacher said that most of students who did not like English class; they gained low competence in English. Besides, they still faced obstacle in following the English lesson. They thought English as a complicated then considered that grammar as the most difficult one in learning English primarily on VII class which derived the lowest score of grammar test among the other second grade classes. Moreover, the teacher stated that most of them were hardly to pass the Criterion of Minimum Completeness (KKM) concerning the school policy.
25
26
The second category discussed about the students’ difficulties in understanding preposition of place. It was related to the students’ difficulties in understanding the formula of the sentence and remembering the pattern. The teacher said students usually forgot about the usage of preposition of place. The third category was related to the strategy used by the teacher to solve students’ difficulties in understanding preposition of place. The teacher said he usually gave a brief explanation and focused on students’ who really have difficulties in understanding preposition of place. He also gave some exercises from the students’ hand book (LKS) or English text book, and some time he took the material from internet. Unfortunately, it did not really solve the problem. Then, the writer suggested using TPR method to solve the problem. Besides, through TPR method, hopefully students are able to understand Preposition of Place easily. Finally, the teacher and the writer agreed to use TPR Method in teaching Preposition of Place.
b. The Result of Pre Observation The result pre observation was conducted to know the process of teaching and learning preposition of place before implementing TPR. It was conducted at first year students of MTs. Soebono Mantofani Jombang, Ciputat. The class consists of twenty (20) students. In the class, the teacher used teacher-centered during the activity because the teacher actually dominated the classroom activity then it made the student passive in the class and less motivation to learn preposition of place. Generally, the teacher wrote the material preposition of place then the students wrote after his. Afterwards, if they did not know about the material, the student could ask to the teacher. This activity made the students bored in English class because the teacher center method of teaching activity.
27
c. The Result of Pre Questionnaire The researcher delivered the questionnaire to the students in two sessions; before implementation of the action and after the implementation the action. The questionnaire consists of fifth teen (15) statements the questionnaire covers three categories; the students’ response in learning grammar (question number 1- 6), the second category was the students’ understanding on preposition of place (question number 7- 12), and students’ activity in teaching learning process (question number 13- 15). To find out students’ response and experience about the ideas of learning preposition of place before implementing the action, the writer used the following formula.
P = the percentage f = frequency of the percentage is being calculated N = number of students The detail percentage of the students’ response before the implementing of TPR is presented into a table as following: Table4.1 The Result of Pre Questionnaire The Result of Student’s Answer
No
Students’ Answer
1
Students feel satisfied with their English score.
2
Students
like
to
learn
English
grammar. 3
English is an important lesson
Yes
%
No
%
5
25%
15
75%
16
80%
4
20%
17
85%
3
15%
28
4
Sometime students feel bored when learning English
5
Students were motivated in learning preposition of place
6
18
90%
2
10%
10
50%
10
50%
40%
12
60%
7
35%
13
65%
3
15%
17
85%
5
25%
15
75%
65%
7
35%
8
40%
12
60%
7
35%
13
65%
9
45%
11
55%
9
45%
9
45%
15
75%
5
25%
Students always actively participated in English teaching in material 8 preposition of place
7
Students understand preposition of place easily.
8
Students
could
remember
the
formulapreposition of place 9
Students know the use on preposition of place in their daily life.
10
Students understandpreposition of place, but they could not use it in 13 their daily conversation
11
Students are able to make sentences on preposition of place correctly
12
Students have the difficulty in using preposition of place.
13
Students can do the exercise about preposition of place.
14
The students do the English exercise individually
15
The students do the English exercise in group
29
d. The result of Pre-test To know the result of the pretests the writer made the table of students’ pretest score. Here the result of students’ scores in class through Total Physical response.
Table 4.2 The Data of Students in the Pretest Students (N)
Pre-test
1
48
2
63
3
47
4
54
5
74
6
50
7
68
8
20
9
50
10
68
11
48
12
40
13
56
14
30
15
60
16
50
17
70
18
68
19
60
20
40
30
Total
1064
Average
53,2
To analyze the data of pre test, the first step is to get the mean score of the class. The following is the calculation: Total score of students pretest = 1064 = = = 53.2 From the calculation above, it was known that the mean score of the class in pretest is 53.2. In the other words, the students’ achievement score of preposition of place before implementing Classroom Action Research (CAR) is 53.2. The next step is to know the percentage of students’ score who passed the KKM (68) the writer computes as follows:
P = 25% From the computation the students score percentage in the pretest 25%. It means that the students who passed the KKM are 5 students and the other 15 students were below the KKM.
e. The result of post-test I To know the result of the posttests the writer made the table of students’ posttest score. Here the result of students’ scores in the posttest through Total Physical response.
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Table 4.3 The Data of Posttest 1 Students (N)
Pre-test
Post-test 1
1
48
56
2
63
76
3
47
68
4
54
68
5
74
78
6
50
60
7
68
70
8
20
48
9
50
56
10
68
70
11
48
50
12
40
40
13
56
60
14
30
60
15
60
62
16
50
50
17
70
72
18
68
76
19
60
60
20
40
50
Total
1064
1230
Average
53,2
61,5
Furthermore, in the cycle I after getting students’ score in the posttest I, the writer analyzed the data in order to compare the result between pretest
32
and posttest I. There are two steps to know the comparing result of pretest and posttest I. Those are calculating the students’ improvement into percentage and calculating the class percentage.
The first step was calculating the mean score of posttest I. It was calculated as follows: Total score of students post-test 1 = 1230
The calculation above shows that students’ mean score of posttest I is 61.5. It shows that there wasan improvement from pretest mean score. It could be seen from the pretest mean score (53.2) to the mean score of posttest I (61.5).
Based on the result above, the percentage of the students’ scores from the pretest to the posttest I is 15.60%. It means that the score in cycle I is improved about 15.60% from the pretest score. Afterwards, the writer would like to know the percentage of students who passed the KKM. It used the calculation as following:
33
According to the calculation, the class percentage which passed the KKM in posttest I is 35%. In other words, there were 7 students achieved the KKM and the other 13 students were out of target. The class percentage of posttest I is (35%). It could be seen from the class percentage pretest (15%). It could be concluded the KKM is 20% (35%-15%).
f. The result of Post-test II In cycle II, the writer used the same steps to get the mean score of the class, to get the percentage of the students’ improvement score, and to know the class percentage which derived the KKM. Table 4.4 The Data of Students’ Posttest 2 Students (N)
Post-test
Post-test
Pre-test 1
2
1
48
56
68
2
63
76
80
3
47
68
76
4
54
68
78
5
74
78
80
6
50
60
78
7
68
70
68
8
20
48
68
9
50
56
73
10
68
70
73
34
11
48
50
80
12
40
40
50
13
56
60
75
14
30
60
50
15
60
62
68
16
50
50
73
17
70
72
78
18
68
76
86
19
60
60
60
20
40
50
58
Total
1064
1230
1420
Average
53,2
61,5
71
Firstly, to get the mean score of the class, the writer used calculation as follows: Total score of students post-test 2 = 1420
From that calculation, the mean score of posttest II is 71. It means that there are some students’ improvement score from the mean score of posttest I (61.5). Next, to get the percentage of students’ score improvement the following calculationis used:
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According to that calculation, it could be said that posttest 2 improves 43.66% from the pretest and improves 17.85% from the posttest1 (33.45%15.6%= 17.85%).
From that calculation, the class percentage is 80%. It means that in the cycle 2 there were 16 students passed the KKM and 4 students were below the KKM.
B. The Interpretation of the Data 1. The Data of Interview The data gained from pre-interview with English teacher indicated that the students still difficult to understanding and to respond the action command from the teacher because they didn’t understand what was the teacher said and lack of vocabulary. After the pre interview finished the writer thought that teaching and learning process of preposition of place in the seventh grade students of MTs. Soebono Mantofani Jombang, Ciputat should be changed, therefore the writer decided to teach preposition of place through Total Physical Response. In addition, after the students had been taught using TPR, they have higher motivation in learning, so they were active during teaching learning process. It is because of TPR makes learning preposition of place easy and enjoyable.
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2. The Data of Questionnaire The data from the questionnaire gained that after using Total Physical response in teaching Preposition of Place, the students gave positive responses. According to the students total Physical Response made them active in learning preposition of place, effective for preposition of place material and easy to learn preposition of place. Total Physical Response could make classroom more interesting in teaching and learning process of preposition of place.
3. The Data of Test The data showed that the students’ mean score of posttest I in cycle I was 61.5. It proves that there are some improvements from the pretest mean score. It could be seen from the pretest mean score (53.2) to the mean score of posttest I (61.5). It improves 8.4 (61.5-53.2) Next, the class percentage cycle II was 80%. It means that in cycle II there were 16 students who passed the KKM and there were 4 students were below the KKM. The class percentage of posttest II obviously shows some improvements from the previous test.
C. Findings after Implementing the Classroom Action research a. Result of Post Interview After implementing total physical response method, the writer carried out the interview with the teacher. The writer want to know the teacher opinion about total physical response method in teaching learning preposition of place. In this case, the writer divided three categories question in the interview. There were the students’ condition in teaching preposition of place in the classroom and teachers’ opinion about total physical response. First category, was students’ condition in teaching preposition of place in classroom, the teacher said that the students’ condition was good,
37
enthusiastic in getting material and had motivation for speaking English. Next, the students’ participant was good enough in learning preposition of place. Finally, the students more happy and active in learning preposition of place, they were not bored. Second category was the method was use in the classroom. The difficulties that faced by the students when the writer used total physical response in learning preposition of place was the class management uncontrolled and 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 the students’ ability in learning preposition of place. The last, the teacher ever implemented the total physical response method and she has motivation to use it in the classroom activities. The last category is the teachers’ opinion about total physical response. Teacher said total physical response was effective in learning preposition of place. The method can improve the students’ ability in using preposition of place. The teachers’ suggestion as a teacher we have to use total physical response in teaching and learning preposition of place.
b. The Result of Post Questionnaire The post questionnaire was conducted to know about the students’ response after learning preposition of place through total physical response. The questionnaire used in the research was open questionnaire. The questionnaires were given to the seventh grade students of MTs. Soebono Mantofani Jombang, Ciputat on October 2012. The questionnaire has ten questions.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion Based on the result of the analysis in the previous chapter, the writer concludes that: 1. The students’ progress during the teaching and learning activity by using Total Physical response (TPR) is better. The main factors affecting this success are the students’ interest in teaching and learning activities given using TPR, and the students’ achievement in learning preposition of place by Total Physical response (TPR) has a significant improvement. It can be seen in the result of students’ score in pre-test and post-test I in the first cycle and post-test II in the second cycle. 2. Furthermore, the improvements of students’ understanding of prepositions of place can be seen clearly in the improvement of their achievement in pretest and posttest. The result of pretest and posttest showed the significant improvement. 3. The data gained from the pretest, the post test in cycle 1 and posttest in cycle 2. Mean score of pretest before cycle 1 is 53,2; mean score of posttest in cycle 1 is 61,5 and mean score in posttest in cycle 2 is 71. It means that in cycle 2 Classroom Action Research (CAR), there are 16 students of 20 who passed the Minimum Mastery Criterion- KriteriaKetuntasan Minimal (KKM) and only 4 students are still bellow the KKM. The writer conclude that Total Physical Response Method can improve students ability in using preposition of place.
38
39
B. Suggestion Based on the conclusion above, the writer would like to offer the suggestion. The suggestion is; Using Total Physical response (TPR) in teaching preposition of place is recommended for English teacher, because by using Total Physical response not only makes students enjoy, fun and relax in learning English but also take longer in their mind in memorizing the vocabularies, because they response the command by their physical.
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BIBLIOGRAPHY
Arikunto, Suharsimi. PenelitianTindakanKelas, Jakarta: BumiAksara, 2007. Greenbau. Sidney and Qiurk, Randolph, Student’s Grammar of English language, England: Pearson Education Limited, 1990 Harmer, Jeremy. How to Teach English, England: Person Educational Limited, 2007. Hurdford, James R.Grammar a Student’s Guide, Cambridge: Cambridge University press, 1995. Larsen Freeman, Diane. Technique and Principles in Language Teaching, Oxford: Oxford University, 2002. Mahmud, Nasrun. English for Muslim University PusatBahasadanBudayaUniversitas Islam Negeri Jakarta, 2004.
Students,
Jakarta:
Meltzer, david E. The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Lowa: Department of Physics and Astronomy, Lowa State University, 2002. Richard, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching, London: Cambridge University, 2001. Sudjana, Nana. PenilaianHasil Proses BelajarMengajar, Bandung: PT. Rosdakarya, 1991. “Wikipedia Category: Total Physical Response”,www.Wikipedia.com, 7 Maret 2014. Zaenuri, A.M. English Vocabulary, Jakarta: Universitas Islam Negeri Jakarta, 2007.
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Appendix 1: Interview for the English Teacher before Implementing the Action
PEDOMAN
WAWANCARA
DENGAN
GURU
BAHASA
INGGRIS
TERKAIT
MASALAH PENGAJARAN BAHASA INGGRIS DI KELAS
1. Sepertiapakah proses belajarmengajarmatapelajaranBahasaInggris di kelas? 2. Aktivitasapasaja yang dilakukan guru danmuridselama proses belajarmengajar di kelas? 3. Metodeapa yang andagunakansaatmengajar subject Grammar? 4. Aspek Grammar apasaja yang sulitdipahamiolehsiswa? 5. Bagaimanadengan
subject
preposition
of
place?Apakahsiswamasihmengalamikesulitandalammemahamipreposition of place 6. Bagaimanarespondanpartisipasisiswasaatmateripreposition of place di ajarkan? 7. Ketikamempelajaripreposition of place, kesulitanapa yang seringdialamiolehsiswa? Mengapa? Apapenyebabnya? 8. ApakahandapernahmengajarbahasaInggrisdenganmenggunakanmetodetotal
physical
response? 9. Menurutanda, apakahmetodetotal physical response efektifditerapkanketikapengajaran preposition of place? 10. Menurutandaapakahmetodetotal
physical
responsedapatmeningkatkankemampuansiswadalammenggunakanpreposition of place?
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Appendix 2: The Result of Interview before implemented Action Research
HASIL WAWANCARA KEPADA GURU BAHASA INGGRIS MTs.SoebonoMantofani
Pewawancara
: Monarika Novi A.
Pihak yang diwawancara
: DaniSetiawan, S.Pd.
Jabatan
: GuruBahasaInggrisMTs.Soebono MantofaniJombang, Ciputat.
1. Q :Sepertiapakah proses belajarmengajarmatapelajaranBahasaInggris di kelas? A : Proses belajarmengajardimulaidenganpendahuluan, menjelaskanmateriinti, kemudian di akhiridenganpenutup (biasanyatanyajawab). 2. Q : Aktivitasapasaja yang dilakukan guru danmuridselama proses belajarmengajar di kelas? A :Biasanyasiswaberkelompokuntukmenganalisis, mengerjakansoaldan games 3. Q :Metodeapa yang andagunakansaatmengajar subject Grammar? A :Tergantungpadamateripembahasan 4. Q :Aspek Grammar apasaja yang sulitdipahamiolehsiswa? A
:Menurutsayabanyaksiswa
yang
mengalamikesulitanpada
Karenasebagianbesardarimerekahanyamenghafal
formula
dari
tersebuttanpamemahamifungsidari tenses tsb. 5. Q :Bagaimanadengan subject preposition of place?Apakahsiswamasihmengalami Kesulitandalammemahamimateripreposition of place?
tenses. tenses
43
A :Dalammateripreposition of place siswamasihseringkelirudalampenggunaannya 6. Q :Bagaimanarespondanpartisipasisiswasaatmateripreposition of place di ajarkan? A :Sebenarnyaresponmerekabaik, maumencobanamunseringkalimasihtertukar pengguunaannya 7. Q :Ketikamempelajaripreposition of place, kesulitanapa yang seringdialamiolehsiswa? Mengapa? Apapenyebabnya? A :Kesulitan yang seringdialamisiswaadalahtertukarnyapenggunaan in, on, under, beneath dll. 8. Q :ApakahandapernahmengajarbahasaInggrisdenganmenggunakanmetodetotal physical response? A :Ya, pernah 9. Q :Menurutanda, apakahmetodetotal physical response efektifditerapkanketikapengajaran preposition of place? A :Ya, metode total physical response sangatefektifuntukmengajarkanmateri preposition of place 10. Q
:Menurutandaapakahmetodetotal
physical
responsedapatmeningkatkankemampuansiswadalammenggunakanpreposition of place? A
:Menurutsaya,
metodetotal
physical
sangatcocokdanefektifuntukmeningkatkankemampuan remembering siswa.
response
44
Appendix 3: Interview for the English Teacher after Classroom Action Research
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT RESPON PENGGUNAAN TOTAL PHYSICAL RESPONSE
1. Bagaimanakondisisiswabapakdalampembelajaranpreposition
of
place
setelahmenggunakanmetode Total Physical Response? 2. Bagaimanapartisipasisiswaketikapembelajaranpreposition
of
placedenganmenggunakan Total Physical Response 3. Apakahsiswaterlihatlebih
enjoy
danaktifketika
proses
belajarmengajarberlangsusng? 4. Kendalaapa
yang
terlihatketikabelajarpreposition
of
place
denganmenggunakanmetode total Physical Response? 5. Apakahbapakmerasatermotivasiuntukmenggunakanmetode Response saat proses belajarmengajar di kelas?
Total
Physical
45
Appendix 4: The Result of Interview for the English Teacher after Classroom action Research
HASIL WAWANCARA Kepada Guru BahasaInggrisMTs.SoebonoMantofani Pewawancara
: Monarika Novi A.
Pihak yang di wawancara : DaniSetiawan, S.Pd Jabatan
: Guru BahasaInggrisMTs.Soebono MantofaniJombang, Ciputat.
1. Q
:Bagaimanakondisisiswabapakdalampembelajaranpreposition
of
place
setelahmenggunakanmetode Total Physical Response? A
:Bagus,
Siswaterlihatlebihsemangatbelajar,
antusiasdalammenerimamateridanmerekatermotivasiuntuk speak up. 2. Q
:Bagaimanapartisipasisiswaketikapembelajaranpreposition
of
place
denganmenggunakan Total Physical Response? A
:Bagus,
karenasiswajadilebihpercayadiridalammengucapkan
vocabulary,
danpronounciationnyajugajadilebihbaik. 3. Q
:Apakahsiswaterlihatlebih
enjoy
danaktifketika
proses
belajarmengajarberlangsusng? A :ya, merekaterlihatlebih enjoy, aktifdanantusiassaat proses KBM berlangsung 4. Q
:Kendalaapa
yang
terlihatketikabelajapreposition
denganmenggunakanmetode total Physical Response?
of
place
46
A
:Padadasarnyaapa
yang
namunkendalanyaadapadajumlah
dilakukanoleh vocabulary
researcher siswa
sudahbagus,
yang
minim.
Jadibeberapasiswatidakpahamdenganinstruksi yang diberikan.
5. Q
:Apakahbapakmerasatermotivasiuntukmenggunakanmetode
Total
Physical
Response saat proses belajarmengajar di kelas? A :ya, sayamerasatermotivasiuntukmenggunakan Total Physical Response ketika KBM, danmenurutsayametodeinicocokdigunakanuntukberbagaimateritidakhanyauntukpr eposition of place saja.
49
Appendix 7:Soal Posttest 2
Preposition of Place
1. Don’t sit _____ the grass. It’s wet. 2. What do you have _____ the bag? 3. Look! There’s a man _____ the roof. What’s he doing? 4. There are a lot of fish _____ this river. 5. Our house is number 45- the number stick _____ the door. 6. “Is the post office near here?” “Yes, turn left _____ the traffic light.” 7. I have a small vegetable garden _____ the back yard. 8. My sister lives _____ Mexico City. 9. There’s a small park _____ the top of the hill. 10. I think I heard the doorbell. There’s somebody _____ the door. 11. Jakarta is a large city _____ Indonesia. 12. There’s a gas station ____ the end of the block. 13. It’s difficult to carry a lot of things ____ a bicycle. 14. I looked at the list of names;My name was _____ the bottom of the list. 15. There’s a mirror _____ the wall _____ the living room.
50
Appendix 8: Table 3.1 The Interpretation of Students’ Questionnaire
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
51
Appendix 9: Table 4.1 The Result of PreQuestionnaires Table 4.1 The Result of Pre Questionnaire No.
Students’ Answer 1. Students feel satisfied with their English score.
The Result of Students’ Answer Yes
%
No
%
5
25%
15
75%
2.
Students like to learn English grammar
16
80%
4
2. 20%
3.
English is an important lesson
17
85%
3
15%
4.
Sometime students feel bored when learning English
18
90%
2
10%
5.
Students were motivated in learning preposition of 10 place
50%
10
50%
6.
Students always actively participated in English 8 teaching in material preposition of place
40%
12
60%
7.
Students understand preposition of place easily
7
35%
13
65%
8.
Students could remember the formula preposition of 3 place
15%
17
85%
9.
Students know the use on preposition of place in their 5 daily activity
25%
15
75%
10.
Students understand preposition of place, but they 13 could not use it in their daily
65%
7
35%
11.
Students are able to make sentences on preposition of 8 place correctly
40%
12
60%
12.
Students has difficulty in using preposition of place
7
35%
13
65%
13.
Students can do the exercise about preposition of 9 place
45%
11
55%
14.
The students do the English exercise individually
45%
11
55%
9
52
15.
The students do the English exercise in group
Appendix 10: Table 4.2 The Data of Students Pretest
Table 4.2 The Data of Students Pretest Students (N)
Pretest Score
1
48
2
63
3
47
4
54
5
74
5
50
6
68
7
20
8
20
9
50
10
68
11
48
12
40
13
56
14
30
15
60
16
50
17
70
15
75%
5
25%
53
18
68
19
60
20
40
Total
1064
Average
53,2
54
Appendix 11: Table 4.3 The Result of Students in Posttest 1
Table 4.3 The Result of Students in Posttest 1 Students (N)
Pretest
Posttest 1
1
48
56
2
63
76
3
47
68
4
54
68
5
74
78
6
50
60
7
68
70
8
20
48
9
50
56
10
68
70
11
48
50
12
40
40
13
56
60
14
30
60
15
60
62
16
50
50
17
70
72
55
18
68
76
19
60
60
20
40
50
Total
1064
1230
Average
53,2
61,5
56
Appendix 12: Table 4.4 The Result of Students in Posttest 2
Table 4.4 The Result of Students in Posttest 2 Students (N)
Pretest
Posttest 1
Posttest 2
1
48
56
68
2
63
76
80
3
47
68
76
4
54
68
78
5
74
78
80
6
50
60
78
7
68
70
68
8
20
48
68
9
50
56
73
10
68
70
73
11
48
50
80
12
40
40
50
13
56
60
75
14
30
60
50
15
60
62
68
16
50
50
73
17
70
72
78
57
18
68
76
86
19
60
60
60
20
40
50
58
Total
1064
1230
1420
Average
53,2
61,5
71
58
Appendix 13: The observation Note before CAR
Location No.
: MTs. Soebono Mantofani
Things which is observed
Observation
1. Subject
Preposition of Place
2. Method
The teacher used traditional method. Grammar Translation Method
3. Teachers’ activity
The teacher tends to be a teacher centered, he taught preposition of place by giving the material first and then give the meaning, he asked to the students to repeat the word, he asked to the students to write and memorize the vocabulary. The teacher didn’t ask the students to response the teachers’ command with their physical.
4. Students’ activity
The students memorized the rule, wrote the vocabularies, and repeated the words after the teacher, made the sentences by using they own words, and did the exercises. Those activities made the students bored, passive and had less motivation in teaching learning process.
English Teacher
Observer
Dani Setiawan, S.Pd
Monarika Novi A.
59
Appendix 14: Panduan Pengamatan Pelaksanaan Tindakan Kelas Siklus 1 THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE IN TEACHING PREPOSITION OF PLACE (A Classroom Action Research in the First Year of MTs. Soebono Mantofani) Berilah tanda ( No.
) pada kolom ya atau tidak
Pernyataan
Ya
1.
Guru merumuskan tujuan pembelajaran sesuai dengan kurikulum dan silabus
2.
Guru memberikan motifasi kepada siswa sebelum pembelajaran dimulai
3.
Gurumengaitkan pelajaran sesuai dengan kehidupan sehari-hari
4.
Guru melakukan pemahaman siswa.
5.
Guru mengajarkan preposition of place melalui aktifitas fisik (gerakan)
6.
Siswa terlihat antusias saat guru mengajarkan preposition of place dengan metode TPR
7.
Siswa merespon secara fisik perintah atau ucapan guru berkaitan dengan preposition of place
8.
Siswa merespon secara verbal perintah atau ucapan guru berkaitan dengan preposition of place
9.
Guru yang memutuskan tentang apa yang di pelajari, dan siapa yang memerankan
Tanya-
jawab
untuk
Tidak
menguji
10. Guru berperan sebagai instructor dan siswa sebagai pendengar dan pelaku ketika proses pengjaran Observer
Dani Setiawan, S.Pd
60
Appendix 15: Panduan Pengamatan Tindakan Kelas Siklus II THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE IN TEACHING PREPOSITION OF PLACE (A classroom Action Research in the First Year of MTs. Soebono Mantofani) Berilah tanda ( ) pada kolom “Ya” atau “Tidak” No.
Pernyataan
Ya
1.
Guru merumuskan tujuan pembelajaran sesuai dengan kurikulum dan silabus
2.
Guru memberikan motifasi kepada siswa sebelum pembelajaran dimulai
3.
Gurumengaitkan pelajaran sesuai dengan kehidupan sehari-hari
4.
Guru melakukan pemahaman siswa.
5.
Guru mengajarkan preposition of place melalui aktifitas fisik (gerakan)
6.
Siswa terlihat antusias saat guru mengajarkan preposition of place dengan metode TPR
7.
Siswa merespon secara fisik perintah atau ucapan guru berkaitan dengan preposition of place
8.
Siswa merespon secara verbal perintah atau ucapan guru berkaitan dengan preposition of place
9.
Guru yang memutuskan tentang apa yang di pelajari, dan siapa yang memerankan
Tanya-
jawab
untuk
menguji
10. Guru berperan sebagai instructor dan siswa sebagai pendengar dan pelaku ketika proses pengjaran 11. Guru membrikan vocabulary yang sering digunakan siswa dalam sehari-hari 12. Siswa merasa senang, enjoy dan tidak “stress”
Tidak
61
13. Guru memberikan imperative drill
latihan
dengan
menggunakan
14. Guru menggunakan bahasa target dalam mengajar, namun jika tidak mengerti guru menggunakan bahasa siswa 15. Siswa terlihat lebih bersemangat ketika menggunakan media untuk menjelaskan materi
guru
Keterangan: Skor 1 untuk jawaban Ya Nilai maksimal 20 Prosentase penilaian: jumlah skor
X 100%
Nilai maksimal : 14 x 100% 15 : 93%
Observer
Dani Setiawan, S.Pd
62
Appendix 16: Catatan Lapangan
SIKLUS I PERTEMUAN PERTAMA
Proses Pengajaran dan Pembelajaran di kelas: Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari. Aktivitas Guru:
Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran Guru menanyakan siswa tentang preposition of place yang diketahui oleh siswa Guru meminta beberapa siswa untuk memperagakan kalimat sederhana yang diberikan oleh guru Guru meminta siswa lainnya untuk mengkoreksi apakah yang dilakukan siswa tersebutu benar atau salah Guru meminta siswa untuk menirukan dan mengucapkan kaliamat yang diucapkan oleh guru Guru mencatat preposition of place apa saja yang sering salah
Aktivitas dan keadaan siswa:
Siswa terlihat antusias dan bersemangat Siswa masih ragu dan malu untuk menyebutkan preposition of place yang mereka tahu Sebagian dari mereka masih keliru dalam merespon perinttah yang diberikan oleh guru Siswa terlihat senang dan bersemangat setelah memperagakan perintah guru dengan gerakan, mereka pun tertawa ketika melihat teman yang salah memperagakan perintah guru, sehingga membuat kondisi kelas sangat ramai. Siswa kurang percaya diri untuk maju kedepan untuk memperagakan apa yang di perintah guru Sebagian siswa masih asyik mengobrol ketika guru menjelaskan materi Beberapa siswa tidak menjawab apa yang ditanyakan guru Sebagian siswa tidak melakukan perintah guru secara benar karena kurangnya penguasaan kosakata Sebagian dari mereka masih sulit dalam menirukan dan pengucapan
63
Appendix 17: Catatan lapangan
SIKLUS SATU PERTEMUAN KEDUA Proses Pengajaran dan Pembelajaran di Kelas Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari. Aktivitas Guru:
Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran Guru membagikan hand out kepada siswa Guru menjelaskan instruksi yang harus dilakuakn oleh siswa Guru meminta siswa untuk menukar lembar jawab dengan teman disampingnya kemudian member skor Guru menjelaskan materi pembelajaran Guru mengidentifikasi kosakata yang sulit
Aktivitas dan Keadaan Siswa
Siswa terlihat ragu dan bingung karena mereka belum terbiasa terhadap perintah yang diberikan guru untuk melengkapi teks rumpang Ada beberapa siswa yang tidak percaya diri dan melihat jawaban temannya Para siswa rebut ketika memberikan skor, dan sibuk dengan hasil tugas mereka Daya tangkap mereka bagus, ketika guru mengadakan review terhadap materi. Lalu sebagian dari mereka memperagakan preposition of place yang tepat Para siswa sangat antusias untuk memperagakan preposition of place di depan kelas, mereka bersemangat dan salling mendahului untuk maju kedepan Konsentrasi siswa bgus dan memberikan perhatian yang baik, sehingga pemahaman terhadap materi baru cukup bagus Para siswa sangat rebut ketika guru membagikan kelompok dan mereka bergerak lambat
64
Appendix 18: Catatan Lapangan Hasil Observasi
SIKLUS II PERTEMUAN PERTAMA Proses Pengajaran dan Pembelajaran di Kelas: Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari. Aktivitas Guru:
Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran Guru memberikan review terhadap materi yang sudah di pelajari Guru meminta siswa untuk melakukan kalimat perintah yang diberikan oleh guru Guru meminta siswa untuk menyebutkan preposition of place yang di peragakan oleh guru Guru memberikan vocabulary baru yang sering digunakan dalam percakapan sehari-hari
Aktivitas dan Keadaan Siswa:
Siswa sudah mulai terbiasa terhadap instruksi yang diberikan oleh guru sehingga mereka mengerjakan instruksi yang diberikan dengan cepat Siswa terlihat semakin percaya diri untuk melakukan latihan yanga diberikan Kemampuan pengucapan dan penulisan semakin bagus Siswa sangat aktif, mereka saling berebut untuk maju kedepan dan memperagakan apa yang di instruksikan oleh guru Siswa menirukan apa yang diucapkan oleh guru dengan penuh semangat dan suara lantang Siswa terlihat senang dan enjoy
65
Appendix 19: Catatan lapangan Hasil Observasi
SIKLUS II PERTEMUAN KEDUA Proses Pengajaran dan Pembelajaran di kelas: Kegiatan pembelajaran dimulai pada jam 07.15 WIB, diikuti oleh 20 siswa dengan materi pembelajaran Grammar/ Reading mengenai percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari. Aktivitas Guru:
Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran Guru memberikan review terhadap materi yang telah diberikan Guru membagikan beberapa dialogue di kertas yang sudah disiapkan Guru meminta siswa untuk bermain peran terhadap dialogue yang diberikan Guru meminta siswa menganalisa kalimat yang mengandung preposition of place Guru meminta siswa lain untuk menganalisa apakah dialogue dan tindakan temannya sudah tepat dan sesuai Guru meminta siswa bergantian melakukan peran sesuai dialogue
Aktivitas dan Keadaan Siswa:
Siswa sangat antusias dan bersemangat ketika guru membagikan dialogue Siswa menirukan dan mengucapkan kalimat yang diucapkan dengan baik Pengucapan dan penulisan siswa sudah lebih baik dari pertemuan sebelumnya Para siswa sangat fun and enjoy ketika proses KBM berlangsung Siswa tidak malu dan percaya diri ketika melakukan atau memperagakan dialogue Siswa mendengarkan dengan penuh perhatian ketika guru menjelaskan Siswa sangat baik dalam memerankan peran mereka sebagai pendengar dan pelaku dalam KBM
66
Appendix 20: Rencana Pelaksanaan Pembelajaran (Cycle 1 of 1st meeting)
Satuan Pendidikan
: MTs. Soebono Mantofani
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / Ganjil
Siklus/ Pertemuan ke
: I/1
Aspek/ Skill
: Grammar/ Reading
Alokasi Waktu
: 2x45 menit
I. Standar Kompetensi Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari II. Kompetensi Dasar Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan seharihari yang melibatkan tindak tutur. III. Indikator Mengidentifikasi dan mengetahui jenis-jenis preposition of place Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan preposition of place yang melibatkan penggunaan kata dan kalimat sederhana Mengidentifikasi penggunaan bentuk singular dan plural pada kata IV. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: Mengidentifikasi dan mengetahui jenis-jenis preposition of place Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan preposition of place yang melibatkan penggunaan kata dan kalimat sederhana
68
VI. Metode Pembelajaran/ Teknik dan Pendekatan Metode : using TPR Strategi : Perorangan Pendekatan : Komunikatif VII. Langkah-langkah Kegiatan a. Motivasi (15 menit) Salam dan menanyakan keadaan siswa Mengecak kehadiran siswa Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin b. Presentasi (30 menit) Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis prepositions of place kepada siswa Menggunakan visual media berupa gambar yang berisi berbagai jenis prepositions of place Siswa menyebutkan jenis prepositions of place yang terdapat dalam gambar yang ditunjukan oleh guru Siswa menirukan ucapan yang diucapkan oleh guru c. Latihan (30 menit) Guru meminta siswa untuk membuat kalimat dengan menggunakan on, in, at, under, behind, beside, between d. Evaluasi (15 menit) Menanyakan kesulitan siswa selama proses belajar mengajar Mengoreksi dan mendiskusikan pekerjaan siswa bersama-sama dengan para siswa. VIII. Sumber Belajar Buku ajar Bahasa Inggris: English in focus and Effective English
Jakarta,
September 2012
Dani Setiawan, S.Pd
69
Appendix 21: Rencana Pelaksanaan Pembelajaran (Cycle 1 of 2nd meeting)
Satuan Pendidikan
: MTs. Soebono Mantofani
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / Ganjil
Siklus/ Pertemuan ke
: I/2
Aspek/ Skill
: Grammar/ Reading
Alokasi Waktu
: 2x45 menit
I.
Standar Kompetensi Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
II.
Kompetensi Dasar Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan seharihari yang melibatkan tindak tutur.
III.
Indikator Mengidentifikasi dan mengetahui jenis-jenis preposition of place Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
IV.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mengidentifikasi dan mengetahui jenis-jenis prepositions of place
71
VI.
VII.
Metode Pembelajaran Metode : Total Physical Response Strategi
: Group
Pendekatan
: Komunikatif
Langkah-langkah Pembelajaran a. Motivasi (15 menit) Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin b. Presentasi (30 menit) Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis prepositions of place kepada siswa Menggunakan visual media berupa gambar yang berisi berbagai jenis prepositions of place Siswa diminta memperagakan dialogue di depan kelas secara bergantian Siswa lain menilai salah atau benar peragaan teman nya di depan kelas c. Latihan (30 menit) Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan oleh guru dengan teman sebangku
VIII. Sumber Belajar Buku ajar Bahasa Inggris: English in focus and Effective English
Jakarta, September 2012 Mengetahui, Guru Mata Pelajaran
Dani Setiawan, S.Pd.
72
Appendix 22: Rencana Pelaksanaan Pembelajaran (Cycle I of 3rd meeting)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MTs. Soebono Mantofani
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / Ganjil
Siklus/ Pertemuan ke
: I/3
Aspek/ Skill
: Grammar, Reading, Writing
Alokasi Waktu
: 2x45 menit
I.
Standar Kompetensi Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
II.
Kompetensi Dasar Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan seharihari yang melibatkan tindak tutur.
III.
Indikator Mengidentifikasi dan mengetahui jenis-jenis preposition of place Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
IV.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mengidentifikasi dan mengetahui jenis-jenis prepositions of place
73
V.
Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
Materi Pembelajaran Preposition of Place
74
VI.
VII.
Metode Pembelajaran Metode : Total Physical Response Strategi
: Group
Pendekatan
: Komunikatif
Langkah-langkah Pembelajaran a. Motivasi (15 menit) Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin b. Presentasi (30 menit) Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis prepositions of place kepada siswa Menggunakan visual media berupa gambar yang berisi berbagai jenis prepositions of place Siswa diminta memperagakan dialogue di depan kelas secara bergantian Siswa lain menilai salah atau benar peragaan teman nya di depan kelas c. Latihan (30 menit) Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan oleh guru dengan teman sebangku
VIII. Sumber Belajar Buku ajar Bahasa Inggris: English in focus and Effective English
Jakarta, September 2012 Mengetahui, Guru Mata Pelajaran
Dani Setiawan, S.Pd.
75
Appendix 23: Rencana Pelaksanaan Pembelajaran (Cycle II of 4rd meeting)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MTs. Soebono Mantofani
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / Ganjil
Siklus/ Pertemuan ke
: II/4
Aspek/ Skill
: Grammar, Reading, Writing
Alokasi Waktu
: 2x45 menit
I.
Standar Kompetensi Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
II.
Kompetensi Dasar Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan seharihari yang melibatkan tindak tutur.
III.
Indikator Mengidentifikasi dan mengetahui jenis-jenis preposition of place Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
IV.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mengidentifikasi dan mengetahui jenis-jenis prepositions of place
76
V.
Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
Materi Pembelajaran Monas’ room
77
VI.
VII.
Metode Pembelajaran Metode : Total Physical Response Strategi
: Group
Pendekatan
: Komunikatif
Langkah-langkah Pembelajaran a. Motivasi (15 menit) Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin b. Presentasi (30 menit) Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis prepositions of place kepada siswa Menggunakan visual media berupa gambar yang berisi berbagai jenis prepositions of place Siswa diminta memperagakan dialogue di depan kelas secara bergantian Siswa lain menilai salah atau benar peragaan teman nya di depan kelas c. Latihan (30 menit) Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan oleh guru dengan teman sebangku
VIII. Sumber Belajar Buku ajar Bahasa Inggris: English in focus and Effective English
Jakarta, September 2012 Mengetahui, Guru Mata Pelajaran
Dani Setiawan, S.Pd.
78
Appendix 22: Rencana Pelaksanaan Pembelajaran (Cycle II of 5th meeting)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MTs. Soebono Mantofani
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / Ganjil
Siklus/ Pertemuan ke
: II/5
Aspek/ Skill
: Grammar, Reading, Writing
Alokasi Waktu
: 2x45 menit
I.
Standar Kompetensi Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
II.
Kompetensi Dasar Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan seharihari yang melibatkan tindak tutur.
III.
Indikator Mengidentifikasi dan mengetahui jenis-jenis preposition of place Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
IV.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mengidentifikasi dan mengetahui jenis-jenis prepositions of place
79
V.
Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
Materi Pembelajaran Preposition of Place
80
VI.
VII.
Metode Pembelajaran Metode : Total Physical Response Strategi
: Group
Pendekatan
: Komunikatif
Langkah-langkah Pembelajaran a. Motivasi (15 menit) Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin b. Presentasi (30 menit) Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis prepositions of place kepada siswa Menggunakan visual media berupa gambar yang berisi berbagai jenis prepositions of place Siswa diminta memperagakan dialogue di depan kelas secara bergantian Siswa lain menilai salah atau benar peragaan teman nya di depan kelas c. Latihan (30 menit) Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan oleh guru dengan teman sebangku
VIII. Sumber Belajar Buku ajar Bahasa Inggris: English in focus and Effective English
Jakarta, September 2012 Mengetahui, Guru Mata Pelajaran
Dani Setiawan, S.Pd.
81
Appendix 22: Rencana Pelaksanaan Pembelajaran (Cycle II of 6th meeting)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MTs. Soebono Mantofani
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / Ganjil
Siklus/ Pertemuan ke
: II/6
Aspek/ Skill
: Grammar, Reading, Writing
Alokasi Waktu
: 2x45 menit
I.
Standar Kompetensi Mengungkapkan makna dalam percakapan transaksional dan intrapersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
II.
Kompetensi Dasar Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer dan berterima untuk berinteraksi dalam konteks kehidupan seharihari yang melibatkan tindak tutur.
III.
Indikator Mengidentifikasi dan mengetahui jenis-jenis preposition of place Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
IV.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mengidentifikasi dan mengetahui jenis-jenis prepositions of place
82
V.
Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat yang melibatkan kata dan kalimat sederhana Mengidentifikasi penggunaan prepositions of place dari teks pendek Melengkapi teks rumpang dengan melihat pada gambar yang di berikan Menirukan ucapan yang diucapkan oleh guru Merespon secara fisik perintah guru berkaitan dengan preposition of place
Materi Pembelajaran Preposition of Place
83
VI.
VII.
Metode Pembelajaran Metode : Total Physical Response Strategi
: Group
Pendekatan
: Komunikatif
Langkah-langkah Pembelajaran a. Motivasi (15 menit) Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin b. Presentasi (30 menit) Menjelaskan kepada siswa mengenai definisi, bentuk, fungsi dan jenis prepositions of place kepada siswa Menggunakan visual media berupa gambar yang berisi berbagai jenis prepositions of place Siswa diminta memperagakan dialogue di depan kelas secara bergantian Siswa lain menilai salah atau benar peragaan teman nya di depan kelas c. Latihan (30 menit) Meminta siswa untuk memperagakan dialogue lainnya yang telah disiapkan oleh guru dengan teman sebangku
VIII. Sumber Belajar Buku ajar Bahasa Inggris: English in focus and Effective English
Jakarta, September 2012 Mengetahui, Guru Mata Pelajaran
Dani Setiawan, S.Pd.
