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IMPLEMENTING TPR TEACHING METHOD TO IMPROVE THE EIGHTH GRADE STUDENTS? SPEAKING ABILITY IN MTS NURUL FALAH TUBAN

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Abstract

Zainul Arifin. 2017 : Implementing TPR Teaching Method to Improve the
Eighth Grade Students? Speaking Ability in Mts
Nurul Falah Tuban
Lecturer : 1. Dian Arsitades Wiranegara, M.Pd.
2. Fenty Andriani, M.Pd.
Keywords : Total-Psysical-Response, Speaking,

The objective of the study are To know the improvement of the students speaking ability using TPR method at Mts Nurul Falah Tuban ,To know the students speaking ability before being taught using TPR method at Mts Nurul Falah Tuban,To know the students speaking ability after taught using TPR method at Mts Nurul Falah TubanThis study is classroom action research.
The research are pre-test, planning, observing, reflecting post test.The acting consisted of the use of short story in the presentation and Total physical response as a modelling to speaking activities, discussion. The Members of the research were the researcher, the English teacher, and the students of grade VIII. The data were qualitative and quantitative. The qualitative data were obtained by observing the teaching and learning process during the implementation of the action, interviewing the students and discussions with the English teacher, while the quantitative data were obtained from pre-test and post-test. The data were in the form of field notes and interview transkripts,and documentation. To achieve the objectives of the study, the writer conducted an action research, using TPR method.Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San Jos? State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. This classroom action research was held at Mts Nurul Falah Tuban. The subject of the study was the grade VIII. There were 16 students; 3 girls and 13 boys. The writer carried out two steps. The first step was the pre-test. The second step was the action. The action consisted of two cycles. The difference between these cycles was on topic of material used. Each cycle consisted of teaching and learning process and a test. The last steps were the post-test.. It was used to observe the situation of the class during the each activity of this study.
The finding of the study showed that the use of Total Physical Response combined with the communicative speaking activities was proved to be effective to improve students? speaking ability. In analyzing the data, the writer used a descriptive qualitative and a simple quantitative measurement to find the result. The analysis of the data showed that there was a significant difference of the students? achievement in the pre-test and post-test. The students? achievement in the post-test (80.82%) was higher than that of pre-test (45.81%). The average of the students? achievement in the first cycle was 55.30% and in the second cycle was 80.82%. The relative frequency showed that the mastery level of vocabulary in the second cycle is better than that on the first cycle. The main factor affecting this improvement was the students? interest in teaching learning process through Total Physical Response. Based on this data, the writer concluded that teaching English vocabulary through TPR is very beneficial for the students in order to facilitate them in learning English vocabulary. It is suggested that TPR in teaching English vocabulary is recommended for the English teacher.

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Series Title

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Call Number

00055-2017-BING

Publisher

Tuban : Unirow., 2017

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Language

English

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NONE

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