Beruflich Dokumente
Kultur Dokumente
]
29
Where:
KR-21 = Kuder Richardson reliability coefficient.
K = Number of items in the test
M = Mean of the set of the test scores
SD = Standard Deviation
Where:
X : Number of correct answer
Where:
X = Percentage of the students scores
R = Total of correct answer
N = Number of the students.
30
2) Score Range
The score range was used to interpret the students individual score. The
range is presented in the following table:
TABLE 3
THE CONVERSION OF PERCENTAGE RANGE
Percentage Range Qualification
91 100 Excellent
81 90 Very Good
71 80 Good
61 70 Moderate
51 60 Enough
41 50 Low
0 40 Poor
3) Matched t-test
To know the significant difference between the students achievement in the
experimental group and that in the control group, the matched t-test will be
applied. The formula is as follows:
(Hatch and Farhady, 1982:507)
Where:
t = The t-obtained
31
(See Hatch and Farhady, 1982:116)
Where:
SD = Standard Deviation of Difference.
N = Number of Pairs.
The formulation of SD is:
32
REFERENCES
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta: PT Rineka Cipta.
Asher, J. James. The Total Physical Response Approach to Learning
Language.www.tpr-world.com/organizing.htm. (Accessed on 2 August
2013)
Asher, J. James. Organizing Your Classroom for Successful Second Language
Acquisition. www.tprworld.com/organizing.htm. (Accessed on 20
August 2013)
Aswandi. 2012. The Effectiveness of Total Physical Respons Method in
Learning Imperative Sentence at Second Year Students of SMA Negeri
8 Makasar. Unpublished Undergraduate Thesis. Makasar: English
Teaching Department Tarbiyah and Teaching Science Faculty Alaudin
State Islamic University Makasar.
Edge Julian. 1993. Essential of English Language Teaching. NewYork:
Longman.
Fraenkel, Jack R and Norman E. Wallen. 1993. How to Design and Evaluate
Research. New York, NY: MC. Gray-Hill. Inc.
Garcia, Robert. 2001. Applying Total Physical Response in the Classroom.
Oxford: Oxford University Press
Harmer, Jeremy. 1991. The Pracatice of English Language Teaching. London:
Longman Group.
Hornby, A.S. 1995. Oxford Advanced Learners Dictionary of Current English
(5Edition). Oxford: Oxford University Press.
Ilwana, Nofra. 2010. The Effectiveness of Total Physical Response (TPR) to
Enhance Students Vocabulary Mastery (An Experimental Study at the
Seventh grade of SMP N 3 Ajibarang) in Academic Year 2009/2010.
Unpublished Undergraduate Thesis. Surakarta: Teacher Training and
Education Faculty Sebelas Maret University.
Larsen, Diane and Freeman. 2000. Technique and Principles in Language
Teaching Second Edition. New York: Oxford University Press.
McCarthy, Michael. 1990. Language Teaching Methodology: A Textbook for
Teacher Education Vocabulary. Oxford: Oxford University Press.
33
Muhren, Arnold. 2003. Total Physical Response (TPR). An Effective Language
Laearning Method at Beginner/Intermediate level. Netherlands:
Adviser Alkmaar.
Nunan, David. 1991. Language Teaching Methodology: A Textbook for
Teachers. New York: Prentice Hall.
Nunan, David. 1998. Language Teaching Methodology: A Textbook for
Teachers. New York: Prentice Hall.
Richard, Jack C and Rodgers, Theodore S. 2001. Approaches and Methods in
Language Teaching Second Edition. Cambridge: Cambridge
University Press.
Saleh, Yuslizal. 1997. Methodology of TEFL in the I ndonesian Contex Book 1.
Palembang: Sriwijaya University.
34
Broughton Geoffrey, Teaching English as a Foreighn Language: Routledge and
Kegan Paul, London, 1980, 169.
Edge Julian, Essential of English Language Teaching: Longman, New York 1993,
27.
Harmer Jeremy, The Pracatice of English Language Teaching: Longman Group,
London 1991, 153.
Nunan David. 1991. Language Teaching Methodology: Prentile Hall International
Ltd, 1991,188244
Richard C Jack and Theodore S Rodgers, Approach and Method on Language
Teaching: Cambridge University Press New York, 1986, 92
Total Physical Response known worldwide as Teaching Ideas for the ESL
Classroom:
35
TEACHING VOCABULARY
THROUGH TOTAL PHYSICAL RESPONSE METHOD
TO CHILDREN
A. Introduction
English is a medium of communication which can help people to interact,
converse, and share to other people. English is as an international language thats
why it is possible to everyone to communicate with other people around the world
36
if someone has an ability to use English. The ability in using English is very
important to everyone. This is one of the ways to improve human resources. The
developing of human resources by mastering English will be better if it starts as
early as possible. Thats why Indonesian Government has already run the policy
and regulation for Elementary school to give English subject for the students in
the classroom. It is one of the concerns of the Indonesian government to encounter
the era of information and technology.
English has been taught in Indonesia at Elementary school as one of the local
content subjects. It is hoped that the students will learn and comprehend English
as early as possible and can practice simple conversation. According to Ministry
of Natonal Education (1993), the aim of teaching English at Elementary School
as follows: (1) Siswa dapat memahami kata-kata dalam bahasa Inggris yang
sering ditemukan dan digunakan dalam kehidupan sehari hari. (2) Siswa mampu
berkomunikasi dalam bahasa Inggris secara sederhana.
In communication, students need vocabulary which can support them to
produces and use meaningful sentences because vocabulary provide organ of
sentence. Thats why vocabulary is very important to be mastered. Jeremy Harmer
(1991, 153) classifies that Then it is vocabulary that provides the vital organs and
flesh. For that reason the students have to develop their vocabulary and master it
in order to be able to communicate with other.
Vocabulary is not only sign of symbol for ideas but also a part of how to
improve language skills in the target language. The more vocabulary students
learn the more ideas they should have, so they can communicate by using their
ideas more effectively. It is mentioned by Julian Edge (1993, 27), Knowing a lot
37
of words in a foreign language is very important. The more words we know, the
better our chance of understanding or making ourselves understood
However, students sometimes get difficulties to use or apply the vocabulary.
Their difficulties in using vocabulary which have been studied can be caused
some reasons. One of the reasons could be in the method which is used by the
teacher in presenting the lesson in the classroom. Thats why the appropriate
method in delivering the lesson in the classroom should be considered.
One of the methods which is suitable for children in learning vocabulary is
Total Physical Response (TPR) method. James Asher (http:/www.tpr-world.com,1
) stated that use TPR method for new vocabulary and grammar, to help students
immediately understand the target language in chunks rather than word-by-word.
This instant success is absolutely thrilling for students. It shows that using Total
Physical Respond method is effective to help the students to learn the target
language because the students practice directly using the vocabulary in real
context. By doing so, the students can develop the storage of the vocabulary in a
short time. Besides that Total Physical Respond method also helps the children to
understand and memorize linguistic input because the children use body
movement as media in the process of learning. It is mentioned by Jack C Richard
and Theodore s Rodgers, (1986, 92) that The movement of the body seems to be
powerful mediator for the understanding, organization and storage of macro
details of linguistic input.
Considering to the above explanation, this paper
discusses the TPR method, characteristics of children, and advantages of TPR
method to children.
B. The total phisical response method
38
Total physical Response is one of the language teaching methods which
was develop by James Asher, a professor of psychology at San Jose State
University, California. He used the commands from the teacher to students or a
student to another student. Students try to answer or response the commands
through the movements of the body or action. According to Jack C. Richard and
Theodore S. Rodgers (1993, 90) Total Physical Response is a language teaching
method built around the coordination of speech and action; it attempts to teach
language through physical (motor) activity
. It is obviously described that
physical response is the medium to stimulate interaction between teacher and
learners.
Total Physical Response has characteristic. Asher who developed this
method, focused in particular on two characteristics of first language acquisition
which is written in David Nunans book ( 1991, 244)
1.The child gets a vast amount of comprehensible input before beginning to speak.
Young children comprehend language which is far in excess of their ability to
produce.
2. There is a lot physical manipulation and action language accompanying early input.
Throw the ball to Rudi, put your arm through here, etc. This action language,
encouraging physical manipulation, is couched in the imperative
.
From the above description, the students try to comprehend the utterances
of language before trying to produce verbal language. They learn by using
physical movements or actions. To make it easy for the students, the teacher
should not give abstract words first. It can be delayed until students can
comprehend the target language. Asher ( 1991, 244) stated that: Abstractions
should be delayed until students have internalized a details cognitive map of the
39
target language. Abstractions are not necessary for people to decode the
grammatical structure of a language. Once students have internalized the target
language
. To know more about Total Physical Response, the following is the
basic principles of Total Physical Response which was created by Asher (1974,
244):
1. When should stress comprehension rather that production at the beginning
levels of second language instruction with no demands on the learners to
generate the target structure themselves.
2. We should obey the here and now principle.
3. We should provide input to the learners by getting them to carry
commands. These commands should be couched in the imperative
.
There are many kinds of activities which can be used by teacher in the
process of learning using Total Physical Response Method such as:
1. Exercise by using command (imperative drill).
This is the main activity which teacher can do in the classroom by using TPR method.
This exercise is essential to demonstrate body movement and activity from
students. It is hoped that when students are demonstrating the responses by acting
out they will absorb and comprehend the meaningful sentences or utterance.
1. Dialogue (conversational dialogue).
Students can interact and have conversation during the lesson. While having the
conversation students can memorize and comprehend sentences in real context
because students are brought to the real context in the conversation. For example
when a student is asked to cry, walk, open, etc, he will do like the real one.
40
1. Playing a Role ( Role Play ).
In this section every student is invited to act out his/her daily activity such as in
school, restaurant, supermarket, and so on. It is very interesting and useful for
students to practice the language because they are really like to act although
pretending to be other people.
1. Presentation by using OHP or LCD.
Using OHP or LCD is also very interesting to develop students motivation in the
learning process. In this form, students are asked to read or pronounce the words
written on the screen. After that teacher asks students to act it out in front of the
class about the words which have been learnt. Or teacher asks students to answer
directly after the command are written on the screen. It will give a good feedback
for students when they can answer it well.
5. Reading and writing activities.
Reading and writing activities develop not only vocabulary but also train students to
make sentences based on the right order. This activity can create students
imagination because they try to illustrate and translate the others action into
sentence by writing on the whiteboard. Or while reading a passage, the others
describe it in acting in front of classroom.
C. Characteristics of children
Generally children like doing any kinds of activities as long as they feel happy.
Children will choose the activities they like to do according to their own
characteristics. The character of the children may be one of the signs of their
41
development. According to Wendy A Schott et al (1990, 4) the characteristics of
children are as follow:
1. The children ask questions all the time.
2. They rely on the spoken word as well as the physical world to convey and
understand meaning.
3. They have definite views about what they like and do not like doing.
4. They have developed sense of fairness about what happen in the classroom
and begin to questions the teachers decisions.
5. They are able to work with others and learn from others
.
Using the body movement in the process of learning is suitable to the
characteristic of the children because children like to do physical movement. They
like to move from one place to another place. They like to go around without
thinking whether they disturb their surrounding or not. They dont like to keep
staying in one place which forces them not to do something. Geoffrey Broughton
stated that Young children are physically active(1980, 169)
. Besides that
children also like to imitate and mime. They will give attention to other people
and try to imitate merely like other people do and say. This is the way how
children learn and develop their knowledge. This is supported by George
Broughton et al ( 1980, 169) Rivers that Children love to imitate and mime: they
are uninhibited in acting out roles, and they enjoy repetition because it gives them
a sense of assurance and achievement
. According to the points of explanation
above, children like to be involved in something active. To make them active, the
teacher should be able to make the circumstance of learning process which is
suitable to the characteristics of the children. It may give motivation to the
students to learn effectively. So hopefully the goal of the learning can be achieved
well.
42
D. Advantages of tpr method to children
TPR method which developed by Prof. Dr. James J. Asher; a professor of
psychology at San Jose University California has been succeeded in learning of
foreign language for children. The successful of learning process cant be
separated from the advantages of TPR method itself. The advantages of using
Total Physical Response Method in teaching English are wide.
Firstly, Total Physical Response method creates positive thinking which
facilitates the student to involve in learning process, so it can develop not only
motivation but also the aim of students in learning. Besides that this method is
very easy and the usage of language contains of action games, thats why it can
help student to learn fast and effectively. Besides that it is also able to avoid the
problem which students usually meet during the process of learning especially
when they study foreign language. James Asher (ttp//www.tpr.world.com,1)
stated that Use Total Physical Response method for new vocabulary and
grammar, to help your students immediately understand the target language .
This instant success is absolutely thrilling for students.
Secondly, teaching vocabulary to children by using Total Physical
Response method is very useful for children because children like to give
response by using physical response first better than using verbal response. It is
very suitable when the process of learning is emphasized on physical response in
the students response. Children also not only like to response and act out
something new but also intend to know more and more about language by
responding the action toward the given command. Directly utterances to children
contains of command and children or students will respond toward their physic
43
before they start to produce verbal response. (James Asher,http://www.tpr-
world.com,1).
Thirdly, This method can facilitate students with the meaning in real
context. Students can memorize the vocabulary by looking at the action, even
though the vocabulary is not translated. So the presence of action in the classroom
is as an imperative to help teacher in explaining the materials for students and in
understanding the meaning of vocabulary. Because of this method uses basic
command and real context in the process of learning it is very helpful for students
to know the meaning. By telling students to stand up, put their hands in the air,
and pick up something and give it to another students, etc, are acting which
commonly and naturally done by students so it is easy for them to memorize the
vocabulary or utterance. . It is supported by Teacher Joes
(http://www.teacherjoe.us/teachers TPR.html, 1) that TPR trains students to
respond quickly and naturally while also teaching vocabulary in a fun, lively
lesson.
The usage of Total Physical Response method emphasize in action so
students are involved in activities in the process of learning. This circumstance is
interesting to students. So by using this method students can accept the lesson
easier and faster. Even though Total Physical Response Method is effective to
teach vocabulary, teacher needs to think of media to set up the context in
delivering the lesson of vocabulary to students. Besides teacher should be willing
to create conducive learning.
Fourthly, using Total Physical Response method is interesting and fun. It
is very suitable for the students characteristics which have been mentioned
44
before. By giving something interesting and funny makes children attentively
focused on the process of learning. Because of that situation children feel free to
involve in learning process. Besides that they are not under pressed by the
threatening situation and condition. Finally they can get the aim of learning by
keeping on learning and giving attention to the lesson. ESL Cafs Idea
Cookbook-TPR.(http://www.eslcafe.com, 1) supported that Its fun! Its non-
threatening. It keep their attention. They learn!. For example: put your left hand
in the air
- put it down put your right hand in the air put it down put both hands in the
air put them down put your left foot in the air put it down put your right
foot in the air put it down put both feet in the air ! Students try jumping in the
air or attempt a handstand on their desks! Another funny sequence of basic TPR is
: clap your hands clap your hands three times clap them five times clap
your hands 800 times ! turn around turn around twice then clap once jump
once jump seven times turn around, jump once and clap twice turn three
times, jump five times and clap twice! Students really struggle hard to remember
this last one, but if you do it step by step and repeat often, they can do it
eventually.
CONCLUSION
Total Physical Response is one of the learning processes which involves the
students actively in the classroom activities. It can be affective in delivering
explicit instruction in learning. The effectiveness of the Total Physical Response
has been shown by the experts in some countries and has given significant
45
improvement of students achievement in learning English especially vocabulary
in language target. As children are physically active by nature, Total Physical
Response will make language learning especially vocabulary more effective
because children feel fun during the learning. This methods of instruction injects
the lesson with both physical activity and fun as the students playact their roles
and respond to both simple yes/no questions and more complex questions about
who, where, when, etc. (James Asher, http:/www.tpr-world.
com )
By having a good skills in presenting the lessons in any kinds of models teacher is
encouraged to develop knowledge and stimulate childrens to learn. The
knowledge and experience are influences in developing of childrens vocabulary,
thats why teacher should be able to manage and select the material which can be
absorbed by children. Besides that comprehension of the vocabulary should be
more emphasized and developed in the learning process in order to get the aim of
learning vocabulary. Finally, after knowing some of the advantages of Total
Physical Respond method, hopefully teacher is able to present the lesson to
students or children effectively.
REFERENCES
Broughton Geoffrey, Teaching English as a Foreighn Language: Routledge and Kegan
Paul, London, 1980, 169.
Edge Julian, Essential of English Language Teaching: Longman, New York 1993,
27.
Harmer Jeremy, The Pracatice of English Language Teaching: Longman Group, London
1991, 153.
46
Ministry of National Education GBPP Kurikulu SD, Jakarta,1993.
Nunan David, Language Teaching Methodology: Prentile Hall International Ltd,
1991,188-244
Richard C Jack and Theodore S Rodgers, Approach and Method on Language Teaching:
Cambridge University Press New York, 1986, 92
Total Physical Response known worldwide as Teaching Ideas for the ESL
Classroom: