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THE INFLUENCE OF USING TOTAL PHYSICAL RESPONSE(TPR) TOWARD

STUDENT’S WRITING ABILITY ON DESCRIPTIVE TEXT TO THE EIGHT


GRADE OF SMP NEGERI 1 GEDONG TATAAN
IN ACADEMIC YEAR 2015/2016

A Journal

By:

Hairulloh
10050209

ENGLISH EDUCATION STUDY PROGRAM


SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
MUHAMMADIYAH PRINGSEWU LAMPUNG (STKIP-MPL)
2016
Research Title : THE INFLUENCE OF USING TOTAL PHYSICAL
RESPONSE(TPR) TOWAR STUDENT’S WRITING
ABILITY ON DESCRIPTIVE TEXT TO THE EIGHT
GRADE OF SMP NEGERI 1 GEDONG TATAAN
IN ACADEMIC YEAR 2015/2016

Name : Hairulloh
NPM : 10050209
Department : Language and Art
Study program : English Education

APPROVED BY:
The Chairperson of
English Education Study Program

Siswoyo, M.Pd.
NIDN 02 09090701
ABSTRACT

THE INFLUENCE OF USING TOTAL PHYSICAL RESPONSE(TPR) TOWARD


STUDENT’S WRITING ABILITY ON DESCRIPTIVE TEXT TO THE EIGHT
GRADE OF SMP NEGERI 1 GEDONG TATAAN
IN ACADEMIC YEAR 2015/2016

By
Hairulloh
Email : ilung.cool@yahoo.com
English Education of STKIP Muhammadiyah Pringsewu Lampung

This research discusses about using TPR as a strategy used in the classroom to teach
writing skill in SMP Negeri 1 Gedong Tataan, especially in descriptive text. The
objectives of this research are to know whether there is any influence of using total
physical response toward student’s writing ability and to know the average score after
teaching using TPR.

This research used quasi experimental design, the population of this research is the
eighth graders of SMP N 1 Gedong Tataan in academic year 2015/2016 which
consisting of 316 students. The sample of this research was taken from 60 students,
and each of classes consists 30 students as experimental class and 30 students as
control class. The sample was taken by using cluster random sampling, and in
collecting the data the writer uses pre-test, treatment and post-test.

The result of this research showed that Experimental class have good average score
after taught by using TPR. higher than Control class. It can be seen from the result of
average score of student’s writing ability by using TPR is higher than teaching
writing by Lecturing way. The average score of post-test in Experimental class is
80.17 and Control class is 68.6.The increasing of mean score of pre-test and post-test
in experimental class is 32.81. The increasing of mean score of pre-test and post-test
in control class is 24.56, and the result of data analysis in which t-observed > t-
critical (t observed= 2.93 and t-critical= 1.999). So, Ha is accepted and Ho is
rejected, it can be concluded that there is good influence of using total physical
response strategy toward student’s writing ability on descriptive text to the eight
grade of SMP Negeri 1 Gedong tataan in academic year 2015/2016.

Key word: Teaching writing, Total Physical Response


I. INTRODUCTION 4. The students still have difficulties in
Language is an important in making Descriptive text.
communication, and people 5. The students had to think hard to
communicate one another using write the sentence or paragraphs.
language whether it is native language 6. The students writing ability is still
or foreign language. People need a low.
language not only for communicating
but also for getting knowledge, culture, Limitation of the Problem
science and technology. Language is Because of the limited time and
used to exchange idea, opinion, capability, it is impossible to discuss
feeling, thought and experience and the entire problem in writing class.
social phenomena. Language This study will only focus on:
acquisition is the natural process used 1. The students still have difficulties in
to develop language skill in a child’s making Descriptive text.
native language (Linse and Nunan, 2. The students writing ability is still
2005: 20). low.

In learning English, students should Formulation of the Problem


master not only four language skills Based on the background of problem
namely: listening, speaking, reading above, the writer identified the
and writing, but also learn language formulation of the problem as follow:
components such as : grammar, 1. Is there any good influence of Total
pronunciation, punctuation, speaking, Physical Response (TPR) toward
and vocabulary. Department of student’s writing ability on
national education states that English descriptive text to the eight grade of
becomes a compulsory subject which SMPN 1 Gedong Tataan academic
is learnt the students of junior, senior year 2015/ 2016?
up to university. English is also learnt 2. How the average score of the
by the students at elementary school as students after taught by using TPR ?
a local content subject. This shows that
Indonesian government realizes that II. Review of Related Literature
each student has to be able to master Writing skill
English well (Permendiknas 2007:16). The writing skill are complex and
sometimes difficult to teach, requiring
Identification of the Problem mastery not only grammatical and
1. The students still have difficulties in rhetorical devices but also of
learning writing because lack of conceptual and judgemental elements
vocabulary and mastering the (Heaton,1990: 135).
grammar.
2. 2.Lack of models given by the Writing skills are specific abilities
teacher. which help students or writers put their
3. The students have no motivation to thoughts into words in a meaningful
learn English. form and to mentally interact with the
message. Many people do not know many others. In this study, it will focus
how to write well and they are afraid on descriptive text. Description is a
to try to write. Unlike with the other paragraph that contains a depiction of
three language skills, writing lets the an object, place, or event to the reader
students have a control over linguistic clearly and in detail so that the reader
components (the language knowledge) as if the look and feel for yourself
to convey their meanings. Students what is described by the author. The
need to be taught explicitly how to purpose of descriptive text is to inform
handle diverse writing tasks, and describe something to the readers.
identifying the purposes for writing
and how to structure texts to achieve In general, text is an article which
those purposes (Aquilina, 1999: 12) often read. According to Zemach &
Rumisek (2005:24), descriptive
Concept of teaching writing adjectives describe someone or
Organization is the key to good something. Process of descriptive’
writing. Organization means dividing paragraph have two Generic structures,
your ideas into groups and putting the first paragraph called as
them in a logical order (Blanchard, identification and the second
1994:1). In order to get good writing, paragraph is description. Both of them
we must have adequate vocabulary. always showed in descriptive text, if a
Language is as a tool of text doesn’t have one of the
communication. We can use the organizations there, it is not a good
language for communication whether descriptive text. Because it does not
in spoken and written form. So writing has a good and complete organization.
plays an important role of it.
Frame of Thinking
Writing as one of four language skills In English teaching writing process,
is considered as a difficult skill writing is one of four skills that should
because the writer should make some be taught in the class. Writing is a
aspects in writing such as content, skill that the students need practice a
organization, purpose, vocabulary, lot. First of all, the students are given
punctuation and spelling in a balance some models and they will practice
way. After you have finished writing, writing through imitating the models.
you read over what you have written If they do this way, they will get
and make changes and corrections. success in writing. The processes of
Therefore, writing is never a one step writing consist of drafting, revising,
actions. it is a process that has several conferencing, editing, proofreading
steps. and publishing (Aquilina, 1999: 23).
Total Physical Response an idea first
Concept of descriptive Text proposed by Asher. He has proved
Consequently, there are a lot of texts through various experiments that this
types in English, i.e. descriptive, method is very effective in teaching
narrative, recount, procedure, and listening, speaking, reading and
writing for beginners. In this case, this improvement of the students’ writing
method requires learner to respond skill.
physically to imperatives, given by the
teacher. IV. Result and Discussion
At the beginning of the research, the
Hypothesis writer administered pre-test to measure
Based on the theory and the frame of students’ writing ability in descriptive
work above, the researcher formulated text before the students got treatments.
the hypothesis as follows: At the end, the writer administered
1. Ha: There is any influence of Total post-test to measure students’ writing
Physical Response toward ability after got treatments. The
student’s writing ability on experimental class has better
descriptive text to the eight grade achievement after students got
of SMPN 1 Gedong Tataan treatments by using TPR than lecturing
academic year 2015/2016. way. It can be proved by the increasing
Ho: there is no influence of Total of the average score in both classes.
Physical Response toward The average score pre-test in
student’s writing ability on experimental class is 47.36 and control
descriptive text to the eight grade class is 43.04. the average score of
of SMPN 1 Gedong Tataan post-test in experimental class is 80.17
academic year 2015/2016. and in control class is 68.6. The
2. Ha: The average score of the increasing of mean score of pre-test
students is high after taught by and post-test in experimental class is
using TPR. 32.81. The increasing of mean score
Ho: The average score of students of pre-test and post-test in control class
is low after taught by using TPR. is 24.56, and the result of data analysis
in which t-observed > t-critical (t-
III. Methodology of Research observed= 2.93 and t-critical= 1.999).
In this research the writer uses quasi- So, Ha is accepted and Ho is rejected,
experimental method, it means that the it can be concluded that there is any
writer involves himself in teaching and good influence of Total Physical
learning process, and uses quantitative Response toward students’ writing
descriptive methodology to compare ability on descriptive text to the eight
the result of experimental class and grade of the first semester of SMP
controlled. In teaching and learning Negeri 1 Gedong Tataan in academic
process, the writing text taught to both year 2015/2016.
classes are the same. In experimental
class, the students were taught by V. Conclusion
using total physical response Based on the result of the research and
technique, while the control class, the the data analysis, the writer can take
students were taught by using lecturing conclusion that:
way. After the treatment, both groups 1. Total Physical Response has good
were given a post-test to measure the influene to teach writing in
descriptive text. It can be seen REFERENCES
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