THE EFFECTIVENESS OF USING TOTAL PHYSICAL RESPONSE (TPR)

TECHNIQUE IN TEACHING VOCABULARY TO THE FOURTH GRADE

STUDENTS OF SDN BANJARNEGORO 1 MERTOYUDAN, MAGELANG
IN THE SCHOOL YEAR OF 2016/2017

COMPILED BY:
SAVIRA RAMADHANI (1410302155)

ENGLISH DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
TIDAR UNIVERSITY
2016/2017

CHAPTER I

1.1.

The Background of The Study

English becomes the important language since it is an international language. It

plays the important role in many working programs such as economy, industry, education,
entertainment, etc. In Indonesia, English is given to prepare the students to face this era
by improving their English skills. Based on the School Based Curriculum (KTSP),
English is taught in Elementary School as a subject for the students in the first up to the
sixth grade. The enhancement of education that gives priority to the elementary school
students ability to master English as a result of this subject categorized as local content
in the curriculum is responded positively by public (Yauri, 2007).
Many parents ask their children to be taught English in their Elementary Schools
like in others (Suyanto, 2004). This condition also encourages a number of elementary
schools to implement English education based on the government policy (Sukamerta,
2011), SK Menteri Pendidikan dan Kebudayaan (The Decree of Minister of Education
and Culture) No. 060/U/1993 on February 25, 1993. This policy states that it is possible
to teach English as a local content subject in elementary school starting from the fourth
grade (Suyanto, 2004).
In fact, teaching English for Elementary School usually deals with teaching
vocabulary. The children in elementary school are on the stage of recognizing the new
vocabularies. In this case, students vocabulary mastery is one thing that should be
considered by the teacher, since it is the base knowledge of developing the other skills.
However, the students vocabulary of the fourth grade of SDN Banjarnegoro 1 is
still under the average standard of the teaching learning target. It can be seen from the
results of the test of the fourth year students of SDN Banjarnegoro 1 in School Year

2016/2017. The average is only 6.5. The result test of teaching English in Elementary
School is still far from being satisfactory.
Students in Elementary School have some difficulties in learning English as a
foreign language. Besides, teacher competency and creativity in teaching English are
some of the obstacles in the learning process. Teaching English for children in those
grades is usually dealing with teaching vocabulary. Based on the researchers
observation, students have some difficulties in memorizing the vocabulary, understanding
the meaning of unknown words, spelling and also pronouncing the words. In addition,
their lack of motivation to learn English is one of the obstacles in learning process.
In fact, English teachers have been experiencing difficulty in teaching children
since the method used is less appropriate (Widodo, 2005; Samudra, Kuswandono, &
Idayanie, 1999). According to Shin (2006), teaching English to young learners of students
of elementary school is different from teaching adults as they especially have fun with
movement and physical participation. He adds that the more fun the students have, the
better they will remember the language that they learn. As Scott and Ytreberg (1990: 2)
emphasize, Childrens understanding comes through hands and eyes and ears, and the
physical world is dominant at all times.
Here, the researcher is motivated to find out the effective method to teach English
to the students in Elementary School and she chooses Total Physical Response (TPR) as
the suitable one. Total Physical Response is a method that allows the students to acquire a
language by doing the instruction physically. She assumed that TPR would improve the
students vocabulary mastery and this method is also enjoyable and fun as there are many
research findings related to the use of this method in teaching English to young learners.
TPR method was found to be effective to improve English preposition mastery of the
fifth grader in an elementary school in Semarang (Nugrahaningsih, 2007). TRP also

enhanced the students motivation and interest of elementary school in Taiwan in learning
English (Hsu and Lin, 2012). Then, a study that conducted by Sakhaweti (2004) proved
that TPR was successful classroom management tool that teachers could easily
implement any stage of their lesson, or once they faced a management problem and it can
be used in other grade levels as children in an elementary school in Sharjah in the United
Arab Emirates, in general were active and they had fun in the English classroom.
The researcher chooses SD Negeri Banjarnegoro 1 as the target of study
because the location is reachable and it is located in semi-town. However, this research
can be a consideration for the students in the village area or in the town area, since it will
measure the students vocabulary mastery.
Based on the explanation above, the researcher tries to apply TPR as the
technique for teaching vocabulary to the students of the fourth grade of SDN
Banjarnegoro 1 because it will make them enjoy the learning process and it can improve
the students vocabulary mastery.
1.2.
The Identification of the Problem
Based on the background of the study, the researcher identifies some problems in
teaching English vocabulary for the students in Elementary School, they are:
1. The students have some difficulties in memorizing the vocabulary and
understanding the meaning of unknown words.
2. The students feel difficult in spelling and also pronouncing the words.
3. The lack of students motivation to learn English.
4. The lack of teachers creativity in teaching English in order to gain the
5.

satisfying result.
Teachers do not know where to begin forming an instructional emphasize on

word learning.
6. Teachers do not know the characteristic of young learners.
1.3.

Limitation of the Problem

Because of the limit time and knowledge that the researcher has and also
to avoid the expansion of writing, the researcher makes limitation of the problems on
the effectiveness of using Total Physical Response (TPR) technique in teaching
vocabulary to the fourth grader students in SDN Banjarnegoro 1 in the school year
2016/2017.
1.4.

The Formulation of the Problem

Based on the identification and limitation of the problem, the formulations of the
problem are as follows:
1. Is there any improvement of the students vocabulary mastery after they are taught
by using TPR strategy?
2. Is there any difference of the students vocabulary mastery between those who are

taught by using TPR technique and those who are not?

1.5. The Objectives of the Study
There are three main goals that this research uses to justify. The objectives are
list below:
1. Study the effectiveness of using TPR (Total Physical Response) in teaching
vocabulary.
2. Study the improvement of the students vocabulary mastery after they are taught
by using TPR technique.
3. Study the difference of the students vocabulary mastery between those who are
taught by using TPR and those who are not.
The Significance of the Study
This study is conducted in the wish that the result would give some

1.6.

advantages as follows:
1. For English Teachers
This research is expected to contribute to the teacher in teaching vocabulary to the
elementary students by using TPR.
2. Students
Students are expected to be more able to gain the meaning of vocabularies an
improving their vocabulary mastery by using TPR.

CHAPTER II
REVIEW OF RELATED LITERATURE

2.1.

Theoretical Background
2.1.1. Definition of Vocabulary
There are some experts who gave definition of vocabulary. According to
Richards (2002: 255), vocabulary is the core component of language proficiency and
provides much of the basis for how well learners speak, listen, read, and write. Hatch
and Brown (1995:1) define that vocabulary is a list of words for a particular language
or a set of words that individual speakers of language might use.
While Ur (1998) states that vocabulary can be defined, roughly, as the word we
teach in the foreign language. However, a new item of vocabulary may be more than
just a single word; for example, post office and mother in law, which are made up
of two or three words but express a single idea. A useful convention is to cover all
such cases by talking about vocabulary items rather than words. According to
Zimmerman cited in Coady and Huckin (1998), vocabulary is a central to language
and critical importance to the typical language learning.
From the definition above, we can conclude that vocabulary is a list or a set of
words that express a single idea as the basic and important items in a language.
2.1.1.1.

Kinds of Vocabulary

Some experts divide vocabulary into two types: Active and passive
vocabulary. On the other hand, Harmer (1991) distinguishes between these two types
of vocabulary. The first type of vocabulary refers to the one that the students have
been taught and that they are able to use. Meanwhile, the second one is the words
which the students will recognize when they meet them, but they will probably not be
able to pronounce. Haycraft, quoted by Hatch and Brown (1995), indicate two kinds
of vocabulary, namely receptive vocabulary and productive vocabulary. The
definition is as follow:
1. Receptive Vocabulary
Receptive vocabulary is words that learners recognize and understand when
they are used in context, but which they cannot produce. It is vocabulary that
learners recognize when they see or meet in reading text but do not use it in
speaking and writing (Stuart Webb, 2009)
2. Productive Vocabulary
Productive vocabulary means the words that the learners understand and can
pronounce correctly and use constructively in speaking and writing. It is
needed for receptive vocabulary plus the ability to speak or write in the
appropriate time. Therefore, productive vocabulary can be addressed as an
active process, because the learners can produce the words to express their
idea to others (Stuart Webb, 2009).
2.1.1.2.
Teaching Vocabulary for Elementary School
The main purpose of teaching vocabulary is to help the students gain the meaning
from word signs, signals, and symbols, so they can use it as the basic items for
reading, listening, speaking, and writing skills. Corcoran (1970:157) says that the
teacher as responsible of teaching students to recognize and identity words, to

pronounce words, to analyze and categorize words, to read and finally put words
together in a phrase, sentence and paragraphs in written language.
The learning process of vocabulary teaching should be well accepted and give
the students several activities which helps them to acquire new language. According
to Forts and Thomas in Principle and Problem in Elementary School (1969; 305-306),
the effective instruction of elementary school students are:
a. Teacher must be provided the technique which give opportunities for
viewing the unique development and characteristic of each child.
b. Teacher should help each child realized how own unique growth and
style by mastering vocabulary, including how to pronounce, and spell
the words. Then language such as structure, fluency, and it used to
pace his efforts as he deals with his learning in his own home.
2.1.2. Characteristic of Students in Elementary School
For the purpose of this study, students of Elementary School will be specified into
the students of 4th grade in nine to eleven years old.
Brumfit (1997: 5) gives a list of the characteristic which children on those age
have, they are:
a. Young learners are only just beginning their school, so that teachers have a
major opportunity to mould their expectations of life in school.
b. As a group, they are potentially more differentiated than secondary or adult
learners, for they are closer to their varied cultures, and new to the
comformity increasingly imposed across cultural grouping by the school.
c. They tend to be keen and enthusiastic learners.
d. Their learning can be closely linked with their development of ideas and
concepts, because it is so close to their initial experiences of formal schooling.

e. They need physical movement and activity as much as stimulation for their
thinking, and the closer together these can be the better.
f. Children respond the language well through concrete things (visual things)
rather than abstract things.
g. Children need physical movements and real activities to stimulate their
h.

thinking.
Children will be enthusiastic if they are taught using fun activities or being
involved in activities.

2.1.3. The Principle of TPR

2.1.3.1.

The Definition of TPR

Total Physical Response is an approach to teach imperatives to learners of

Foreign language, James Asher (1997). The developer of Total Physical Response
(TPR) actually began to do the experiment with TPR in the 1960s, but it was
almost a decade before the method was widely discussed in the professional
circles. Asher (1977) noted that children, in learning their first language, appear to
do a lot of listening before they speak, and that their listening is accompanied by
physical responses ( reaching, grabbing, moving, looking, and as forth). Asher
was also convinced that language classes were often the locus too anxiety, so he
wished to devise a method that was as stress-free as possible, where learners
should not feel overly self-conscious and defensive. The TPR classroom was one
which students did a great deal of listening and acting. The teacher was very
directive in orchestrating a performance: The instructor is the director of a stage
play in which the students are the actors. (Asher 1997:43). Jai (2011) also stated
that the mode of teaching language according to TPR approach is motor activity.
It is a language teaching method built around the coordination of speech and

actions which attempts to teach language through physical activity. (Jai, 2011;
Haynes, 2004)
2.1.3.2.

TPR in Language Classroom

Typically, TPR heavily utilized the imperative mood, even into more
advanced proficiency levels. Commands were an easy way to get learners to move
about and loosen up: Open the window, Close the door, Stand-up, Sit down, pick
up the book, give it to John, and so on. No verbal response was necessary. (Asher
1977: 55). First, the teacher begins the lesson by uttering a simple command such
as Walk to the window! or Raise your hand!, demonstrating or having a
helper student act out, addressing first to the entire class, then to small groups and
finally to individuals. There is no doubt to the fact that activities become
motivating and create a lot of fun and students will enjoy that. After the teacher
has practiced these commands with the students several times, the teacher remains
seated and volunteers to carry out the commands by themselves. If students are
confused, the teacher repeats the commands. Again, the teacher introduces a new
set of commands. (Jai, 2011). In TPR, the teacher plays the role of the director of
students behavior but the students are limitations of his nonverbal model (LarsenFreeman, 2004)
2.1.3.3.
The Advantages of Using TPR
Handoyo (2005) listed the eight advantages of using TPR approach. The
advantages are:
a. TPR is a lot of fun as learners enjoy it and it can lift the pace of the lesson and
mood.
b. TPR is a memorable activity as it assist the students to recognize phrases or
words.
c. It is good for kinesthetic learners who are required to be active in class.

d. It can be used both in a large class and in a small class because as long as the
teacher takes the lead, the learners will follow.
e. It works well with mixed-ability classes because the physical actions get
across the meaning effectively so that all learners are able to comprehend and
apply the target language.
f. There is no requirement of preparing a lot of preparation or materials. The
most important part is being competent of what we want to practice.
g. It is effective with teenagers and young learners; and
h. TPR involves both left and right brained learning.
2.1.3.4. The Disadvantages of TPR
Richard Frost (2016) stated some disadvantages of TPR approach, the
disadvantages are:
a. Students who are not used to such things might feel it embarrassing. This can
be the case initially but if the teacher is prepared to perform the action, the
students feel happier about copying.
b. It seemed to be effective for beginner levels. Whilst it is clear that it is far
more at lower because the target language lends itself to such activities.
c. The teacher cannot teach everything with it and if it is used a lot ot would
2.2.

become repetitive.
Previous Studies about TPR
Total Physical Response is a method that allows the students to acquire a
language by doing the instruction physically. She assumed that TPR would
improve the students vocabulary mastery and this method is also enjoyable and
fun as there are many research findings related to the use of this method in
teaching English to young learners. TPR method was found to be effective to
improve English preposition mastery of the fifth grader in an elementary school in
Semarang (Nugrahaningsih, 2007). TRP also enhanced the students motivation
and interest of elementary school in Taiwan in learning English (Hsu and Lin,
2012).

Then, a study that conducted by Sakhaweti (2004) proved that TPR was
successful classroom management tool that teachers could easily implement any
stage of their lesson, or once they faced a management problem and it can be used
in other grade levels as children in an elementary school in Sharjah in the United
Arab Emirates, in general were active and they had fun in the English classroom.
Ice saryanti (2013:12), also stated that TPR method is effective and suitable to be
used for elementary school students to learn English because it makes them learn
it more easily and happily.
Conceptual Framework
Since vocabulary is an essential thing, the students should have vocabulary

2.3.

mastery as the basic items to support their language skills, such as speaking,
listening, reading, and writing. However, most of the students in elementary
school are considered to have low vocabulary mastery.
In addition, teacher usually finds some difficulties in teaching vocabulary for
Elementary School. The teacher should be creative to find a suitable approach in
teaching vocabulary since the students sometimes cannot undersand the words.
The teacher should give them an enjoyable learning that would make the materials
become memorable.
In this research, the writer uses Total Physical Response (TPR) technique I
teaching vocabulary, because it is a suitable technique that suits with the
characters of students in Elementary School. It also give a memorable learning
process, so, the students will be interested and motivated to learn English and it
will be easier for them to memorize the vocabulary by using TPR technique.
2.4.
Hypothesis
Based on the theories and framework that have been presented, the hypotheses
are:

1. Total Physical Response can improve the vocabulary mastery of the students in
fourth grade of SDN Banjarnegoro 1 in the school year 2016/2017.
2. The students who are taught using TPR have better vocabulary mastery than those
who are not.

CHAPTER III
RESEARCH METHODOLOGY
3.1.

Type of Research
The researcher conducts this research in order to know the effectiveness of
using TPR technique in teaching vocabulary. The researcher wants to know
whether there are some improvements on the students vocabulary mastery after
they had been taught by using TPR strategy. The researcher also studies the
differences between the students vocabulary mastery whose English teacher uses

TPR technique in teaching vocabulary and those whose English teacher uses
conventional strategy.
This research is a kind of experimental research. The researcher gives
treatments (TPR strategy) to the fourth year students of SDN Banjarnegoro 1.
This research is directed to find out the effect of the treatments. There are two
groups; the first is an experimental group and the second one is a control group.
For the experimental group, the researcher teaches using TPR (Total Physical
Response) technique. On the other hand, the control group will not receive the
treatment.
After the teacher gave the treatment to the experimental group, the two
groups are given test with the same materials to measure the effect of the
treatment towards students vocabulary mastery.

3.2.

The Population
Population is the whole object of the research. The population of the

research is the fourth grade students of SD Negeri Banjarnegoro 1 in the school

year of 2016/2017. There are 40 students of the fourth grade and it is divided into
two classes, class 4A and class 4B. Each class consists of 20 students. Class 4A
will be experimental group and Class B will be control group.
3.3.

The Sample and Sampling Technique

The sample in this research is the fourth grade students of SD Negeri

Banjarnegoro 1. This research takes 40 students and will prove that the students

have the same level of capability in vocabulary mastery. The total number of the
samples is 40 students and they will be divided into two groups; experimental
group and control group.
The sampling technique in this research is simple random sampling
technique. The student of the population has the same opportunity to be the
sample of the research. The students in class 4A are classified into the control
group. On the other side, the students of class 4B will be experimental group.
Class 4A will get the treatment in the learning process while class 4B is not given.

3.4.

The Group of Data

The researcher will label the two groups as group 4A and group 4B. The

following table will give further clarification.

No

Group

Total Sample

Type of Data

4A

20

The students who are taught by using TPR

.
1

technique.
2

4B

20

The

students

conventional

who

are

technique

taught
(without

using
any

treatment)

3.5.

The Technique of Collecting Data

The researcher tries to collect the data as objective as possible. In this

case, the researcher collects the data as the instrument from the documentation
and test.
1.

Documentation
Documentation is the one of the instrument which is used to collect

data and information about the students such as, the list of names and their
recent score.

2. Test
The instrument that will be used by the researcher is test. The
researcher gives the tests of vocabulary. The tests are given to the different
groups. There are two kinds of tests, namely:
a.

Pre-test
Pre-test is a test which is given to both of the groups before they
have a different treatment.

b.

Post-test

Post-test is a test which is given to the both groups after they have
a different treatment.

The test items that used in this research are multiple choices, with the
alternative answer; A, B, C, and D. There are 30 questions in the vocabulary test.
Each item test is given score 1 for the correct answer and 0 for the wrong one.
The time allocation for the test is 60 minutes.
Below is the table that represents the indicators of reconstructing
vocabulary test items.
No

Materials

.
1.

Giving

Request and
order

3.

Total

Blueprints

picture / clue

W-H question

Synonym

Antonym

7,8

paraphrase

11, 12, 13, 14,

picture / clue

W-H question

Synonym

18

Antonym

19, 20

paraphrase

21, 22, 23, 24,

picture / clue

items
Instruction

2.

Number of

Parts of body

1, 2, 3, 5, 9,
10

15, 16, 17

25, 26
27, 28, 29, 30

W-H question

Synonym

Antonym

paraphrase

Total

30

The research is to know the differences between the students who are
taught by TPR technique and the students who are not. So, the researcher
conducts the experiment for six times.

3.6.

The Method of Data Analysis

The data analysis method is used in this research is comparative analysis.

So, the researcher knows whether or not there is a significant improvement in the
result in the experiment group. In order to know the level of ability of the two
groups, they are given pre-test before treatment. In this case, the researcher uses ttest simple randomized as follow:

to

Ma Mb
xa2 xb2 1
1

Na Nb 2 Na Nb

Where:
Ma

: The average of mean of A in pre-test

Mb

: The average of mean of B in pre-test

Xa

: The Standard deviation of Ma

Xb

: The Standard deviation of Mb

Na

: The number of subjects in group A

Nb

: The number of subjects in group B

to

: Coefficient of the mean difference

If the result shows that to is less than or equal with t-table, the hypotheses

states the ability level of experiment group and control group is accepted. The
acceptance or refusal of those hypotheses is based on the degree of freedom of
each test and coefficient is obtained from the calculation of statistics (Na + Nb
2). The degree of freedom of each t-test in this research is the amount of the
groups that is (20 + 20 2) = 38.
From the table of significance 5% (Ho) the result s accepted if the result of
t-test is higher than the figure shown on t-table. However, if the result of t-test is
more r equal with the figure on t-table, Ho is refused and Ha is accepted.
3.7.

The Statistical Hypothesis

A statistical hypothesis is a hypothesis that is tested through data analysis

statistically. The statistical hypotheses in this research are:

a.

There is no improvement of vocabulary mastery of the students in

fourth grade of SDN Banjarnegoro 1 in the school year 2016/2017.

b.

The students who are taught using TPR have not better vocabulary
mastery than those who are not.

CHAPTER IV
THE ANALYSIS OF THE DATA

4.1.

The Description of Data

4.1.1. The descriptive statistic
After collecting the data, the researcher analyzes the data. The data of the pre-test
and post-test can be seen from the differences of each score that is tabulated.
4.1.2. Experimental group
From the pre-test of the experimental group, the researcher can find the
mean of the scores is 52.3; the median is 51.5; the modus is 43; the minimum is
40; the maximum is 73; the standard deviation is 69.9479; the variance is
4891.6036.

No.

Score (x)

Frequency (f)

Fx

40

80

6400

43

215

46225

47

141

19881

50

100

10000

53

157

24649

67

67

4489

70

140

19600

73

146

21316

20

1046

152560

fx

Table 4.1
The Pre-test Scores of the Experimental Group

From the result of pre-test scores of the experimental group, the researcher
can find the mean, median, modus, the standard deviation and the variance as
follows:

fx
Mean

1046
20

= 52.3

 Median

50 53
20
103
20

= 51.5

Modus

= 43

fx
N

Standard Deviation

fx
N

152.560 1046

20
20

7628 52.3

7628 2735.29

4892.71

= 69.9479

Variance

= SD
2

= 69.9479
= 4891.6036
The result of the post-test of the experimental group, the researcher can
find the mean of the scores is 74.95; the median is 71.5; the modus is 80; the
minimum is 60; the maximum is 90; the standard deviation is 77.12; the variance
is 5947.49
No.

Score (x)

Frequency

Fx

(f)

fx

60

60

3600

63

63

3969

67

67

4489

70

280

78400

73

219

47961

77

154

23716

80

400

160000

83

166

27556

90

90

8100

20

1499

231312

Table 4.2
The Post-test Scores of the Experimental Group

Based on the result of the post-test scores of the experimental group, the
researcher can find the mean, median, modus, the standard deviation and the
variance as follows:

fx
Mean

1499
20

= 74.95

Median

73 70
20

=71.5
Modus

= 80

fx
N

Standard Deviation

fx

N
2

231312 1499

20
20

11565.5 749.5

11565.5 5617.525

5948.5

= 77.12
2

Variance

= SD
2

= 77.12
= 5947.49
4.1.3. Control Group
In the pre-test of the control group, the researcher can find the mean of the
scores is 48.2; the median is 53; the modus is 37; the minimum is 37; the
maximum is 70; the standard deviation is 60.027; the variance is 3603.240.

No.

Score (x)

Frequency (f)

Fx

37

185

34225

40

80

6400

43

129

16641

50

100

10000

53

159

25281

57

114

12996

60

60

3600

67

67

4489

70

70

4900

20

964

118532

fx

Table 4.3
The Pre-test Scores of the Control Group

From the result of the pre-test scores of the control group above, the
researcher can find the mean, median, modus, the standard deviation and the
variance as follows:

fx
Mean

964
20

= 48.2
Median

= 53

Modus

= 37

fx
N

Standard Deviation

fx
N

118532 964

20
20

5926.6 48.2

5926.6 2323.24

3603.36

= 60.027
2

Variance

= SD
2

= 60.027
= 3603.240

In the result of the post-test of the control group, the researcher can find
the mean of the scores is 58.35; the median is 60; the modus is 47; the minimum
is 46; the maximum is 73; the standard deviation is 73.894; the variance is
5460.32.
No.

Score (x)

Frequency (f)

Fx

47

188

35344

50

150

22500

53

106

11236

57

171

29241

60

180

32400

63

126

15876

67

67

4489

70

70

4900

73

73

21316

20

1167

fx

177302

Table 4.4
The Post-test Scores of the Control Group

Based on the result of the post-test scores of the control group, the
researcher can find the mean, median, modus, the standard deviation and the
variance as follows:

fx
Mean

1167
20

= 58.35
Median

= 60

Modus

= 47

fx
N

Standard Deviation

fx

177302
1167

20
20

8865.1
.
58.35
2

8865.1
.1 3404.72

=
5460.
.38

= 73.894
2

Variance

= SD
2

= 73.894
= 5460.32
A.

The Data Analysis

Before the researcher gives the treatment to the experimental group, she gives
pre-test to both of the two groups. The researcher wants to get the data of the students
vocabulary mastery. After the test scores of each group are found, the average of the
score then is calculated through the following steps:
1. Group A
Na
xa

(Experimental Group)

: 20

Ma

: 25685

: 52.3

2. Group B
Nb

(Control Group)

: 20
2

xb

: 26365

Mb

: 48.2

3. The rate difference of the two groups is:

to

to

to

to

to

to

Ma Mb
xa2 xb2 1
1

Na Nb 2 Na Nb
52.3 48.2
1
25685 26365 1

20 20 2 20 20

4.1
52050 2

38 20

4.1
104100
760

4 .1

136.974
4.1
11.70

to = 0.350
This formula is used to know whether the difference of both groups is significant
or not. After the result is consulted to t-table with 95% level of reliability or 5% level
significance with degree of freedom N-15 that is 40-2=38. The result of t-table is
0.669. The rate difference is said to be significant if t-test is more t-table. On the other
hand, the difference is said to be not significant if t-test is less than t-table. The result

of pre-test calculation shows that t-test is less than t-table (0.350<0.669). This shows
that the rate difference between group A and group B is not significant or sad to be
equal in ability.
Based on the fact above, the researcher continues to conduct the research because
the requirement is fulfilled. After the result of pre-test is found, the experiment will be
continued. The two groups are given the post-test.
The result of the post-test is then calculated using t-test. The steps are as follows:
1. Group A (Experimental Group)
Na

: 20
2

xa

: 49605

Ma

: 74.95

2. Group B
Nb

(Control Group)
: 20

xb

: 33054

Mb

: 58.35

3. The rate difference of the two groups is:

to

Ma Mb
xa 2 xb 2 1
1

Na Nb 2 Na Nb

to

to

to

to

74.95 58.35
1
49605 33054 1

20 20 2 20 20
16.6
165318

760

16.6
217.524

16.6
14.75

to = 1.125
The result above is then checked to t-table with 95% level of reliability or 5%
level of significance. The requirement of drawing conclusion is the same as the
requirement used in pre-test, that is, there is a significant difference between group A
and group B, if t-test is more than t-table. The result of t-table with degree of freedom
0f N-2 =38 is 0.669 While the t-test is 1.125. It shows that the score of the t-test is
more than the one on the t-table.

4.2.

Discussion of Hypothetical Test.

After getting the result, the researcher finds that:

4.2.1. The result of t-test on post-test is 1.125 and the t-table with 95% or
reliability 0r 5% level of significance with degree of freedom N-2 that is
40-2=38 is 0.669 which shows that t-test is more than t-table. It proves
that there is a significant difference in the students vocabulary mastery
between those who are taught using TPR and those who are not taught
using TPR.
4.2.2. The mean score on post-test of the students vocabulary mastery who are
taught using TPR is 74.95 and the mean score on post-test of the students
vocabulary mastery who are not taught using TPR is 58.35. It proves that
the students whose teacher uses TPR have better vocabulary mastery than
the students whose teacher uses conventional technique.
Some Findings

4.3.

After conducted the research, the researcher finds some findings. First, the
effectiveness of TPR technique has been proved. It can be seen on the mean scores of
the experimental group before and after the treatment (the mean score of pre-test and
post-test). The mean score of pre-test is 52.3 and the mean score of post-test is 74.95.
By using TPR, the students are encouraged to participate fully in learning vocabulary.
They are able to improve their vocabulary mastery.
Second, the students are more interested in learning English because by using
TPR, they will enjoy the learning by moving their body. The students who are taught
using TPR in teaching vocabulary have higher motivation than those who are taught
with conventional way. They also seem more active in the learning process. It can be
seen on the list of post-test scores of the experimental group and control group, and
then the two groups are compared. The mean score on post-test of the control group is

58.35 while the experiment group is 74.95. By analyzing the marks and consulting the
result with t-table, there is a significant difference of the students vocabulary mastery
between those who are taught using TPR and those are not.
Third, the students who are taught using TPR technique have better
vocabulary mastery than those who are not. There is a significant contribution of
using TPR technique in teaching vocabulary towards the students vocabulary
mastery. As conclusion, teaching vocabulary by using TPR technique is effective in
improving their vocabulary mastery.

CHAPTER V
IMPLEMENTATION IN TEACHING

Based on the research that has been conducted by the researcher, it can be
concluded that Total Physical Response technique is suitable to be implemented in
teaching vocabulary. This technique can improve the students vocabulary mastery.
Besides, the motivation of the students is also increase when they are taught by using this
technique. They will not feel bored when they learn new vocabulary.
Teacher can implement this strategy in some materials that can be done
physically, for example; order and request, giving instruction, part of body, things in the
classroom, etc. Commands were an easy way to get learners to move about and loosen
up: Open the window, Close the door, Stand-up, Sit down, Touch your ear, pick up the
book, give it to John, and so on. No verbal response was necessary. First, the teacher
begins the lesson by uttering a simple command such as Walk to the window! or Raise
your hand!, demonstrating or having a helper student act out, addressing first to the
entire class, then to small groups and finally to individuals. There is no doubt to the fact
that activities become motivating and create a lot of fun and students will enjoy that.
After the teacher has practiced these commands with the students several times, the
teacher remains seated and volunteers to carry out the commands by themselves. If
students are confused, the teacher repeats the commands. Again, the teacher introduces a
new set of commands.

CHAPTER VI
CONCLUSIONS AND SUGGESTIONS

6.1.

Conclusions
Based on the research result, the researcher can give conclusions as follows:
1. The effectiveness of TPR technique has been proved. It can be seen on the
mean scores of the experimental group before and after the treatment (the
mean score of pre-test and post-test). The mean score of pre-test is 52.3 and
the mean score of post-test is 74.95. By using TPR, the students are
encouraged to participate fully in learning vocabulary.
2. There is a significant difference in the result of teaching-learning process
between the students whose teacher taught them vocabulary by using TPR and
those who are not. In fact, there is a significant difference of mean of the
scores between the two groups, in which the scores of the experimental group
is 74.95, which is higher than the mean of the control group is 58.35. The test
also proves that the difference is significant because the result of t-test is
higher than the figure shown on the table.
3. Teaching vocabulary using TPR, which is used in the experimental group,
gives a significant contribution to the students vocabulary mastery. In this
case, the students are able to improve their vocabulary mastery and can
understand its meaning. In the other words, teaching vocabulary using
whispering is effective than teaching vocabulary using conventional way. The
students who are taught using TPR get better vocabulary mastery than the
students who are not.
4. TPR also improves the students motivation since it encourages the students to
be active in learning vocabulary.

6.2.

Suggestions
From the research of the effectiveness of using TPR in teaching vocabulary, it

shows that there is a significant difference of the students vocabulary mastery who
are taught using TPR and those who are not taught using TPR.
Regarding the result, the researcher gives some suggestions to the teacher as follows:
a.

It is better for English teachers to introduce and teach English words to the
students by using TPR.

b.

The teacher has to select the words that will be taught to the students. The
words should be familiar and often used in their daily communication. The words
should be active word because the students will practice it.

c.

In teaching vocabulary by using TPR, the teacher should be able to make the
students comprehend the meaning of words.

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