1

CHAPTER 1
INTRODUCTION

1.1 Background

English as foreign language involves four skills of language,

namely listening, speaking, writing, and reading. In teaching English

those skills must be served integrated as much as possible. They

are closely related and cannot be separated and also support each

other. Students should master those skills as well as possible. In

edition, English language has some elements; grammar,

pronunciation, spelling, and vocabulary.

Vocabulary is one of the most important aspects, in particular, in

mastering English. It supports four skills in English, namely;

speaking, reading, writing, and listening. The ability of students to

comprehend the subject is relatively determined by their vocabulary.

So that, it is clear that vocabulary plays important role as a

fundamental requirement that influence students achievement in

studying English. Through vocabulary people can communicate,

write, read, and understand the word that they hear. Allan (1997)

points out vocabulary is words continually learned whenever students

learn structure as the practice of the sound system.

In relation to how important of vocabulary to support those

language skills components, the education curriculum (1994)

established the target of vocabulary that the students should master

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in junior and senior high school. The target of senior high school

students should fulfill 2.500 to 3.000 words, while in junior high

school the students should fulfill 250 words to the level of 750 words.

Nevertheless, the reality of the students vocabulary in Senior High

School and Junior High School are still less or far from the target. It

is caused by many factors. Most of them are; the laziness of the

students in memorizing new words, the lack of students motivation,

and the poor professional competence of the English teacher in

designing the techniques and strategies in teaching-learning process

(Lamo, 1996:3)

Cangara (1992:1) points out that the success of teaching English as

a foreign language is determined by many factors such as the

teachers, materials, and the attitude students studying English

Rashid (1991:1) points out that the focal is where contact among

teachers, students, materials, and method or approaches occurred.

Taking into account of those problems, English teacher have to find

any solution to run out from the problems, to help their students in

improving their vocabulary, to make the learning process more

interesting and enjoyable. Nowadays, there have been a lot of

strategies applied to help the process of teaching and learning

language, in particular Junior High School, in order to increase their

vocabulary. Most processes of language learning use realia, picture,

mime action and system, contras, enumeration, explanation, and

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translation (Harmer, 1991: 161). One of the strategies which are often

applied is mime action and system. It is called as Total Physical

Response (TPR). Asher (1982:110) states that in the Total Physical

Response Method, students listen and respond to the spoken target

language commands of their teacher. The theory suggests that

language items are most successfully thought if we associate them

with physical movements.

In this research, the writer applied Total Physical Response (TPR)

method to motivate, create an interesting and enjoyable atmosphere

and practical ways to make class successful in learning vocabulary in

term verb and adjective.

Based on the previous explanation, the writer conducted a

research, which entitled The Application of Total Physical Response

in Improving the Students Vocabulary Mastery of SMA Neg 3

Mamuju

1.2 Problem Statement

Based on the previous statement above, the writer formulated the

problem statements research as follow, can the application of Total

Physical Response improve the students vocabulary mastery in

Verbs and Nounsof SMA Neg 3 Mamuju?

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1.3 Objective of the Research

In relation to the problem statement above, the main objective of

this research is to find out the using application of Total Physical

Response in improving the students vocabulary mastery in Verbs

and Nouns of SMA Neg 3 Mamuju.

1.4 Significance of the Research

The result of this research is expected to be meaningful

information for the English teachers, especially in teaching

vocabulary for senior high school students and to be helpful

contribution for further researchers who are interested in teaching

and learning process.

This research focused on the students achievement in learning

vocabulary by using Total Physical Response method to the first

year students of SMA Neg 3 Mamuju. This scope of this study is

restricted to what extend the Total Physical Response can enrich the

students vocabulary. The researcher limits the research to verb and

Nouns.
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CHAPTER II

REVIEW OF RELATED LITERATUR

2.1 Previous Related Research Findings

In this research, the research take some of the previous findings

are listed briefly below:

a. Andi Sugiana (2000), found that the TPR method is an

effective method in teaching English vocabulary. It can

increase students vocabulary achievement and make the

teaching-learning process more enjoyable, interesting, and

exciting.
b. Sitti Aminah (2003), found that the use of Total Physical

Response Storytelling (TPRS) method is effective in teaching

English. The students who are taught by TPRS method were

very pleased and enjoyed the teaching-learning process.

Besides that, TPRS method the students were more

enthusiastic and interested in learning English.

c. Nur Najmi (2000), concludes that the students achievements

of vocabulary using prefix and suffix exercises can be

classified as fair classification.

Based on the previous researchfindings above, the writer

conclusion that the use of Total Physical Response (TPR) methods in

English teaching learning as a foreign language gives much

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contribution toward the process of English learning. It may bring the

learning process to be more dynamic of interesting as well.

2.2 Concept of Vocabulary

2.2.1 Definition of Vocabulary

Vocabulary is a fundamental requirement that influence

students achievement in studying English. Without

vocabulary there is no communicate, read, and write can

be conveyed. So that, it is important to know what the

vocabulary is. As follows is the definition or concept of

vocabulary by some experts:

Hornby (1989:959) defines vocabulary as:

a. Total members or words, which make up a language.

b. Range of words known, or used by, a person in a

trade, profession, etc.

c. Book containing a list of words, list of words used in a

book, used with definition and translation.

Good (1959) defines vocabulary as the words having

meaning when heard or seen even though not produced by

the individual himself to communicate with other. The

words are considered essential for minimal use of a

language.
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Webster (1968) points out that, vocabulary is list of

words and sometimes phrases, usually arranged in

alphabetical order and defined as dictionary.

Brown (1994:366) views vocabulary on two ideas :

a. Vocabulary is the content and function words of

language, which are learned through by that they

become a part of childs understanding speaking,

reading, and writing.

b. Vocabulary is words having meaning when hear or

seen even though the individual produce when the

communicating with others.

Based on those definitions above, although they are

different sound from each order, the important point of

them is hat vocabulary can influence people in using a

language either in spoken or written form.

2.2.2 Types of Vocabulary

Vocabulary is the stock of lexical item in a language. For

the purpose of learning and teaching activities, vocabulary

classified into two kinds, namely:

1) Receptive vocabulary refers to the words for

lexical items which only can be recognized and

comprehend in the context of reading and listening.

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2) Productive vocabulary refers to the words which can

be recalled and used appropriately in writing and

speech.

However, sometimes both receptive and productive

vocabulary are difficult to be distinguished because a word

that a students has in his receptive store may suddenly

become productive if the situation or context provokes to

be a permanent state of affairs.

Harmer (1991:161) also the divides vocabulary into two

types, namely:

a. Active Vocabulary refers to vocabulary that has been

learn by the students. They are expected to be able

to use it.

b. Passive Vocabulary refers to words which

students will recognized when they meet them, but

the probably are not able to produce it.

Good (1959:644) adds the third kind of vocabulary its

reserve of potential vocabulary that consist of word the

individual does not know but they can interpret them their

context or by reason of his background knowledge.

Meanwhile Schail (1967:57) divides vocabulary into

three kinds, namely:

 9

a. Active vocabulary, the words customarily

used in speaking.

b. Reserve vocabulary, the words that we know but we

rarely use them or ordinary speech, we use them only

in writing when we more time to consider or think.

c. Passive vocabulary, the words that we recognized

unclearly but we are not sure of their incoming. We

never use them in either speaking or writing, we

know them because we have seen them before.

2.2.3 Techniques for Improving Vocabulary

Harmer (1991:161) provides some techniques in

teaching vocabulary. They are realia, pictures, mime, action

and system, contrast, enumeration, and translation.

a. Relia

In this technique, the students learn to recognize the

words by seeing the reality things (object) that the

teachers use in the classroom. Such as: pen, pencil,

ruler, ball, etc.

b. Pictures

The students will learn vocabulary through picture that

can be presented by the teacher in the classroom.

c. Mime, action and gestures

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It is often impossible to explain the meaning and

grammar either through the use of realia or in picture.

Actions, in particular, are probably lettered explained

by mime.

d. Contrast

The teacher shows the students a word and asks

them to find out the contrast of such word.

e. Enumeration

This techniques applied by introducing words by

enumerating them with their general and specific

meaning. A word with a general meaning, for instance

animals, the teacher introduces these words and

asks the students to find out some specific words

relate to animals, such as: cat, tiger, camel, snake,

etc.

f. Explanation

In this strategy, the teacher introduces words by

explaining or describing the objects and tasks the

students to guest what the object.

g. Translation

In this technique, the teacher asks the students to

translate the given words into their mother tongue

(native language).
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2.2.4 The Principle of Teaching and Learning Vocabulary

Wallace (1982:27-31) indicates that the main principle of

teaching and learning vocabulary is as follows:

a. Aims

Teaching vocabulary, the teachers have to know the

aim of the words taught. How many are expected to

know.

b. Quantity

It is decided on the number of new words that the

students can learn. The actual number will depend on

a number of varying from class and students.

c. Need

It is necessary to know or select the words that the

teacher will teach to the students. It is based of the

frequency and usefulness of the various meaning of

words, Students background and language need.

d. Frequent exposure and repetition

In teaching vocabulary of repetition amount certain is

needed until there is evidence that the students have

learned the target word.

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e. Salutation

In the explanation of vocabulary the teacher must

know the students situation and the atmosphere of

the class.

f. Presenting in Context

One way of to present new word or unfamiliar word is

through reading text. The students have to know the

usual collocation that a word.

g. Learning Vocabulary in the mother tongue and in the

target language

Teaching the words of the target language, the

teacher can use words of the mother tongue as tool to

compare similarities and differences of the words.

2.3 Concept of Total Physical Response

2.3.1 Definition of Total Physical Response (TPR) Method

According to James Asher (2005) states that Total

Physical Response (TPR) method is a series of powerful

techniques to physical movements. The ideas behind TPR

are connected with natural body language and the idea of

kinesthetic memory. The method relies on the assumption

that when learning a second or additional language, that

language is internalized through a process of code

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breaking similar to first language development and that the

process allows for along period of listening and developing

comprehension prior to production. Students will response

to commands that require physical movement.

The theory suggests that we learn language items most

successfully if we associate them with physical

movements. This is demonstrated very well in do and

understand (Longman 1996).

Blaine Ray (2004), a Spanish language teacher, added

stories to Ashers method to help students acquire non-

physical language creating the foundation of the method

known as teaching proficiency through reading and

storytelling (TPRS) built on Stephen Krashens theories of

language acquisition.

2.3.2 Benefits of Total Physical Response (TPR) Method

Total Physical Response (TPR) is an excellent method

of providing the comprehensible input that student to a

quire the language because it:

a. Emphasizes the need to understand spoken languages first.

b. Encourages the students to stop translating and to

just respond to the English words they hear; it makes the response

automatic.
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c. Avoids spelling related pronunciation problems.

d. Allows the students to focus on and manipulative

physical objects, which can help them to relax and reduce their anxiety

about the language.

e. Provides instant feedback to the teacher about the

students level of comprehension.

f. Allows the teacher to immediately tailor the lesson to

the individual students needs.

g. Gives the students a sense of accomplishment, as

they can see their immediate progress.

2.3.3 The Implementation of Total Physical Response (TPR)

Teaching proficiency through reading, formerly known

as Total physical Response Storytelling, is a method for

teaching any world language. Blaine Ray (2005) created

this method by combining Total Physical Response system

with personalized, often funny stories to help students

apply the words learned. These stories are complemented

with reading from a variety of sources. TPRS is a

movement towards building language proficiency in the use

of grammatical structures through reading stories in

addition to the oral storytelling for which TPRS is well-

 15

known. Originally incorporating seven basic steps, TPRS,

according to Ray, has three main steps to the process:

a. Establish Meaning. This is done primarily by the

presentation of target language vocabulary structures

(generally no more that 3 in one lesson) and their

equivalents in the students native language.

Gestures can also be taught and practiced with the

new vocabulary to help students remember

vocabulary words. Gestures were once considered

students to make it their own. At the same time a

integral to step 1 but are now considered optimal.

b. Ask (not tell) a story. Using a general outline of a story, the

instructor asks students to provide specific details.

This allows circling of asking question, and repeating

phrases result in multiple repetition of the target

structure. Advanced TPRS teachers are sometimes

able to wing it; creating stories by asking questions of

the students based on the vocabulary structures of

that days lesson.

c. Read and discuss the story, or different story which

contains the grammar structures from the step 2, but

with the different details. This reading is often done

by having one or all of the students translate the

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reading loud in order to ensure the students have

complete comprehension of the reading material.

Grammar points contain in the reading be briefly

discussed with very short explanations- often five

seconds or less. The discussion of the reading is

carried out in the target language, with the teacher

asking questions both about the reading itself and

also about the students and their lives.

2.4 Hypothesis

In essence the hypothesis atemporary answer or alleged answer

of the problem.

The hypothesis in this study is that the use of Total Physical

Response (TPR) methode able to improve vocabulary specific to the

verbs and Nouns in class X-A State High School 3 Mamuju. The

application on TPR can impropve students vocabulary mastery at

SMA Neg 3 Mamuju.

2.5 Conceptual Framework

The theoretical framework underlying this research is given in the

following diagram:
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Teaching Vocabulary

Verb Noun

Total Physical Response

(TPR)

The Students Improvement

In improving the students mastery of vocabulary, the researcher

will apply Total Physical Response (TPR) in teaching vocabulary.

The researcher will focus on teaching verbs and adjectives. The

researcher expects, after applying Total Physical Method (TPR) the

students mastery of vocabulary improve.

CHAPTER III

RESEARCH METHOD
 18

3.1 Research Location

The location of the research will at Sma neg 3 mamuju. The

observer chose that place to do an action research because after

doing observation the students ability to master vocabulary could

improve. So, it will necessary to develop their ability to read by

using Total Physical Response in teaching and learning process as

a teaching method. The subject of the study will the second grade

students at Sma Neg 3 Mamuju 2013/2014 academic year.

3.2 Variable and Operational Definition

3.2.1 Total Physical Response

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.

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

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itself. Grammar is not taught explicitly, but can be learned

from the language input. TPR is a valuable way to learn

vocabulary, especially idiomatic terms, example, phrasal

verbs.

3.2.2 Vocabulary

Vocabulary is a list of words and often phrases, usually

arranged alphabetically and defined or translated a lexicon or

glossary. All the word of language, the sum of word used by

understood by or at the command of a particular person,

social group, profession, trade or the like (Glorier).

Vocabulary is the stock of words used by people or particular

used or person, or a list of collection of the word of a

language, book, author, and branch of science or the like, in

alphabetical order and defined (Webster).

3.3 Population and Sample

3.3.1 Population

The population in this research is the X IPA.1 grade

students of SMA Neg 3 Mamuju 2014/2015 academic year.

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Table 1. Population

No Class Total of student

1 X IPA 1 23
2 X IPA 2 22
3 X IPS 1 25
4 X IPS 2 24

TOTAL 94
Data from SMA Neg. 3 Mamuju

3.3.2 Sample

The researcher decided to use the cluster redom sampling,

It means that the research has to decide one class. The

Researcher only take one class as a sample, a class X IPA.1

consists of 28 students on the grounds that consideration of

the advantages of students in this class.

Table 2. Sample

No Class Male Female Students

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1 X IPA 1 10 13 23

TOTAL 23

Data from SMA Neg. 3 Mamuju

3.4 Procedure of Collecting Data

There were some procedures in collecting data, those were

observation and test. In these cases, the data is taken from the

source by employing observation and test.

a. Observation
The researcher will do the observation toward teaching

vocabulary directly. In this research, the researcher will taught

with the students as well as the teacher. The researcher

observed vocabulary and the students mastery.

b. Test
Test means questions to students to be answered. The test

used pre-test and post-test to compare the students vocabulary.

The test is given as the following procedures:

a) The researcher explained about the test to the students and

the way to answer it.

b) The researcher gave reading test that is WH-Questions

about 10 numbers to the students.

c) The researcher checked the students answer and find the

students errors in learning vocabulary.

d) The researcher took the students score.
The cycle is described through the scheme of action

research phases as follows:

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Planning

Cycle I
Reflection Action

Observation

Planning

Cycle II
Reflection Action

Observation

Figure 1: The Scheme of Classroom Action Research

3.4.1 CYCLE I

a. Planning
In this phase, the teacher will make lesson plan teaching

aids to imply the students mastery of vocabulary. Then, the

teacher prepared all materials about reading to find some

vocabulary.
b. Action
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1) The teacher handled the class and will give the students

materials of vocabulary. The material consisted of short

story and list of vocabulary that was taken from reading text.
2) The teacher engaged the students prior knowledge with

present the material relation of the topic in explanation form,

this steps has purpose to will give them new information

relevant their prior knowledge of vocabularys mastery.

3) Then, the teacher will divide the students in pair. The

students will work together in finding the vocabulary from

the text and find the meaning by using TPR.

4) The other students will give their feedbacks of their friends

answer. At the last, the teacher will give exercise to the

students to practice their vocabulary. The teacher also will

give scores of students pronunciation and vocabulary.

c. Observation
In this phase, the researcher observed the students

response, participant of the students and everything which is

found during the teaching happened.

d. Reflection
After collecting the data, the researcher evaluated the

teaching learning process. Then, the researcher reflected

herself by seeing the result of the observation, whether the

teaching learning process of learning vocabulary through

TPR roach to improve the students vocabulary.

3.4.2 CYCLE II
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Basically, the teaching learning activity in cycle II is just the

same as in teaching learning activity in cycle I. The goal of

cycle is to improve the students mastery of vocabulary. It is

because the researcher did not achieve the target in cycle I.

The teacher still used Total Physical Response as a method

with improvements during the teaching learning process but

the teacher use different list of vocabulary in this cycle. The

following procedures were as follows:

a. Planning

Choosing the teaching material and arranging a lesson

plan based on the teaching material. Preparing the test

instrument and hand-out consists of fable and folktale

story that is appropriate to the teaching material. The

teacher prepared teaching facilities (board marker, eraser,

and tape recorder and prepares observation sheets the

teacher also prepared students attendance list.

b. Action

1) Teacher will distribute some handouts to students.

Teacher will ask the students about those materials.

2) In this cycle the teacher will prepare list of vocabulary

to help the students can make a sentence.

3) Then, the teacher showed the students to pronounce

those vocabularies correctly.

4) After that, the teacher will practic to read the vocabulary

and find the meaning.

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c. Observation

The teacher observed the students activities and the

students cooperation in their groups.

d. Reflection

In this step, the teacher evaluated the steps in teaching

learning Cycle II and discussed the results of the

observation for the improvement in the next activities.

3.5 Technique for Data Analysis

The data get from cycle I and cycle II will be analyzed through

the following steps:

a. Scoring for Verbs and Adjectives

N Verbs Test Number of Questions Score

o
A Fill the blank test 10 10
B Matching test 10 10
C Underlined 5 10

Scoring for Adjectives

N Nouns Test Number of Questions Score

o
A Complete the 5 10

paragraph
B Matching test 10 10
C Underlined 10 10
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b. Scoring the students correct answer of cycle 1 and cycle 2:

Score = total point of students correct answer X 10

Total number of correct answer

(Depdikbud, 1985 : 5)

c. Classifying the score of the students answers into the

following scale:

a. Scores 9.6-10 were classified as excellent,

b. Scores 8.6-9.5 were classified as very good,
c. Scores 7.6-8.5 were classified as good,
d. Scores 6.6-7.5 were classified as fairly good,
e. Scores 5.6-6.5 were classified as fair,
f. Scores 3.6-5.5 were classified as poor.
g. Scores 0-3.5 were classified as very poor.
(Layman, 1972:216)
d. Calculating the means score of the students vocabulary test

by using the following formula:

x x
N
Where:
X : Mean score for sample
x : Total New Score
N : Total Number of students
(Gay, 1981:298)
27
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