IMPROVING STUDENTS VOCABULARY MASTERY USING TOTAL PHYSICAL RESPONSE (A Classroom Action Research in the Fourth Grade of SDN 1 Wates in 2009/2010 Academic Year)

ABSTRAK

BUDHI REMAWAN, S890908107, 2010. IMPROVING STUDENTS VOCABULARY MASTERY USING TOTAL PHYSICAL RESPONSE (A Classroom Action Research in the Fourth Grade of SDN 1 Wates in 2009/2010 Academic Year).Pembimbing I: Dr. Sujoko, M.A; Pembimbing II: Drs. H. Tarjana, M.A. Tesis: Program Pendidikan Bahasa Inggris, Pasca Sarjana, Universitas Sebelas Maret.

Penelitian ini dilaksanakan pada siswa kelas empat SD N 1 Wates pada Tahun Akademik 2009/2010. Tujuan penelitian ini adalah untuk mengetahui apakah penggunaan Total Physical Response mampu meningkatkan penguasaan kosa kata. Terdapat tiga permalahan yang akan diteliti. Pertama, sebagian besar siswa tidak memahami kosa kata yang guru ucapkan di dalam kelas. Kedua, para siswa menemui banyak kendala dalam memahami perintah guru dan instruksi kelas karena kurangnya kosa kata yang dikuasai. Ketiga, tidak ada metode pengajaran yang menarik dan menantang. Untuk mengatasi permasalahan itu, penulis merancang penelitian tindakan kelas dengan menggunakan Total Physical Response untuk mengajar kosa kata.
Penelitian tindakan kelas dilaksanakan dalam dua siklus. Prosedur yang dilaksanakan terdiri dari perencanaan, aksi, observasi, dan reflksi. Dalam pengumpulan data, penulis menerapkan observasi, wawancara, kuesioner, dokumentasi, dan tes. Guru kelas adalah penulis yang dibantu oleh kolaborator selaku pengamat ketika penulis melaksanakan penelitian. Hasil pengamatan berupa field-note. Tes diberikan dalam bentuk pre dan post. Untuk menganalisa data kualitatif, peneliti menganalisa peningkatan penguasaan kosa kata dengan menerapkan empat langkah teknik interpretasi data: (1) pengumpulan data, (2) pengurangan data, (3) presetasi data, dan (4) verifikasi data. Untuk menganalisa data kualitatif,, peneliti menerapkan analisa deskriptif dengan membandingkan nilai rata-rata tes kosa kata dalam setiap siklus.
Hasil penelitian menunjukkan bahwa Total Physical Response mampu meningkatkan penguasaan kosa kata siswa. Dengan diajar dengan menggunakan Total Physical Response, para siswa lebih memahami perkataan yang diucapkan oleh guru. Para siswa menikmati pembelajaran karena mereka tidak hanya duduk di kursi yang membuat mereka bosan tapi juga terlibat aktif dalam setiap kegiatan dengan memperagakan kosa kata yang diucapan guru. Peningkatan penguasaan kosa kata siswa terlhat dari nilai tes. Nilai rata-rata meningkat dari 5,85 pada akhir awal Siklus menjadi 7.03 pada akhir Siklus 1, dan kemudian nilai meningkat menjadi 8,58 pada akhir Siklus 2. Hal ini menunjukkan bahwa terdapat peningkatan penguasaan kosa kata yang signifikan sebelum dan sesudah penelitian. Oleh karena itu, dapat disimpulkan mengajar kosa kata dengan menggunakan Total Physical Response mampu meningkatkan penguasaan kosa kata
Berdasarkan hasil penelitian, peneliti menyimpulkan bahwa penguasaan kosa kata siswa dapat ditingkatkan dengan menggunakan Total Physical Response. Oleh karena itu, direkomendasikan agar para guru bahasa Inggris menerapkan TPR dalam pengajaran kosa kata. Lebih baik lagi, mereka dianjurkan untuk menerapkan metode dan media yang sesuai dan mengelola kelas dengan tepat.

Kata kunci: TPR, Kosa Kata

ABSTRACT

BUDHI REMAWAN, S890908107, 2010. IMPROVING STUDENTS VOCABULARY MASTERY USING TOTAL PHYSICAL RESPONSE (A Classroom Action Research in the Fourth Grade of SDN 1 Wates in 2009/2010 Academic Year). First Consultant: Dr. Sujoko, M.A; Second Consultant: Drs. H. Tarjana, M.A. Thesis: English Education Department, Graduate School, Sebelas Maret University, Surakarta.

This research was conducted at the fourth grade class of SDN 1 Wates in 2009/2010 Academic Year. The aim of this research was to find out whether the use of Total Physical Response was able to improve the students’ vocabulary mastery. There were three problems encountered. Firstly, most of students did not know the vocabulary that the teacher used. Secondly, the students got difficulties in understanding their teacher’s commands and classroom instructions because they lack vocabulary. Thirdly, there was no interesting and challenging method in teaching – learning process. To overcome those problems, the writer designed an action research using Total Physical response to teach vocabulary.
The action research was conducted in two cycles. The procedure of the research considered of planning, acting, observing, and reflecting. In collecting the data, the writer used observation, interview, questionnaire, documentation, and test. The teacher was the writer assisted by collaborators as observers while the writer was implementing the research. The result of the observation served as field – notes. The tests were in the forms of a pre – test and a post – test. To analyze the qualitative data, the researcher analyzed the improvement of vocabulary mastery by applying the four steps of the data interpretation technique, they are; (1) collecting data; (2) reducing data; (3) presenting data, and (4) making conclusion/verivication). To analyze the quantitative data, the writer applied descriptive analysis by comparing the mean scores of the vocabulary test in each cycle.
The result of the research showed that Total Physical Response was able to improve the students’ vocabulary mastery. Having been taught using Total Physical Response, the students’ understanding in teachers’ classroom instruction improved. The students enjoyed the lesson because they not only sat in their chair that could make them bored but also took part in the activity by performing the language into actions. The improvement the students’ vocabulary mastery was reflected in the tests’ score. The mean scores improved from 5.85 (the pre – test of Cycle 1) to 7.03 (the post – test of Cycle 1), and it improved for a second time in the post – test of Cycle 2, which achieved to 8.58. It showed that there was a significant improvement of the students’ vocabulary mastery before and after the research was conducted. Therefore, it can be concluded that teaching vocabulary using Total Physical Response was able to improve the students’ vocabulary mastery.
Based on the result of the study, he concluded that students’ vocabulary mastery could be improved through Total Physical Response. Therefore, it is recommended that the English teachers should apply TPR in their teaching and learning activity. In addition, they should apply the method along with the appropriate media and manage the class properly.

Keyword : TPR, Vocabulary