Fauzan, Nur. 2011. Using Total Physical Response in Theaching English to Young Learner’s at SDN Bangunrejo 02 Kec. Soko – Tuban

ABSTRACT

 

Fauzan, Nur. 2011. Using Total Physical Response in Theaching English to Young Learner’s at SDN Bangunrejo 02 Kec. Soko – Tuban

 

 

Teaching English in Elementary school has been a booming issue in Indonesia, and so far, many Elementary school have conducted and included this teaching English to elementary school it is based on the 2011 curriculum which allows elementary school inIndonesiainclude English in their lesson program. The aim of this introduction is to give students the skills of reading, listening, speaking and writing in simple form of English which is in line with their level of development and interest (Guide and Prosperity implementation KTSP for Elementary school 2006: 73).

The researcher conduct the study to get the information about (1) Students interest toward English end their Involvement in class, (2) Students attitude toward TPR application, (3) TPR effect in students, (4) Students achievement in joining TPR. This study uses descriptive qualitative research. There are three instruments used to obtain the data : Questionnaire, observation, and interview with the English teacher All the instruments are used to collect the data, information that support for this study after collecting the data, there are some steps taken to analyze the data such as : classifying, analyzing and making conclusion.

There sample of this study was the fourth grade of SDN Bangunrejo 02 Soko – Tuban, consisting of 32 students, in addition, to see the significance the teaching techniques effect on students’ achievement the result is gathered from questionnaire, observation and interview with English teacher. The result of TPR questionnaire to the student attitude toward English teaching at school is good, and the student attitude toward TPR technique could effect on students motivation and students comprehension of the teaching material concept. It could answer the statement of the problem that TPR is effective to young learners.

After finding the result, the researcher suggests that the English teacher should choose the appropriate and even collaborate many techniques to the better result. It is does to the fact that English teacher plays a very important role for the success or failure of the English instruction.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

USING TOTAL PHYSICAL RESPONSE IN

TEACHING ENGLISH TO YOUNG LEARNER AT SDN 02 BANGUNREJO SOKO – TUBAN ACADEMIC YEAR

2011 / 2012

 

SKRIPSI

(CHAPTER I)

 

By:

NUR FAUZAN

NIM: 11O6O8O197

 

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF PGRI RONGGOLAWE

UNIROW TUBAN

2012

CHAPTER I

INTRODUCTION

 

This chapter discusses some topics related to the background of the study, statement of the problem, purpose of the study, limitation of the study, significance of the study and definition of the terms.

 

1.1 Background of the study

 

Teaching English in Elementary School has recently been a booming issue in Indonesian, and so far, many Elementary Schools have conducted and included this teaching English to Elementary school. This teaching is based on the 2006 curriculum which allows Elementary School in Indonesian to include English in their lesson program. The aims of this instructions is to give students the skills of reading, listening, speaking, and writing in simple form and English which is in line with their level of development and interest ( Guide and Prosperity Implementation KTSP for Elementary School 2006 : 73 )

Teaching English to young learners is quite different from adult learners, it is because the way they learn a foreign language is different from adult way to learn. Children developing conceptually; therefore, in the learning they need something realistic (Clark, 1991:6). They learn language by using Total Physical Response. Philips (1995:5) says that younger learners respond to language according to what it does or what they can do with it rather than treating it as an abstract system. Further more children learn best when they are motivated by being interested in the activity or being involved in activities which are relevant to them (Pahin and Power as devoted by Kasbolah, 1996: 5). In other words, in learning English as a foreign language children learn and understand the language better by treating and applying it into actual activities which what they can do with it than receiving it as an abstract concept.

Jensen (as Quoted by Richard & Rodgers, 1986:89) claims that there are seven stages to describe the physical of verbal stimulus and response, in the context, prefer to the physical movement the child makes in response to the verbal stimulus in this stage, the young child, who style can not speak yet, learns the language by giving responses to a parental verbal a foreign language in that the Elementary School student never hear, know and understand before. Therefore, in learning English as a foreign language they may adopt the way the learnt and acquire their first language.

Regarding the characteristics of young learners above, a teacher here is required to be more critical and creative in selecting or even collaborating any techniques available which are relevant to their characteristic and development stage. There have been many methods of teaching English as a second and foreign language developed and used so far. Some of them are, for instance the Grammar translation and suggestion. Each of these methods, of course, has it own value with its superiority. TPR is one of these methods that attempts to teach language through psychomotor activity (Richards & Rodger 1986;87). This method, developed by James Asher, is addressed to teach the beginners oral proficiency of a foreign language at an introductory level (Richard & Rodger 1986:91). Some efficiency of using this method is that it forces not only to the teacher, but also the students to be actively involved in teaching learning process and this method tries to dispose the students subconscious learning.

TPR is also called the comprehension approach and gives emphasize on listening comprehension skill. The idea of focusing in listening comprehension during early foreign language instruction here comes from observing how children acquire their mother tongue (Larsen – Freeman, 1986:109). Young children many months are listening to the people around them before ever say a words. They respond to a language physically before they begin to produce verbal response and they will decide to respond verbally when they are ready. Furthermore,(Larsen – freeman, 1986;110) explains that in the total physical response (TPR) students listen and respond to the spoken target language command of their teacher. The students, during the instruction, may not imitate what teacher is doing and respond to what teacher command them to do. In other words, the TPR technique lets the students to be in a silent and respond physically in stead of verbally to the command and question until they themes selves decide to do so when they are ready.

Hamamah (1998; 57-58) and Nurisnaini (2000: 40-41) who conducted this studies in the some area supported their finding. Both of them found two important things: (1) children are fond of doing class activities which involve body movement such as clapping hands, painting or touching the objects, and demonstrating some actions or mimicry, and (2) the fact that the class teachers involved in the studies seldom gave such kind of these activities, instead they used conventional technique, i.e. explaining, drills or question and answer further.

Regarding the findings above, it can be concluded that most of the elementary school teachers are not creative enough in managing the class to be conducive for students since they lack knowledge in choosing this condition, therefore, for helping the English teacher at the elementary schools to find the effective technique in teaching English to young learners that relevant with the students characteristic, the researcher choose the title; USING TOTAL PHYSICAL RESPONSE IN TEACHING ENGLISH TO YOUNG LEARNER AT  SDN BANGUNREJO 02 SOKO – TUBAN ACADEMIC YEARS 2011/2012.

 

1.2 Statement of the Study

Based on the background of the study above, this study is intended to answer the following question. Is TPR technique effective to young learners?

 

1.3 Purpose of the Study

According to the question of the problem, this study is intended in investigating English for young learners at SDN Bangunrejo 02 Soko – Tuban in 2011/2012 academic years.

 

1.4 Limitation of the Study

In SDN Bangunrejo 2 Soko – Tuban, there are four classes that have English programs which apply English as local content subject. There are class II, IV, V and VI. This study takes only one class because of limited time and doing this study.

 

1.5 Significance of the Study

The finding of the study is expected to give some important contributions for the teachers, students, and other researchers. First, to the English teachers at the elementary school who get problem in choosing teaching technique which appropriate for teaching English to young learners, this study is expected to contribute important information of the effectiveness of TPR technique. If this study reveals the TPR is effective and enables to up grade the students achievement in learning English, they may adopt it into their teaching strategies, and apply or event collaborate it with other techniques in order to improve and develop the teaching of English in Elementary Schools.

Second, this study is introduce another possible way of learning English that enable the student to practice new vocabularies alone at home, besides at school. Finally, to other researcher who are interested in developing teaching techniques, this study could be useful to provide scientific reference for further research in contributing the improvement of the technique of teaching English to young learners.

 

1.6 Definition of Key Terms

To avoid misinterpretation, it is necessary to give explanation on several terms in this study. The definitions are as follow:

1. TPR (Stands of Total Physical Response) refers to foreign language teaching technique for the beginners which use command to teach the target language, in which the student are to give physical responses instead of verbal responses to the teachers commands.
2. Teaching is guiding and facilitating learning, enabling the learners to learn, setting the condition for learning. (Nathan gage, 1964: 269).
3. English language is language that becomes at in international language. It is spoken by people all over the words by developing countries.
4. Young learners are learners in elementary school aging 9-10 years old who are learning English as foreign language.
5. SDN Bangunrejo 02 Soko – Tuban is located at Jl. Bangunrejo Kec. Soko – Tuban.

Name: NUR FAUZAN (1106080197)

FKIP/ Bhs. Inggris 2008 C