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The Effectiveness of Total Physical Response to Improve Students’ Vocabulary Mastery

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The Effectiveness of Total Physical Response to Improve Students’ Vocabulary Mastery INOVISH JOURNAL, Vol. 5, No. 2, December 2020 e-ISSN: 2528-3804 p-ISSN: 2621-7295 THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE TO IMPROVE STUDENTS’ VOCABULARY MASTERY Bigar Rahasia Siswa1, Rini Fitria2, Cut Dara Ilfa Rahila3 1Lecturer of The Faculty of Office Administration of PMM Politeknik Muhammadiyah Magelang Jl. Tentara Pelajar, Kwirah, Tamanagung, Kec. Muntilan, Magelang, Jawa Tengah 56413 Phone: (0293) 587151 e-mail: [email protected] 2Lecturer of STAIN Bengkalis STAIN Bengkalis Jl. Lembaga, Senggoro, Bengkalis. Riau 28711 Phone/fax. (+62766) 8001050 e-mail: [email protected], [email protected] 1Lecturer of IAIN Takengon IAIN Takengon Jalan. Aman Dimot/Yos Sudarso No.10 Takengon Bar., Lut Tawar, Aceh Tengah Telp. (+6243) 23268, Fax. (+6243) 22422 e-mail: [email protected] ABSTRACT Abstract: The research is aimed to know whether there is a significant difference of student’s vocabulary mastery between those who are taught by using Total Physical Response and those who are taught by using Direct Method. The researcher took the ninth-grade student of Mambaúl Hikmah Islamic Boarding School Magelang as the population. There were 80 students. We used total random sampling and divided the student into two groups, group A as the Experimental group was taught using “Total Physical Response”and group B as the control group was taught by using “Direct Method”. The methods used to collect the data are documentation pre-test and post-test answer sheet. There were two tests given in this research. They were pre-test and post-test. To analyze the data the researcher used comparative analysis. The comparative formula of the data analysis used t-test calculation. The researcher used t-test to analyze the data. In which the pre-test score group A is 53, 275 that was higher than the second group. The post test score of group A is 67, 25 that was higher than the group B as the Control group. While t-test proves that difference is significant because the result of T-test is higher that the figure shown on the t-table. Based on the above result, the researcher concludes that there is significant difference between the student who are taught using “Total Physical Response” and those who were taught using “Direct Method”. It is better for English teacher to use “Total Physical Response” as one of technique in teaching vocabulary mastery for junior high school especially in the Islamic Boarding School. Keywords: Total Physical Response (TPR), Vocabulary Mastery 156 INOVISH JOURNAL, Vol. 5, No. 2, December 2020 e-ISSN: 2528-3804 p-ISSN: 2621-7295 INTRODUCTION The student’s lack of vocabulary is English is the international influenced by their difficulties in language and also the most dominant understanding and memorizing new language which is spoken by almost all words. The difficulty is also caused by countries all over the world, its role to the differences of phonemes between connecting the people who use different English and Indonesian, they also lack of languages. Indonesia is the biggest motivation because their environment do moslem population in the world, so many not support them to study English. Islamic Boarding School in Indonesia. There are two kinds of factors that Vocabulary mastery in English language influence the student’s low vocabulary teaching is very important, because mastery. The first is the internal factor; English vocabulary is one of the aspects the factor are from inside the student for student to speak English fluently, themselves. They are motivation and clearly and optimism. attitude, aptitude, etc. If the student has Based on the researcher’s good motivation they will enjoy and observation in the classroom of the ninth improve interested in learning English, graders of Mambaúl Hikmah Islamic but if they are still hesitant to practice, so Boarding School Magelang, it is the teacher should be creative, innovative identified that the student vocabulary to motivate the student to learn English. mastery is still under average of the The second is the external factor; standard of the learning target. It can be the factor that are connected to outside of proved by the result of the average of the student or environment, they are in the English test from 80 student was only 60. school and social environment. The This score does not reach 75 as the situation in learning English lesson in the mastery learning of English lesson in classroom has to be convenient so it can Mambaúl Hikmah Islamic Boarding make the students active. So, by learning School. The problem shows that most Total Physical Response the researcher student of junior high school found hope it makes easily for student to difficulties in mastering vocabulary. improve vocabulary mastery. 157 INOVISH JOURNAL, Vol. 5, No. 2, December 2020 e-ISSN: 2528-3804 p-ISSN: 2621-7295 REVIEW OF RELATED understanding what they hear and read in LITERATURE school and to communicate successfully Vocabulary is a total number of with other people. words that make up language. It is one of Tarigan (1984: 2) says that components of language and that is no language skills mostly depend on the languages exist without words. Knowing mastery vocabulary. Thus, the more a lot of words in English is very vocabulary is mastered, the biggest important. The more words students possibility that someone can skillfully know, the better their chance of use the language. For these reasons, it is understanding or making themselves very important for the students to quickly understood. Without grammar very little build up a large store of words. can be conveyed, without vocabulary There are a lot of types of nothing can be conveyed. vocabulary such as: Vocabulary is a sum of words that 1) Receptive Vocabulary which the are used by and understood by students. students can remember and The term expressive vocabulary is used understand in speaking, reading and when people listen to speech and when writing properly, people read; the term receptive 2) Productive Vocabulary is used to vocabulary is used to refer to listening speaking and writing, where the and reading vocabularies (Pikulski and students get an opportunity to try to Templeton 2004: 1). use the vocabulary in context, Another expert said that 3) General Vocabulary, which consist of vocabulary is the knowledge of daily words, meanings of words. Knowledge of words 4) Special Vocabulary, which is taken on come in at least on two forms: oral and specialized meaning when adapted to printed (Hiebert and Kamil (2005: 3). particular area, Vocabulary is one of the most important 5) Technical Vocabulary, which consist elements that make up the language. of words that have usage and Why? because vocabulary much more application only in particular subject than grammar, is the key to learners matter field (Celca Murcia 2000: 76). 158 INOVISH JOURNAL, Vol. 5, No. 2, December 2020 e-ISSN: 2528-3804 p-ISSN: 2621-7295 There are some roles in teaching in teaching vocabulary. It is a kind of vocabulary, those are: instructional method centered on the 1) New vocabulary items should be learners. This method is designed as an introduction in known structures, interesting and simple song. Students are 2) Vocabulary should always be thought familiar enough with the role how to sing in normal speech utterance, the song because the majority of 3) Whenever a familiar word is met in a Indonesian people are Moslem and Total new context, it should be taught again Physical Response is familiar for them. and practiced, Thombury said that if you spent 4) Vocabulary items should be taught in most of your time studying grammar, the same way we teaching everything your English will not improve very else. Teacher should give our students much. You will see most improvement if an understanding of the meaning in you learn more words and expression. many ways. Vocabulary items should You can say very little with grammar, but be introduced many times with all the you can say everything with words language focus and in all situations in (Thombury 2002 p.13) which they can logically be used, Based on the explanation above, it 5) Students should be encourage to learn can be concluded that vocabulary is very and use nouns, verbs, adjectives and important because if someone has a lot of adverbs which contain the same toots. vocabulary so he can speak fluently and There are so many factors easily, but if he haven’t a lot of influencing teaching and learning vocabulary so he can’t speak easily and vocabulary. Some of them are teaching fluently. methods and teaching media. In order to Vocabulary is a list of words as the make the teaching vocabulary language elements. It is a vehicle of self- successful, the teacher should use expression, interpretation and challenging and interesting teaching communication. method. a) The Kinds of Vocabulary Here, the writer proposes the use of Based on Wallace (1982) and “Total Physical Response” as a method Harris (1969) there are two kinds 159 INOVISH JOURNAL, Vol. 5, No. 2, December 2020 e-ISSN: 2528-3804 p-ISSN: 2621-7295 of vocabulary. They are as children are exposed indirectly to follows: concepts represented by words. 1. Passive Vocabulary 3) Vocabulary may be acquired Passive vocabulary is the through the symbolic experience vocabulary that is acquired from or a reader interacting with a text. reading and listening activities. The teacher should use an This kind of vocabulary is often appropriate technique in teaching called as a receptive vocabulary. vocabulary. Therefore, they have 2. Active Vocabulary to identify and understand all the Active vocabulary is the situation that happened in the vocabulary that is used in classroom before they choose the speaking and writing activities.
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