1013107002, Deddi INCREASING STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH TOTAL PHYSICAL RESPONSE (TPR) TECHNIQUE AT THE FIRST YEAR OF SMP NEGERI 1 TEGINENENG PESAWARAN. Digital Library.
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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)
Referring to the result of vocabulary preliminary test, the researcher found that the students at the first year of SMPN 1 Tegineneng Pesawaran experienced difficulties in understanding the meaning of English words (vocabulary). Also, the students did not actively participate in teaching and learning process. Furthermore, the English teachers still taught vocabulary in conventional technique. For this reason, the researcher conducted classroom action research to help the students to overcome their problems in mastering the vocabulary and to improve the teacher’s teaching performance. Therefore, there are three objectives of this research; (1) to find out whether TPR technique could be used to increase the students’ vocabulary achievement, (2) to improve the students’ learning activities, and (3) to improve the teacher’s teaching performance in teaching vocabulary. The subjects of the research were the students of class VIIC in the academic year 2011/2012. This classroom action research was done in two cycles. The researcher used indicator dealing with learnng product and learning process. Concerning the result of the research, in cycle I there were only 29 students (69.04%) whose scores 65 or higher. For the students’ activities, there were 27 students (64.29%) who did at least 80% of the activities. Moreover, the teacher could not achieve the target since he got 72 for his teaching performance. It meant that the research indicator of learning product and learning process could not be fulfilled. In cycle II, however, the researcher had been able to solve the weaknesses of learning product and learning process in cycle I. As a result, the target of research indicator for learning product and learning process could be achieved. It was proved that in learning product, there were 37 students (88.1%) scored 65 or higher. For learning process, particularly students’ learning activities, there were 38 students (90.48%) who did at least 80% of the activities. Meanwhile, after doing some betterment in some aspects, the teacher got 82 from observation sheet for teacher’s teaching performance. It meant that the target of research indicator, for both learning product and learning process had been achieved. And based on the results above, it could be concluded that TPR technique could be used to increase students’ vocabulary achievement, to improve students’ learning activities, and to improve teacher’s teaching performance in teaching and learning process of vocabulary.
| Jenis Karya Akhir: | Artikel |
|---|---|
| Subyek: | |
| Program Studi: | FKIP > Prodi Bahasa Inggris |
| Pengguna Deposit: | tik7 . Unila |
| Date Deposited: | 22 Jan 2016 04:29 |
| Terakhir diubah: | 22 Jan 2016 04:29 |
| URI: | http://digilib.unila.ac.id/id/eprint/18701 |
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