%A Deddi 1013107002
%J Digital Library
%T INCREASING STUDENTS? VOCABULARY ACHIEVEMENT
THROUGH TOTAL PHYSICAL RESPONSE (TPR) TECHNIQUE
AT THE FIRST YEAR OF SMP NEGERI 1
TEGINENENG PESAWARAN
%X 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.
%L eprints18701