IMPLEMENTATING TPR TO TEACH ENGLISH FOR YOUNG

LEARNERS AT TK DHARMA WANITA 02 GAMPING TULUNGAGUNG

Thesis

By:

Gheatifanny Ayinovella

201310100311046

ENGLISH LANGUAGE EDUCATION DEPARTMENT

UNIVERSITY OF MUHAMMADIYAH MALANG

2020

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This thesis was written by Gheatifanny Ayinovella and was approved on 18 Juli 2020

AP

By:

Advisor II, Advisor I,

Santi Prasetyowati, S.Pd., M.Pd Dr. Sri Hartiningsih, M.M

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This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammadiyah Malang and

accepted as one of the requirements to achieve Sarjana Degree

In English Language Education Department

On 1 September , 2020

Approved by:

Faculty of Teacher Training and Education

University of Muhammadiyah Malang

Dean,

Dr. PoncojariWahyono, M.Kes.

Examiners: Signatures:

1. Laela Hikmah Nurbatra, M.Ed

2. Adityo, M.A

3. Dr. Sri Hartiningsih, M.M

4. Santi Prasetyowati, M.Pd

1. ……………………………..

2. ……………………………..

3. …………………………….

4. …………………………

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MOTTOS

Life is either a daring adventure or nothing

DEDICATIONS

This thesis is dedicated

to:

My beloved family, Ibu Nur Utami, Ayah Arif Efendi, my brother Yudho

Steffanno. And also to my lovely friends that support me to finish my thesis.

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ACKNOWLEDGEMENTS

Alhamdulillah, all praises and gratefulness is upon Allah SWT, the Almighty God,

the Most Gracious and Merciful, for blessing and help to accomplish this thesis. In this final

accomplishment, I am totally aware that this thesis is completely far from the criteria of

perfection. Therefore, I would be openly welcome any constructive and supportive

comments, feedbacks, and suggestions in search of acquiring the significant betterment of

this thesis.

First of all, I would like to express my gratitude and appreciation to my first advisor,

Dr. Sri Hartiningsih, M.M, and my second advisor, Santi Prasetyowati, S.Pd., M.Pd, for

their valuable support, advice, and patience in guiding me accomplished this thesis.

Furthermore, my gratefulness goes to my thesis examiners, Laela Hikmah Nurbatra, M.EdLead

And Adityo, M.A for their beneficial feedbacks and suggestions so that I am allowed to make

betterments in my undergraduate thesis.

My deepest gratitude is also expressed to my beloved family Ibu, Ayah, Yudho

and My lovely friends for the endless support also who have always been my reason to finish

this thesis.

Thanks to all the support from my best friends, Also my best beloved friends who

always give me the strength to finish this thesis, and to all of my friend that support me to finish

my thesis.

Malang, 1 September 2020

Gheatifanny Ayinovella

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IMPLEMENTATING TPR TO TWACH ENGLISH FOR YOUNG

LEARNERS AT TK DHARMA WANITA 02 GAMPING

TULUNGAGUNG

This research tries to make the students in kindergarten more active and easily

to memorize about English that they learn. Using TPR, the teacher can help the

students to understand and improve their vocabulary in their daily life. To build the

knowledge from the students, the teacher has to give them a help the students to

make the way they are more fun.

The researcher formulated three research questions: (1) How is the

implementation of Total Physical Response (TPR) in teaching English about

animals for young learners? (2) What is the problem faced by the teacher in

implementing Total Physical Response (TPR)? (3) What is the solution given by

the teacher in coping with the problems?

This research uses qualitative as the design. The researcher wants to reveal

the social phenomenon and generate theory rather than testing existing theory. The

social phenomenon in this research is the usage of TPR in teaching young learner.

The researcher uses descriptive qualitative to be exact as the design of this research.

Descriptive qualitative is sought to comprehend the event or situation and describe

it carefully so the social can replicate the teaching technique. There were two

subjects in this research. The first subject us NI. She has the experience in teaching

kindergarten for more than 10 years. The second subject is S. She has been teaching

for more than 2 years. The researcher employed observation and interview to collect

data.

Based on the findings that the researcher found the teacher fulfilled the

requirements of teaching using TPR and the TPR procedure in the teaching and

learning process. The researcher concludes that the implementation was running

well. The teacher encountered that the students were divided into two categories,

quick learner and slow learner. The slow learner possessed quite a problem, such

as not paying attention, not grasp the material well, and not focus during the writing

section. The teacher demonstrates, models, and repeats the instruction as well as

making the class physical to solve the problem in the class management.

Keywords: TPR, Teaching English for Young Learner, Kindergarten.

Advisor I The Writer

Dr. Sri Hartiningsih, M.M. Gheatifanny Ayinovella

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TABLE OF CONTENTS

APPROVAL ......................................................................................................... i

MOTTOS .............................................................................................................. ii

DEDICATIONS ................................................................................................................................... iii

LETTER OF AUTHENTICITY .......................................................................... iv

ABSTRACT ........................................................................................................ v

ACKNOWLEDGEMENTS ................................................................................. vi

TABLE OF CONTENTS ..................................................................................... vii

CHAPTER I: INTRODUCTION

1.1. Research Background ......................................................................... 1

1.2. Research Problem ............................................................................... 3

1.3. Research Objectives ............................................................................ 3

1.4. Scope and Limitation .......................................................................... 4

1.5 Research Significance .......................................................................... 4

1.6 Definition of Key Term ........................................................................ 5

CHAPTER II: REVIEW OF RWLATED LITERATURE

2.1 Young Learners .................................................................................... 6

2.1.1 Characteristic of Young learners. ................................................... 6

2.1.2 Kind of Teaching Method to Teach Enflish for Young Learners ..... 7

2.1.3 Principles of Teaching Young Learners ....................................... 10

2.2 Total Physical response....................................................................... 11

.2.2.1 Definition of TPR .......................................................................... 12

. 2.2.2 Principles of TPR .......................................................................... 13

2.2.3 Advantages and Disadvantages of TPR ........................................... 14

2.2.4 Procedures of TPR .......................................................................... 15

CHAPTER III: METHODOLOGY

3.1. Research Design ............................................................................... 18

3.2 Research Object ......................................................................... 19

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3.3 Data Collection ................................................................................. 19

3.3.1 Technique and Instrument ........................................................... 20

3.3.1.1 Observation ............................................................................. 20

3.3.1.2 Interview.................................................................................. 20

3.3.2 Procedure of collecting the Data ................................................... 21

3.4 Data Analysis .................................................................................... 21

CHAPTER IV: FINDINGS

4.1. Findings ........................................................................................... 23

4.1.1 The Implementation of TPR method by Teacher ........................... 23

4.1.2 The Problem Faced of TPR metod by Teacher ............................ 26

4. 1.3 The solution given of TPR method by teacher .............................. 27

4.2. Discussion ....................................................................................... 28

CHAPTER V: CONCLUSSION AND SUGGESTION

5.1. Conclusion ........................................................................................ 34

5.2. Suggestion ........................................................................................ 35

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References

Ary, Donald., Jacobs, Lucy Cheser., Razavieh, Asghar. (2010). Introduction to

Research in Education. Wadsworth: Delmont.

Creswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Method

Approaches, (3rd ed.). Thousand Oaks, CA: Sage publications.

Scott, A., Wendy, & Ytreberg, H., Lisbeth. (1990). Teaching English to Children.

Newyork: Longman

Phillips, S. (1993). Young Learners. UK: Oxford University Press

Er, S. (2013). Using Total Physical Response Method in Early Childhood Foreign

Language Teaching Environments. Retrieved from

www.sciencedirect.com/science/article/pii/SI877042813035581

Widodo, P., Handoyo. (2005). Teaching Children Using a Total Physical Response

(TPR) Method: Rethinking. 237