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
ii
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
iii
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. …………………………
2
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.
4
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
5
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
6
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
7
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
9
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