Increasing Students’ Speaking in Imperative Sentences by Using Total Physical Response (TPR)

Mulia Sari, 231324200 (2018) Increasing Students’ Speaking in Imperative Sentences by Using Total Physical Response (TPR). Skripsi thesis, UIN Ar- Raniry Banda Aceh.

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Abstract

Total Physical Response (TPR) is an approach to teach Imperatives sentences. TPR was developed by James Asher, a professor of psychology at San Jose State University, California. TPR is a language teaching method built around the coordination of speech and action and it attempts to teach language through physical (motor) activity. This approach makes learners feel fun and less stressful. This study investigated the effect of Total Physical Response (TPR) in Imperative Sentence at student of second grade junior high school. This study adopted pre-test, post-test and questionnaires. The population of this research was the students of second grade MTsS Darul Ulum YPUI Banda Aceh. The number of population was 107 students and the number of sample was 60 students. The study collected the data through pre-test, post-test and questionnaires. A statistical analysis was applied in this study and through questionnaires to identify students’ responses. The data analysis showed that tscore was higher than ttable, 2.64 > 1.69 and 9.99 > 1.69 and the data showed that alternative hypothesis (Ha) was accepted. This study showed that TPR increased students’s speaking in imperative sentence.

Item Type: Thesis (Skripsi)
Additional Information: Pembimbing: 1. Syamsul Bahri, S.Ag,MA. TESOL 2. Mulia, M.Ed
Uncontrolled Keywords: Increasing Students’ Speaking , Total Physical Response
Subjects: 300 Sociology and Anthropology (Sosiologi dan Antropologi) > 370 Education (Pendidikan) > 371 Sekolah dan Aktivitasnya: Pendidikan luar biasa > 371.3 Metode Pembelajaran dan Belajar
Divisions: Fakultas Tarbiyah dan Keguruan > S1 Pendidikan Bahasa Inggris
Depositing User: mulia sari
Date Deposited: 23 Mar 2018 01:30
Last Modified: 23 Mar 2018 01:30
URI: https://repository.ar-raniry.ac.id/id/eprint/3025

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