THE INFLUENCE OF USING TOTAL PHYSICAL RESPONSE(TPR) TOWARD

STUDENT’S WRITING ABILITY ON DESCRIPTIVE TEXT TO THE EIGHT

GRADE OF SMP NEGERI 1 GEDONG TATAAN
IN ACADEMIC YEAR 2015/2016

A Journal

By:

Hairulloh
10050209

ENGLISH EDUCATION STUDY PROGRAM

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
MUHAMMADIYAH PRINGSEWU LAMPUNG (STKIP-MPL)
2016
Research Title : THE INFLUENCE OF USING TOTAL PHYSICAL
RESPONSE(TPR) TOWAR STUDENT’S WRITING
ABILITY ON DESCRIPTIVE TEXT TO THE EIGHT
GRADE OF SMP NEGERI 1 GEDONG TATAAN
IN ACADEMIC YEAR 2015/2016

Name : Hairulloh
NPM : 10050209
Department : Language and Art
Study program : English Education

APPROVED BY:
The Chairperson of
English Education Study Program

Siswoyo, M.Pd.
NIDN 02 09090701
 ABSTRACT

THE INFLUENCE OF USING TOTAL PHYSICAL RESPONSE(TPR) TOWARD

STUDENT’S WRITING ABILITY ON DESCRIPTIVE TEXT TO THE EIGHT
GRADE OF SMP NEGERI 1 GEDONG TATAAN
IN ACADEMIC YEAR 2015/2016

By
Hairulloh
Email : ilung.cool@yahoo.com
English Education of STKIP Muhammadiyah Pringsewu Lampung

This research discusses about using TPR as a strategy used in the classroom to teach
writing skill in SMP Negeri 1 Gedong Tataan, especially in descriptive text. The
objectives of this research are to know whether there is any influence of using total
physical response toward student’s writing ability and to know the average score after
teaching using TPR.

This research used quasi experimental design, the population of this research is the
eighth graders of SMP N 1 Gedong Tataan in academic year 2015/2016 which
consisting of 316 students. The sample of this research was taken from 60 students,
and each of classes consists 30 students as experimental class and 30 students as
control class. The sample was taken by using cluster random sampling, and in
collecting the data the writer uses pre-test, treatment and post-test.

The result of this research showed that Experimental class have good average score
after taught by using TPR. higher than Control class. It can be seen from the result of
average score of student’s writing ability by using TPR is higher than teaching
writing by Lecturing way. The average score of post-test in Experimental class is
80.17 and Control class is 68.6.The increasing of mean score of pre-test and post-test
in experimental class is 32.81. The increasing of mean score of pre-test and post-test
in control class is 24.56, and the result of data analysis in which t-observed > t-
critical (t observed= 2.93 and t-critical= 1.999). So, Ha is accepted and Ho is
rejected, it can be concluded that there is good influence of using total physical
response strategy toward student’s writing ability on descriptive text to the eight
grade of SMP Negeri 1 Gedong tataan in academic year 2015/2016.

Key word: Teaching writing, Total Physical Response

I. INTRODUCTION
Language is an important in
communication, and people
communicate one another using
language whether it is native language
or foreign language. People need a
language not only for communicating
but also for getting knowledge, culture,
science and technology. Language is
used to exchange idea, opinion,
feeling, thought and experience and
social phenomena. Language
acquisition is the natural process used
to develop language skill in a child’s
native language (Linse and Nunan,
2005: 20).
In learning English, students should
master not only four language skills
namely: listening, speaking, reading
and writing, but also learn language
components such as : grammar,
pronunciation, punctuation, speaking,
and vocabulary. Department of
national education states that English
becomes a compulsory subject which
is learnt the students of junior, senior
up to university. English is also learnt
by the students at elementary school as
a local content subject. This shows that
Indonesian government realizes that
each student has to be able to master
English well (Permendiknas 2007:16).
Identification of the Problem
1. The students still have difficulties in
learning writing because lack of
vocabulary and mastering the
grammar.
2. 2.Lack of models given by the
teacher.
3. The students have no motivation to
learn English.
4. The students still have difficulties in
making Descriptive text.
5. The students had to think hard to
write the sentence or paragraphs.
6. The students writing ability is still
low.
Limitation of the Problem
Because of the limited time and
capability, it is impossible to discuss
the entire problem in writing class.
This study will only focus on:
1. The students still have difficulties in
making Descriptive text.
2. The students writing ability is still
low.
Formulation of the Problem
Based on the background of problem
above, the writer identified the
formulation of the problem as follow:
1. Is there any good influence of Total
Physical Response (TPR) toward
student’s writing ability on
descriptive text to the eight grade of
SMPN 1 Gedong Tataan academic
year 2015/ 2016?
2. How the average score of the
students after taught by using TPR ?
II. Review of Related Literature
Writing skill
The writing skill are complex and
sometimes difficult to teach, requiring
mastery not only grammatical and
rhetorical devices but also of
conceptual and judgemental elements
(Heaton,1990: 135).
Writing skills are specific abilities
which help students or writers put their
thoughts into words in a meaningful
form and to mentally interact with the
message. Many people do not know
how to write well and they are afraid
to try to write. Unlike with the other
three language skills, writing lets the
students have a control over linguistic
components (the language knowledge)
to convey their meanings. Students
need to be taught explicitly how to
handle diverse writing tasks,
identifying the purposes for writing
and how to structure texts to achieve
those purposes (Aquilina, 1999: 12)
Concept of teaching writing
Organization is the key to good
writing. Organization means dividing
your ideas into groups and putting
them in a logical order (Blanchard,
1994:1). In order to get good writing,
we must have adequate vocabulary.
Language is as a tool of
communication. We can use the
language for communication whether
in spoken and written form. So writing
plays an important role of it.
Writing as one of four language skills
is considered as a difficult skill
because the writer should make some
aspects in writing such as content,
organization, purpose, vocabulary,
punctuation and spelling in a balance
way. After you have finished writing,
you read over what you have written
and make changes and corrections.
Therefore, writing is never a one step
actions. it is a process that has several
steps.
Concept of descriptive Text
Consequently, there are a lot of texts
types in English, i.e. descriptive,
narrative, recount, procedure, and
many others. In this study, it will focus
on descriptive text. Description is a
paragraph that contains a depiction of
an object, place, or event to the reader
clearly and in detail so that the reader
as if the look and feel for yourself
what is described by the author. The
purpose of descriptive text is to inform
and describe something to the readers.
In general, text is an article which
often read. According to Zemach &
Rumisek (2005:24), descriptive
adjectives describe someone or
something. Process of descriptive’
paragraph have two Generic structures,
the first paragraph called as
identification and the second
paragraph is description. Both of them
always showed in descriptive text, if a
text doesn’t have one of the
organizations there, it is not a good
descriptive text. Because it does not
has a good and complete organization.
Frame of Thinking
In English teaching writing process,
writing is one of four skills that should
be taught in the class. Writing is a
skill that the students need practice a
lot. First of all, the students are given
some models and they will practice
writing through imitating the models.
If they do this way, they will get
success in writing. The processes of
writing consist of drafting, revising,
conferencing, editing, proofreading
and publishing (Aquilina, 1999: 23).
Total Physical Response an idea first
proposed by Asher. He has proved
through various experiments that this
method is very effective in teaching
listening, speaking, reading and
writing for beginners. In this case, this
method requires learner to respond
physically to imperatives, given by the
teacher.
Hypothesis
Based on the theory and the frame of
work above, the researcher formulated
the hypothesis as follows:
1. Ha: There is any influence of Total
Physical Response toward
student’s writing ability on
descriptive text to the eight grade
of SMPN 1 Gedong Tataan
academic year 2015/2016.
Ho: there is no influence of Total
Physical Response toward
student’s writing ability on
descriptive text to the eight grade
of SMPN 1 Gedong Tataan
academic year 2015/2016.
2. Ha: The average score of the
students is high after taught by
using TPR.
Ho: The average score of students
is low after taught by using TPR.
III. Methodology of Research
In this research the writer uses quasi-
experimental method, it means that the
writer involves himself in teaching and
learning process, and uses quantitative
descriptive methodology to compare
the result of experimental class and
controlled. In teaching and learning
process, the writing text taught to both
classes are the same. In experimental
class, the students were taught by
using total physical response
technique, while the control class, the
students were taught by using lecturing
way. After the treatment, both groups
were given a post-test to measure the
improvement of the students’ writing
skill.
IV. Result and Discussion
At the beginning of the research, the
writer administered pre-test to measure
students’ writing ability in descriptive
text before the students got treatments.
At the end, the writer administered
post-test to measure students’ writing
ability after got treatments. The
experimental class has better
achievement after students got
treatments by using TPR than lecturing
way. It can be proved by the increasing
of the average score in both classes.
The average score pre-test in
experimental class is 47.36 and control
class is 43.04. the average score of
post-test in experimental class is 80.17
and in control class is 68.6. The
increasing of mean score of pre-test
and post-test in experimental class is
32.81. The increasing of mean score
of pre-test and post-test in control class
is 24.56, and the result of data analysis
in which t-observed > t-critical (t-
observed= 2.93 and t-critical= 1.999).
So, Ha is accepted and Ho is rejected,
it can be concluded that there is any
good influence of Total Physical
Response toward students’ writing
ability on descriptive text to the eight
grade of the first semester of SMP
Negeri 1 Gedong Tataan in academic
year 2015/2016.
V. Conclusion
Based on the result of the research and
the data analysis, the writer can take
conclusion that:
1. Total Physical Response has good
influene to teach writing in
 descriptive text. It can be seen
from treatments and the result of
score post-test that the
experimental class is higher than
the control class.
2. The average score achieved by
students who were taught using
TPR in teaching learning process
make the situation in the class
enjoyable, therefore this strategy
can motivate students in writing
skill. It can be seen from the
improve students’ achievement in
writing test, the average score post-
test on experimental class is 80.17
higher than the average score of
control class is 68.6. based on the
result of data analysis which use t-
test formula that is t-observed > t-
critical. t-observe = 2.58 and t-
critical = 1.999 for pre-test and for
post-test, t-observed = 2.93, t-
critical = 1.999. It means that, t-
observed > t-crtical. Based on the
data, it can be concluded that there
is any good influence of total
physical response strategy in
teaching writing on descriptive text
at the eight grade of SMPN 1
Gedong Tataan in academic year
2015/2016.
REFERENCES
Aquilina, Jhon. (1999) . Focus on
literacy: Writing. Sydney.
NSW Departement of
Education and Training
CurriculumSupport
directorate.
Blanchard, Karen & Root, Christine.
1994. Ready to Write a first
composition text. Addison-
Wesley Publishing Company.
Heaton, J.B. 1990. Writing English
Language Tests New Edition.
Longman Group. London and
New York.
Linse, C. and Nunan,D.2005. (ed),
Practical English Language
Teaching. New York, NY:
McGraw-Hill, 99-101.
Permen Diknas No.16 th 2007 tentang
Standar Kualifikasi Akademik
dan Kompetensi Guru.
Zemach, D.E & Rumisek,LA.
2005. Academic Writing.
Oxford:Macmillan Education