Applying Total Physical Response to teach preposition of place by using miniature in teaching speaking to seventh junior high school

of SMPN 14 Madiun. In the Schooling year 2011/2012

Chapter I

1. Background. In the teaching and learning activities we as the teachers or so-called teachers. In teaching and learning is the teacher who gives lessons. In the Indonesian dictionary, guru means "one who works to teach". Its mean the teacher sangat berperan penting dalam proses belajar-mengajar. (Purwanarminta, 1984: 335) said that the teachers are one of the human component in teaching and learning, which participate in the formation of business human resource potential in the field of development ". Its mean that the teacher merupakan seorang yang termasuk komponen penting dalam proses belajar mengajar. (Sardiman, 2001:123) The teacher is all the people in charge and responsible for the education students. Its mean that the techer merupakan semua orang yang peduli terhadap pendidikan para siswa. So from a variety of opinions can we conclude that as teachers we must have good teaching and provision in the form of performance, skills, methods, and techniques of good teaching. Therefore in this teses describes some ways of teaching that I think could make us as a professional teacher. The discussion here is more focused on teaching to seventh junior hight school students because it fits the title I chose is applying Total Physical Response to teach preposition of place by using "miniature" in teaching speaking to seventh junior high school of SMP 14 Madison. I chose this title because I think this theme will be very useful in adding to their skills, especially in their vocab. As we know the difficulties that many children speak in English because of the lack of vocab under their control. In this teses set out clearly how the method in teaching learning by using miniature to

seventh junior high school, what the purpose speaking learning activity by using miniature to seventh junior high school, what the advantages and Disadvantages in teaching speaking by using miniature in seventh junior high school, and how to invite the students in order to interested in teaching speaking by using miniature to seventh junior high school.

2. Research question There are several research questions which we will discuss later in this paper, including: 1. How the method in teaching learning by using miniature to seventh junior high school of SMP 14 Madison. 2. What the purpose speaking learning activity by using miniature to seventh junior high school of SMP 14 Madison. 3. What the advantages and Disadvantages in teaching speaking by using miniature in seventh junior high school of SMP 14 Madison. 4. How to invite the students in order to interested in teaching speaking by using miniature to seventh junior high school of SMP 14 Madison.

Chapter II Underlying theories / review related of literature.

A. Teaching speaking a. Definition of teaching speaking Teaching speaking is the process when students learn to add to his speaking ability to use certain methods that will be discussed in this teses. Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. Language learners need to recognize that speaking involves three areas of knowledge:

Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation

Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)

Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants):

Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

B. Teaching vocab a. Definition of teaching vocab According to Schmitt (1997), a vocabulary learning strategy is any strategy that results in the learning of vocabulary. Notably, this covers vocabulary teaching strategies as well since they also lead, or are meant to lead, to vocabulary learning. It will be argued here that vocabulary learning and teaching strategies should be defined in a mutually exclusive manner, and I suggest vocabulary learning strategies be defined, following (Sanaoui, 1995), as learners study habits of second language vocabulary and vocabulary teaching strategies as actions taken by the teacher to teach or practice target vocabulary. Thus, a learning strategy is selfinitiated by the learner whereas a teaching strategy is teacher-initiated. According to Linda Diamond and Linda Gutlohn (2006) in their article they say that Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world. Its mean vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word learning strategies. According to Michael Graves (2000) in his article accessed from internet says that there are four components of an effective vocabulary program: 1. Wide or extensive independent reading to expand word knowledge. 2. Instruction in specific words to enhance comprehension of texts containing those words. 3. Instruction in independent word-learning strategies, and. 4. Word consciousness and word-play activities to motivate and enhance learning.

According to the National Reading Panel (2000) says that explicit instruction of vocabulary is highly effective. Its mean that to develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. To deepen students knowledge of word meanings, specific word instruction should be robust. Beck et al (2002) sees vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning. National Reading Panel (2000) adds that such instruction often does not begin with a definition, for the ability to give a definition is often the result of knowing what the word means. Rich and robust vocabulary instruction goes beyond definitional knowledge; it gets students actively engaged in using and thinking about word meanings and in creating relationships among words. Explicit instruction in word-learning strategies gives students tools for independently determining the meanings of unfamiliar words that have not been explicitly introduced in class. Since students encounter so many unfamiliar words in their reading, any help provided by such strategies can be useful. Word-learning strategies include dictionary use, morphemic analysis, and contextual analysis. For English language learners whose language shares cognates with English, cognate awareness is also an important strategy. Dictionary use teaches students about multiple word meanings, as well as the importance of choosing the appropriate definition to fit the particular context. Morphemic analysis is the process of deriving a words meaning by analyzing its meaningful parts, or morphemes. Such word parts include root words, prefixes, and suffixes. Contextual analysis involves inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it. Instruction in contextual analysis generally involves teaching students to employ both generic and specific types of context clues. General Concept of Vocabulary. Vocabulary is one of the four language components, which are spelling, grammar, phonology and vocabulary. It is an important element that cannot be separated from each other in language learning process, Since English as foreign language becomes an international language. No wonder, it becomes so important for foreign language learners to learn and master on it that it is a basic element of a language used before learning more about the

foreign language. It happens when one who is learning a language has a great mastery on vocabulary, he will succeed in using the language being studied either in comprehending the meaning of a word in the context of spoken or written language. The distinction between vocabulary learning and teaching strategies is not a superficial one, though. It might have important implications in terms of learning outcomes. A self-employed strategy has the advantage of being more meaningful to the learner and therefore, will induce higher motivation in and greater attention to the task of word learning. Thus, written repetition imposed by the teacher might turn mechanical in learners hurry to complete the task whereas written repetition self-selected by the learner would be geared more towards learning. It is possible, of course, to reverse the argument in favour of teaching strategies and say that a strategy will be designed and implemented more skilfully by the teacher, such as word analysis (i.e. analysis of roots and affixes), and thus will produce more positive learning outcomes. It follows from this that some teaching strategies might be more conducive to word learning than the corresponding learning strategies and vice-versa. Also, many teaching strategies would not normally appear in a vocabulary learning strategies taxonomy for example the miniature. C. Miniature a. Definition of miniature Miniature in big Indonesian dictionary in the form of small artificial means. A miniature can replace the actual object in the same shape and color but with different size. That will help us use it as a media pembelajara to students, miniature was also believed to stimulate the students are more willing to follow the teaching and learning activities with pleasure, because the miniature will be more attractive to the students in learning. b. Apikasi miniature into teaching Application of miniature into learning here can take a look at the teaching of "Preposotion of Place". Here we can apply the miniature of a plan, location, and location of an object in miniature. For example we create a miniature variety of layout objects that we are taught according to the theme of "preposition of Place" as below, do the above, in front of, between, and

others. We are making miniature objects and the location for later students to name the location of these objects in accordance with the present in miniature properly accompanied by a teacher of course. Here we can see in the example application of miniature images in teaching and learning activities.

Chapter III Research Methodology

A. Place and time of the research Place and time of the research I have adopted here is one of the junior high school in Madison, precisely SMPN 14 Madison. For a time I needed here takes time from start to finish lesson begins approximately 2 x 45 minutes. B. Method and design Research design is the way of researcher to collect data. In here use the qualitative research is a type of scientific research. In general terms, scientific research consists of an investigation that: a. seeks answers to a question b. systematically uses a predefined set of procedures to answer the question c. collects evidence d. produces findings that were not determined in advance e. produces findings that are applicable beyond the immediate boundaries of the study Qualitative research shares these characteristics. Additionally, it seeks to understand a given research problem or topic from the perspectives of the local population it involves. Qualitative research is especially effective in obtaining culturally specific information about the values, opinions, behaviors, and social contexts of particular populations. C. The source of data 1. Participant 2. Prosedures of tesching learning process 3. Verbal data from the students activity D. Technique of collecting data 1. Observation 2. Interview 3. Documentation E. Technique of analyzing data

1. Data Reduction 2. Data Display 3. Verification

Applying Total Physical Response to teach preposition of place by using miniature in teaching speaking to seventh junior high school of SMPN 14 Madiun. In the Schooling year 2011/2012

Compiled by: PUTRI HARDIYANA PBI/7F/08321.226 FAKULTAS PENDIDIKAN BAHASA DAN SENI PRODI PENDIDIKAN BAHASA INGGRIS IKIP PGRI MADIUN 2011

Research Methodology

Name

: Putri Hardiyana PBI / 7F 08321.226

Title

: Applying Total Physical Response to teach preposition of place by using miniature in teaching speaking to seventh junior high school of SMPN 14 Madiun.

Questions

: 1. How the method in teaching learning by using miniature to seventh junior high school of SMPN 14 Madiun. 2. What the purpose speaking learning activity by using miniature to seventh junior high school of SMPN 14 Madiun. 3. What the advantages and disadvantages in teaching speaking by using miniature in seventh junior high school of SMPN 14 Madiun. 4. How to invite the students in order to interested in teaching speaking by using miniature to seventh junior high school of SMPN 14 Madiun.

The quotations : 1. According to Ima Saniati in The Teaching of English Language Skills and English Language Components (2010: p.11) that in the classroom,

teaching speaking and listening is considered difficult for many English teachers. It seems that the students are reluctance or even afraid to speak up although their achievement in English components is satisfying. 2. According to Arni Ferra Sinatera in The Teaching of English Language Skills and English Language Components (2010: p.15) that teaching

speaking is a challenging responsibility as there are many problems related to every day practice. 3. According to Jeremy Harmer in How to Teach English ( 1998: p. 87) that it is important to be clear about the kind of speaking this chapter is talking about. We are not going to look at controlled language practice where students say a lot of sentences using a particular piece of grammar or a particular funcion. 4. According to Jeremy Harmer in How to Teach English ( 1998: p. 94) that there are three basic reasons why it is a good idea to give students speaking tasks which provoke them to used all and any language at their command. ... 5. According to Jeremy Harmer in How to Teach English ( 1998: p. 88) that in the following four examples, we are going to look at very different speaking activities, from puzzle-like task to more involved role-playing. 6. According to Jeremy Harmer in How to Teach English ( 1998: p. 88) that one type of speaking activity involved the so-called information gap where two speakers have different parts of information making up a whole. 7. According to Jeremy Harmer in How to Teach English ( 1998: p. 94) that it is important for teachers to correct mistake made during speaking activities in a different way from the mistakes made during a Study exercise. When student are repeating sentences trying to get their pronunciations exactly right, than the teacher will often correct (appropriately) every time theres a problem. 8. According to Jeremy Harmer in How to Teach English ( 1998: p. 94) that some teachers get very involved with their students during a speaking activity and want to join into! They may argue forcefully in a discussion or get fascinated by a role-play and start playing themselves. 9. According to Jeremy Harmer in How to Teach English ( 1998: p. 95) that the speaking activities in this chapter tend to follow the same basicpattern: Engage-Active-Study - - that is, the teacher gets students interested in the topic, the students do the task while the teacher watches and listens and they than study any language issues that the teacher has identified as being problems.

10. According to Jeremy Harmer in How to Teach English ( 1998: p. 97) that one of the main reasons for getting students to listen to spoken English is to let them hear different varieties and accents-rather than just the voice of their teacher with its own idiosyncrasies. 11. According to Jeremy Harmer in How to Teach English ( 1998: p. 131) that many teachers have come across students who dont seem to want to talk in class. Sometimes, this may have to do with the students awn characters. Sometimes, it is because there are other students who dominate and almost intimidate. Sometime, it is because students are simply not used to talking freely-for reasons of culture and background. 12. According to Jeremy Harmer in How to Teach English ( 1998: p. 131) that many teachers have come across students who dont seem to want to talk in class. Sometimes, this may have to do with the students own characters. 13. According to Jeremy Harmer in How to Teach English ( 1998: p. 131) that what ever the reason, it makes no sense to try and bully such students into talking. It will probably only make them more reluctant to speak. They are other much better thing to try.