1

IMPROVING YOUNG LEARNERS’ VOCABULARY MASTERY BY

USING TOTAL PHYSICAL RESPONSE WITH OBJECT (TPR-O)
TECHNIQUE
(Classroom Action Research at the Fifth Grade Students of SD Negeri 56
Bengkulu City, Academic Year 2018/2019)

THESIS
Submitted as a Partial Requirements for the Degree Sarjana in English
Education Program of IAIN Bengkulu

By :
JUWITA
NIM : 1416232844

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT ISLAMIC EDUCATION AND TADRISFACULTY
THE INSTITUTE OF ISLAMIC STUDY (IAIN) BENGKULU
2019
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MOTTO

Success over doubts and ridicule of others. It’s so sweet.

Beautiful people are not always good
But good people are always beautiful

The only source of knowledge is experience.

(Albert Eisntein)
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DEDICATION

Bismillahirrohmanirrohim.
In the name of Allah SWT, the most gracious and merciful, all praise
and gratitude to Allah SWT who has given strength, patience, easiness, and
perseverance in finishing this thesis. Shalawat and salam to our prophet
Muhammad SAW, his family and friends who guide us to be muslim. 1 proudly
dedicated this thesis to:
1. My beloved parents; my father SARIJAN and My mother (Almrh)
ZALIAH, who always love me more than anyone in this world. Yo are the
ones who expect the best for me. No matter how much my mistake, with
your sincerity you always forgive me. This little present can not pay
anything from you. All my life is dedicated to obey you, after Allah, His
Messanger, and my family. I thank you so much for sacrificing so much for
me. May Allah always bless your life.
2. My beloved sister Rahayu, M.Pd and My beloved brother Dody Saputra
who is always by my side to correct my mistake, support my life, and pray
for me. I thank you so much. I expect you will be always better than me in
every field of life.
3. My specially Arief Farizal, Amd.Kep who always give enthusiasm to work
on this thesis, thank you my love that always prays for me, accompanies,
helps, guides, gives encouragement until I finish college.
4. My big family, thanks for everything and you are everything that I have.
Love you all.
5. My first supervisor Risnawati, M.Pd and my secon supervisor feny Martina,
M.Pd thank you so much for your suggestions, correction and ideas during
the process of writing this thesis.
6. All of my lectures in IAIN Bengkulu, thanks for knowledge and lessons you
taught during my college so I could finish my study well in this campus.
7. Conefi, S.Pd as headmaster and teacher in SDN 56 Bengkulu that had
given me chance to do research in the school. Thank you so much.
8. Thank you very much to my friends Ahir and Devi who always provide
information and knowledge that is useful to me.
9. My classmate friends PBI-B and all my friends of English Study
Programme, special anggi, wiwit, wirasmi, handayani, fera, saras, rahmi,
umi, sony, iwan, bagus, hanafi, faiz and my close friends that I can not
mention here one by one. Thanks for your advice, joke and togetherness. I
miss you so much.
10. Thank you Rizka Andriyani, S.Tr.Kep and Prayoga Novan Liano, S.Kom
who have given support, thank you very much.
11. Thank you friends of different arms of the university, thank you very much
Dwi indriani, S.Pd jalal, rio, fery, derek, fitri, who have been refreshing
and encouraging again.
12. All of my friends who helped in finishing this graduating paper.
13. My great almamater and beloved green campus.
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ABSTRAK

Juwita 2019.

IMPROVING YOUNG LEARNERS VOCABULARY MASTERY BY

USING TOTAL PHYSICAL RESPONSE WITH OBJECT (TPR-O)
TECHNIQUE (Classroom Action Research at the Fifth Grade Students of
SD Negeri 56 Bengkulu City, Academic Year 2018/2019)

Thesis. English Letters Study Program, Islamic Education and Tadris

Faculty.

Advisors :1. Risnawati, M.Pd. 2. Feny Martina, M.Pd.

Keywords : Vocabulary Mastery, TPR with Object

The purpose of this study is to find out the use of TPR with objects that can
improve students' mastery of vocabulary. In SDN 56 Bengkulu, the students were
not focused on learning English, they found it difficult to memorize vocabulary,
because the teacher did not use the right media or method of teaching. The
researcher carried out class actions carried out at SDN 56 Bengkulu. This research
was conducted in two cycles, namely cycle I, cycle II. Data collection methods
used in this study include observation, test and documentation. The results of data
analysis showed that there was an increase from 56.4% to 80.7% towards students'
vocabulary mastery. Thus researchers concluded TPR with effective objects to
increase student vocabulary.
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ABSTRAK

Juwita 2019.

IMPROVING YOUNG LEARNERS VOCABULARY MASTERY BY

USING TOTAL PHYSICAL RESPONSE WITH OBJECT (TPR-O)
TECHNIQUE (Classroom Action Research at the Fifth Grade Students of
SD Negeri 56 Bengkulu City, Academic Year 2018/2019)

Thesis. English Letters Study Program, Islamic Education and Tadris

Faculty.

Advisors :1. Risnawati, M.Pd. 2. Feny Martina, M.Pd.

Keywords : Vocabulary Mastery, TPR with Object

Tujuan dari penelitian ini adalah untuk mengetahui penggunaan TPR

dengan objek yang dapat meningkatkan penguasaan kosakata siswa. Di SDN 56
Bengkulu siswa nya kurang fokus dalam belajar bahasa inggris, mereka merasa
kesulitan dalam menghafal kosa kata, itu karena guru tidak menggunakan media
atau metode yang tepat dalam mengajar. Peneliti melakukan tindakan kelas yang
dilaksanakan di SDN 56 Bengkulu. Penelitian ini dilakukan dalam dua siklus,
yaitu siklus I, siklus II. Metode pengumpulan data yang digunakan dalam
penelitian ini meliputi observasi, test dan dokumentasi. Hasil analisis data
menunjukkan bahwa ada peningkatan dari 56,4 % menjadi 80,7 % terhadap
penguasaan kosakata siswa . Dengan demikian peneliti menyimpulkan TPR with
objek efektif untuk meningkatkan kosakata siswa.
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ACKNOWLEDGMENTS

First of all, the researcher would like to express thegratitude to Allah SWT,
the almighty that has given hidayah during the researcher wrote this thesis entitled
“The Current Practice of Extensive Reading in Literature Class (A Descriptive
Qualitative Research at the Third Semester Students of English Education Study
Program of IAIN Bengkulu in Academic Year 2018/2019)”. This thesis is as one
of the requirements to get full degree (sarjana) in English Education Program of
Tarbiyah Faculty of IAIN Bengkulu.
Shalawat and salam is also sent to Prophet Muhammad SAW, who had
changed everything from the darkness to the lightness. In the process of writing
this thesis, there are many people provided motivation, advice, and support the
researcher. In this valuable chance, the researcher aims to express the deeply
gratitude and appreciation to all of them. The researcher presents her sincere
appreciation to:
1. Prof. Dr. H. Sirajuddin, M.Ag, M.H, the rector of IAIN Bengkulu.
2. Dr. Zubaedi, M.Ag, M.Pd, the dean of Tarbiyah and Tadris Faculty.
3. Advisor, Risnawati M.Pd. and Co-Advisor, Feny Martina, M.Pd.
4. All of English lecturers and administration staffs of IAIN Bengkulu.
5. All of my best friends, especially in English Program of IAIN Bengkulu
2014.
It is hoped that this undergraduate-thesis will be useful for all readers. Then,
the researcher also realizes that this thesis is still not perfect yet, therefore critics,
correction, and advice from the readers are very expected to make it better.
Finally, Allah My always bless us in peace life.
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LIST OF CONTENTS

COVER ................................................................................................................ i

APPROVAL ........................................................................................................ ii

RATIFICATION ................................................................................................. iii

ADVISOR ............................................................................................................ iv

SHEET ................................................................................................................. v

MOTTO ............................................................................................................... vi

DEDICATION ..................................................................................................... vii

PRONOUNCEMENT .......................................................................................viii

ACKNOWLEDGEMENT .................................................................................. ix

ABSTRACT ......................................................................................................... x

ABSTRAK ........................................................................................................... xi

LIST OF CONTENT .......................................................................................... xii

LIST OF FIGURES ..........................................................................................xiii

LIST OF TABLES ............................................................................................xiv

LIST OF CHART................................................................................................ xv

LIST OF APPENDICES ..................................................................................xvi

CHAPTERI: INTRODUCTION

A. Baground ................................................................................................... 1
B. Identification of Problem .......................................................................... 5
C. Limitation of Problem ............................................................................... 6
D. Research Question ..................................................................................... 6
E. Research Objective.................................................................................... 7
F. Significance Research ............................................................................... 7
G. Definition of The Key Term ..................................................................... 8
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CHAPTER II: LITERATURE REVIEW

A. Young Learners ......................................................................................... 9

1. The Importance of Vocabulary for Young Leamer............................. 10
2. The Characteristics of Young Language Learner ............................... 11
3. Teaching Vocabulary Mastery for Young Learner ............................ 13
B. Vocabulary Mastery .................................................................................. 15
1. The Definition of Vocabulary ............................................................ 15
2. Vocabulary Mastery ........................................................................... 16
3. Types of Vocabulary .......................................................................... 17
C. Total Physical Response .......................................................................... 19
1. The Definition of Total Physical Response ....................................... 19
2. Total Physical Response With Object ................................................ 20
D. Part of Speech .......................................................................................... 25
1. Noun Object ....................................................................................... 26
E. Same Related Previouse Studies .............................................................. 28

CHAPTER III : RESEARCH OF METHOD

A. Research Design ....................................................................................... 31

B. Subject of the Study ................................................................................. 32
C. Data Collection Technique ....................................................................... 32
D. Data Analysis Technique ......................................................................... 34
E. Research Procedure ................................................................................... 36
1. Planning ............................................................................................. 37
2. Action .................................................................................................. 37
3. Observation ......................................................................................... 39
4. Reflecting ............................................................................................ 39
F. Indicator of Success ................................................................................. 40

CHAPTER IV: RESULT AND DISCUSSION

A. Result ....................................................................................................... 41
B. Discussion ................................................................................................ 60

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion .....................................................................................................63
B. Suggestion .....................................................................................................63
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REFERENCES .........................................................................................................65

APPENDICES
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LIST OF FIGURE

1. Figure 1
Action Research Model by Martler .................................................................. 36
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LIST OF TABLES

1. Table 1 The students' score interval .........................................................35

2. Table 2 The result of the pre-assessment .................................................41
3. Table 3 The result of test in cycle .............................................................48
4. Table 4 The result of test in cycle II .........................................................55
5. Table 5 The result of post test ...................................................................57
6. Table 6 The analysis of the percentage of students' average
score in pre- assessment and post test ......................................................58
7. Table 7 The distribution of students' ability vocabulary on
pre-assessment, cycle 1, cycle II, and post test ........................................59
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LIST OF CHART

1. Chart 1
Percentage of Students' Vocabulary Score in Pre-Assessment ..............42
2. Chart 2
Percentage of Students' Vocabulary Score in Cycle 1 ............................48
3. Chart 3
Percentage of Students' Vocabulary Score in Cycle II ...........................56
4. Chart 4
Percentage of Students' Vocabulary Score in Post Test .........................58
5. Chart 5
Percentage of Students' Vocabulary Score in Pre-Assessment, Cycle I,
Cycle II, and Post Test ...............................................................................60
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LIST OF APPENDICES

Appendix 1 Name students

Appendix 2 student's vocabulary score in Pre-Assessment
Appendix 3 student's vocabulary score in cycle 1
Appendix 4 student's vocabulary score in cycle II
Appendix 5 student's vocabulary score in post test
Appendix 6 Syllabus
Appendix 7 Lesson plan
Appendix 8 Observation checklist
Appendix 9 List of vocabulary
Appendix 10 Vocabulary test for Pre-Assessment
Appendix 11 Vocabulary test in cycle1
Appendix 12 Vocabulary test in cycle 11
Appendix 13 Vocabulary test for post test
Appendix 14 Answer key (Pre-assessment, cycle 1, cycle 11, and post test)
Appendix 15 Surat izin penelitian
Appendix 16 Surat keterangan selesai penelitian
Appendix 17 Kartu bimbingan
Appendix 18 Documentation
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CHAPTER I

INTRODUCTION

A. Background

Vocabulary is a factor that supports students to master language skills.

The development of English language education can also be seen in Indonesia,

where English is taught early to young learners. The demand to speak English

both actively and passively has been anticipated by the State of Indonesia by

including English as a local subject in kindergarten and elementary school, and a

compulsory subject in junior high and high school. English lessons are given from

grade one to sixth grade of elementary school students. In Primary School,

English is still taught as local content. Vocabulary is central to English language

teaching because without sufficient vocabulary students cannot understand others

or express their own ideas. Wilkins wrote that “while without grammar very little

can be conveyed, without vocabulary nothing can be conveyed”. 1 This statement

showed the importance of mastering vocabulary. Therefore, mastering English is

much influenced by vocabulary. By understanding vocabulary, students can

express the idea in the form of written and spoken English.2

In learning vocabulary, students have to memorize the word. As Schmitt

said that students do begin producing language, much of it takes the form of

1
Wilkins, D. A. Linguistics in Language Teaching. (Australia: Edward Arnold 1972). p.
111-112
2
Alqahtani, M. The important of vocabulary learning and how to be taught. International
Journal of Teaching and Education, 2015. Vol. 3 (3), 22. Retrieved from http:// 10.20472/ TE.
2015. 3. 3.002
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preformulated speech (memorizing strings of language).3 They also have to know

the part of speech of each word whether it is noun, verb, adjective or adverb. As

foreign language learners, students have to know the meaning of the word. In this

case, students are expected to master vocabulary to supported their English skill.

When the students have enough vocabulary, it would helped them made their

learning process go easier so they would got the highest result.

However, the main problem faced by many students is the lack of interest

in student learning, they cannot master varieties of vocabularies that influence

their English skill. Based on Cameron, building up a useful vocabulary is central

to the learning of a foreign language at primary level.4 As a teacher, it is necessary

to found new teaching technique to overcome the problems and not to forgot to

motivate the students so that students have a passion for learning.

The cause of the teaching vocabulary problem that teachers actually

encounter. The English teacher is suggested to be more active and the lesson to be

more interesting, as Jeremy Harmer suggested that English teacher should make

their lessons interesting so the students do not fall asleep in them.5 Through the

interesting lesson, students will be able to understand the lesson and they can

increase their motivation to learn vocabulary.

Preliminary observations based on the results of preliminary studies

conducted by researchers in April 2018 at SD N 56 Kota Bengkulu, class V

3
Schmitt, Nobert. Vocabulary In Teaching, (New York: Cambridge University Press,
2002). p.18
4
Lynne Cameron, Teaching Language to Young Learner, 8th printed. (New York:
Cambridge University Press, 2001). p.72.
5
Harmer, Jeremy. How To Teach English, An Introduction To The Practice Of English
Language Teaching, (Graficas Estella, 1998) Spain p. 1
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vocabulary mastery. It was found that there were problems in the process of

learning English. Results of interviews with teachers, Some students have

difficulty learning English because it is limited by a lack of vocabulary. Most

grades of English are low and some students have other grades in English KKM

standards. The researcher then interviewed students to find out their opinions

about teaching the process of learning English in class. Students only remember

words, but they do not remember the meaning of the words they do not know how

the written form of words, and they cannot pronounce vocabulary correctly and

each lesson the teacher always uses the same method when teaching English in

class and make students bored.

Based on the above problem, as a teacher, it is necessary to find new

teaching techniques to overcome problems and not to forget to motivate students

so that students have a passion for learning. Allen and Vallate state that teaching

vocabulary can be meaningful if the teacher conducts the teaching process by

combining the available techniques of teaching.6 The use of appropriate teaching

methods can improve the results of teaching and learning in the classroom

vocabulary for the better. One of them uses TPR with Object. In teaching

vocabulary to young learners to improve vocabulary mastery.

Totally physical response with object is a teaching technique by showing

objects while mentioning English and their meaning. This technique can focus

students so that they are focused on an object, students will remember more when

mentioning English while looking at the object. One example is, the teacher in

6
Allen, E. D. and Valette, R. Classroom Techniques: Foreign Language and English as a
Second Language. Prospect Heights, IL: Waveland Press, 1997
 20

front of the class shows one of the items on his desk like a book, pen, and ruler

while mentioning the English of the object one by one, unknowingly the student

will know the meaning of the English language when the teacher shows objects

while mentioning the English language.

There are several advantages to using the TPR with Object method to

teach English. They can focus on following the lesson without ignoring the

teacher. Students pay more attention to their teacher when the teacher explains

using objects, students become more enjoy while learning English because they

can know the meaning when looking at objects. This method makes the teacher

build a better classroom atmosphere in teaching English. Teachers play an active

role and are involved directly in the TPR. The teacher is the determinant of what

is being taught, who is the model and presents the new material. Textbook is not

used in TPR. In this case, the teacher must actively select and provide the

necessary objects, such as books, pens, and other simple objects.

Similar studies have been conducted to find out the total physical

response increase to improve the mastery of English vocabulary. Study conducted

by Bahtiar. The study is entitled Using The Total Physical Response to Improve

Students' Vocabulary Mastery. 7 In his research, Total Physical Response with

work book and real object as media can improve fourth grade students’

vocabulary significantly. At the first cycle, the result of student average score was

54.1. Thus, the researcher changes the scenario of learning that used for the

second cycle in order to the students easy to memorize the vocabulary taught,

7
Yuyun Bahtiar, Using The Total Physical Response to Improve Students’ Vocabulary
Mastery. Journal English language Vol. 2 (1) 2017. p. 9-12
 21

make all students active and enjoy learning activity. Average score after

implementing the second cycle was significance improve become 100% and it

means that the target was achieved. By using this method, the research found the

advantages of the use of TPR such as the learning process becomes more

enjoyable, the students find it easier to memorize the vocabulary taught, all

students were active involved in teaching learning process, and both students and

teacher enjoy teaching learning process.

So in this case, TPR considers that someone learns well when he is

actively involved and understands what he hears according to Linse Using the

TPR method will make it easier for teachers to teach vocabulary more creatively. 8

Based on the background above, researchers are interested in conducting research

entitled "Improving Young Learners’ Vocabulary Mastery By Using Totally

Physical Response With Object Technique (Classroom Action Research at the

Fifth Grade Students of SD Negeri 56 Bengkulu City, Academic Year 2017/2018).

B. Identification of Problem

The research found some information about the problem of english in

teaching and learning process at SDN 56 Bengkulu city, focusing on the fifth

grade student. Problems associated with students' vocabulary abilities are :

The first problem is related to the young learners have difficulties in

learning english because they have the vocabulary slightly visible on the reading

test. So, they they need time to understand the vocabulary quickly. The second

8
Linse, T. C. Practical English Language Teachinng Young Learners. (New York: 2005
NY.10020)
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problem is the student had poor vocabulary because students just remember the

word without considering the meaning of the word, they do not know how the

written form words, and they can not pronounce the vocabulary correctly. The last

problem teaching method are tools that teachers use to help students learn to

vocabulary and comprehend what they are learn. One problem with the method

used is often not taught or not using the right method. So, for the implementation

of increased vocabulary through the TPR with objects on the fifth grade students

of SDN 56 Bengkulu city to solve the problem.

C. Limitation of Problem

This research problem will be limited to the use of TPR with Object in

teaching English vocabulary, improving the mastery of vocabulary of fifth grade

students’ in SDN 56 Bengkulu city, and students’ response to the use of TPR

techniques in their learning vocabulary process.

D. Research Question

From the limitations of the above problem, the researcher formulates the

research question as follows: "How does TPR with object improve fifth grade

students' vocabulary mastery of SDN 56 Bengkulu city, in academic year

2017/2018?"
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E. Research Objective

Based on the problems mentioned above, the objectives of this research

is: “To find out how does TPR with object improve fifth grade students'

vocabulary mastery of SDN 56 Bengkulu city, in academic year 2017/2018?"

F. Significance Research

There are some significant of this study that is benefit for the students,

teacher, school, and researcher.

1. For learners

The result of this study might help the students to increase their

vocabulary mastery by using totally physical response with object.

2. For english teachers

The english teacher can use TPR as a technique in teaching learning

process of vocabulary in order to motivate the students, and make

teachingand learning process easier, fun, enjoyable.

3. For researcher

This study also can be a starting point to develop the teaching method

which applies in the school.

4. For the readers

The researcher will get the advantages by having the knowledge to

increase students' vocabulary mastery by using TPR with Object.

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G. Definition of Key Terms

The researcher would like to clarify the terms used in the title to make

this thesis easy to understand :

1. Vocabulary mastery is the collection of words that at individual knows. 9

vocabulary is a dictionary or a set of words that we teach in a foreign

language. In learninga second language or a foreign language the students

have to know what words mean by learning vocabulary.

2. Totally physical response with object is a teaching technique by using an

object to show the meaning of a command that is heard by direct observation.

9
Linse, T.C. Practical English Language Teachinng Young Learners. (New York: 2005)
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CHAPTER II

REVIEW OF RELATED STUDY

A. Young Learners

Young learners are referring to a student in five to ten years old.10 Define

young learners as children who have not yet started compulsory schooling and

have not yet started to read and can mean children up to the age of seven.11

Young learners will learn best if the people involved in the teaching

learning process facilitate the learning and take into account the way they learn

into the teaching practices. Piaget suggested that children developed through

specific stages, they are:12

a) Sensor-Motor Stage (from 0-2 years) in which children seemed to learn

through physical interaction with the world around them.

b) Pre-operational stage (from 2-7 years) when children need concrete

situations to process ideas.

c) Concrete Operational Stage (from 7-11 years) in which children begin to

conceptualize and do some abstract problem solving, though they still

learn best by doing.

d) Formal Operational Stage (from 11-15 years) in which children are able to

use abstract thinking.

10
Scott, Wendy A. and L. H. Ytreberg. Teaching English to Children. (New York:
Longman Inc. 1990)
11
Reilly, V. and S. M. Ward. Very Young Learners. (Oxford: Oxford University Press,
1997)
12
Simatwa, W. M. Piagetis theory of intellectual development and its implication for
instructional management at presecondary school level. (Educational research and reviews. 2010)
Vol. 5 (7). p. 366-371
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Young learners can be included into those aged 4-11 years or within

concrete operational stage, where they learn best from concrete things around

them. Piaget believed that children went through the stages above and that they

could only move onto the next stage when they had completed the stage before,

and were ready to do so.

Based on the consideration above, the writer can conclude that young

learners are the children up to the age of six years old and who have not yet

started compulsory schooling and also have not yet read. But, in our country

(Indonesia) the children up to six years old mostly already started to school and

have already read also.

1. The Importance of Vocabulary for Young Learner

The function of language learning is learner’s competent using

language in listening, speaking, reading and writing skills. Quality of

someone’s language skills can be seen from quality and quality their

vocabulary. 13 If the learners have many vocabularies, the learners will use

good language. Therefore vocabulary is important aspect that must be learnt

by learners in order that the learner can use foreign language by correct.

Important to teach Englis to children as early as possible. Purpose that

children learn languages better at young age.14 It is not easy to teach English

to children. It is different to teach English to children than to adult points out

13
Tarigan, Henry Guntur. Teknik Pengajaran Keterampilan Berbahasa. (Bandung:
Penerbit Angkasa, 1986)
14
Brumfit, Cristopher. How applied linguistics is the same as any other science.
(International Journal of Applied Linguistics, 1997). 7/1:86-94
 27

that more than anything else, children are curious, and this in self is

motivating. He also added that at the same time their span of attention or

concentration is less than that of adult.15

From those all understanding, it can be concluded that a young learner

or children is agood age to be taught about English. They have more attention

and also curiousity about someting new. They also more have good

memorizing than adult.

2. The Characteristics of Young Language Learner

The characteristics of Young Language learners are as follows:16

a. They can plan activities.

b. They can argue for something and tell you why they think what they

think.

c. They can use logical reasoning.

d. They can use their vivid imaginations.

e. They can use a wide range of intonation, patterns in their mother tongue.

f. They can understand direct human interaction

Other characteristics of the young learners stated they are:17

a) They know that the world is governed by rules. They may not

always understand the rules, but they know that they are there to

be obeyed, and the rules help to nurture a feeling of security.

15
Harmer, J. The practice of English language teaching. (London: Longman, 2001)
16
Scott, Wendy A and Ytreberg, Lisbeth H. Teaching English to Children. (New York:
Longman, 1990)
17
Scott, Wendy A and Ytreberg, Lisbeth H. 1990. Ibid, p.12-14
 28

b) They understand situations more quickly than they understand the

language used.

c) They use language skills long before they aware them.

d) Their own understanding comes through hands and eyes and ears.

The physical world is dominant at all times.

e) They are very logical- what you say first happens first.

f) They have very short attention and concentration span

There are also general characteristics of children around eight to ten

years old. Children of five are little children. Children of ten are relatively

mature children with an adult side and a childish side. Many of the

characteristics listed above will be things of the past.

Their basic concepts are formed. They have decided views of the

world.

a. They can tell the difference between fact and fiction.

b. They ask questions all the time.

c. They rely on the spoken word as well as the physical world to

convey and understand meaning

d. They are able to make some questions about their own learning.

e. They have definite views about what they like and don’t like doing.

f. They have a developed sense of fairness about what happens in the

classroom and begin to question the teacher’s decision.

g. They are able to work with others and learn form others.
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Eight to ten years olds have a language with all the basic elements in

place. They are competent users of their mother tongue and in this connection

they are aware of the main rules of syntax in their own language. By the age

of ten children can:

a. Understand abstracts.

b. Understand symbols (beginning with words)

c. Generalize and systematize

This refers to children’s general language development. There are

many similarities between learning one’s mother tongue and learning a

foreign language in spite of differences in age and the time available.18 So far

no body has found a universal pattern of language learning which everyone

agrees with. Much seems to depend on which mother tongue the pupils speak

and on social and emotional factors in the child’s background.19 What is clear

here is that most eight to ten years olds will have some sort of language

awareness and readiness which they bring with them into the foreign

language classroom.

3. Teaching Vocabulary Mastery for Young Learner

Teaching vocabulary in early stage or in the primary school is very

essential. Teacher should give certain attention in teaching vocabulary and

decide the area of words that become the basic need for the pupil. Teacher

must give attention to develop the vocabularies of each child through

18
Harmer, Jeremy. The practice of English language teaching (4th ed). (Boston: Pearson
Longma, 2007)
19
Thombury, S. How to each vocabulary. (England: Longman Pearson, 2002)
 30

carefully planned instruction, and to do so, he or she must be aware of what

words are (verbal representation of concept) and how they are formed. 20

Huebner states the similar opinion about the area of vocabularies that is

taught for the first level. He also says that selection from 750-800 words for

the first year may be grouped under some forty of fifty headings. 21 Starting

with the immediate situation these may be school, the lesson, language, the

family, relatives, profession, description of objects, animals, nature, men’s

garments, women garments, color, time, months, the days, the body, health,

the house, daily action.

The material used in teaching vocabulary should be suitable with the

students’ need that much of the material which the teacher uses should be

familiar to the child in his everyday life, the family, nouns, colors, toys,

animals, time, month, season, an so on. It can be said that the English

material should be familiar and suitable with students’ need. Based on the

explanation above, it can be concluded that the area of vocabularies for the

first level elementary includes immediate situation such as: the school, the

family, the home, actual experience with concrete object, daily activity.

20
Burns, P.C and Broman, B.L. The Language Arts in Childhood Education. (Chicago:
Rand McNally College Publishing Company, 1975)
21
Huebner, K. H. The Finite Element Methods for Engineers. John Wiley & Sons, Inc.,
(New York: 1975)
 31

B. Vocabulary Mastery

1. The Definition of Vocabulary

Vocabulary is an important subject to study in English. It can support

the four language skills. Vocabulary is also important factor that influences

the language practice as means of communication. Vocabulary is a central to

language and critical important to typical language learner. Without a

sufficient vocabulary, one cannot communicate or express his idea both in

oral and written form.22

Vocabulary is the collection of words that at individual knows. 23

Vocabulary is total number of word in language. Every individual has

collection word certainly. An individual has total of word differently. An

individual has total of word differently. Moreover, an individual has to know

vocabulary to communicate with other individual. Vocabulary can support the

four skills: listening, speaking, reading, and writing.24 Vocabulary referred to

list or set of word for a particular language or list of set of words that

individual speaker of a language might use. 10 Anyhow, this not means that

explicit vocabulary instruction is less important teaching foreign language

learners.25

From many definitions above, the researcher can conclude that

vocabulary is list of words that a person knows and uses to communicate

22
Fauziati, Endang. Teaching English as a Foreign Language (TEFL). (Surakarta: PT.Era
Pustaka, 2010)
23
Linse, T.C. Practical English Language Teachinng Young Learners. (New York, 2005).
24
Hornby, A.S. Oxford Advanced Learners Dictionary of Current English. (London:
Oxford University Press, 1995)
25
Hatch, E., & Brown, C. Vocabulary, Semantics, and Language Education. (New York:
Cambridge University Press, 1995)
 32

every day. Vocabulary was usually arranged in alphabetical and defined in a

dictionary. Vocabulary is important in the part of language. Vocabularies are

the words for communicating everyday, and for learning when people study a

foreign language.

2. Vocabulary Mastery

Vocabulary is one of the important language elements. Mastering

vocabulary is very important because it is the key to students in learning

language. It will help students in learning language. Mastery is a complete

knowledge or complete skill. From these definitions, it comes to the

conclusion that mastery means the competency to understand the whole

knowledge.26

Vocabulary is a basis of a language. It is important to be mastered

first. We cannot speak well and understand writing materials if we do not

master vocabulary. No matter how successfully the sound of the foreign

language is mastered without words to express the wider range of meanings,

communication in a foreign language just cannot happen in any meaningful

way.27

Vocabulary mastery is knowledge or skill or ability in understanding

and using the vocabulary. Vocabulary related to word and its meaning. The

26
Hornby, A.S 1995. Ibid,P.1331
27
Schmitt, N. Vocabulary learning strategies. Vocabulary: Descriptive, Acquisition and
Pedagogy. (Cambridge:Cambridge University Press, 1997)
 33

learner should know both of the word and its meaning. It can support the

learner in mastery of the basic skills better.

3. Types of Vocabulary

In relation to kinds of vocabulary, Nation ststes that there are four

kinds of vocabulary in the text:28

a) High frequency words

High frequency words in the example text, these words are not

marked at all and include function words: in, for, the, of, a, etc. Appedix 6

contains a contains a complete list of function word. The high-frequency

word also include many content words: government, forests, production,

adoption, represent, boundary. The classic list of high-frequency words is

michael west's (1953a) A general service list of english word which

contains around 2,000 word families. Almost 80% of the running words in

the text are high-frequency words.

b) Academic words

Academic words the text is from an academic textbook and

contains many words that are common in different kind of academic text:

policy, phase, adjusted, sustained. Typically these words make up about

9% of the running words in the text. Appendix 1 contains the 570

headwords of this list. This small list of words is very important for

anyone using english for academic purposes.

28
Nation, I. S. P. Learning Vocabulary in Aother Language, (New York: Cambridge
University Press, 2001) P.12
 34

c) Technical words

Technical words the text contain some words that are very closely

related to the topic and subject area of the text. The words include

indigenous, regeneration, podocarp, beech, rimu (a New Zealand tree) and

timber. These words are reasonably common in this topic area but not so

common elsewhere. As soon as we see them we know what topic is being

dealt with. Technical words like these typically cover about 5% of the

running words in a text. They differ from subject area to area. If we look at

technical dictionaries, such as dictionaries of economics, geography or

electronics, we usually find about 1,000 entries in each dictionary.

d) Low frequency words

Low frequency words the fourth group is the low frequency words.

Here this group includes words like zoned, pioneering, perpetuity, aried

and pastoral. They make up over 5% of the words in an academic text.

There are thousands of them in the language, by far the biggest group of

words. They include all the words that are not high frequency words, not

academic words and not technichal words for a particular subject. They

consist of technical words for other subject areas, proper nouns, words that

almost got into the high frequency list, and words that we rarely meet in

our use of the language.

 35

C. Total Physical Response

1. The Definition of Total Physical Response

Jack C. Richards & Theodore S. Rodgers reveal that Total

Physical Response (TPR) is a method that purposed to teach language

phsycal (motor) activity through the coordination around speech and

action.29 It means that to built coordination between speech and action,

we can use TPR as a language teaching method.

Total Physical Response is the method that the students have fun

with the activity in teaching, because the students have to follow all

creative activities from the teacher, to make the students remember about

the material.like Jack C Richard and Theodore said that Physical

Response is linked to the trace theory of memory of physical, which hold

the more often or the more intensively memory connection is traced, the

stronger memory association will be and the more likely will be

recalled.30

This method takes relation with the memory, the more the

student remembers the material the better he does. In orther words the

student has to recall his memory to get the best understanding of the

material.

Stephen Mark Silver stated in his writen listen and perform

Total Physical Respound could call a natural method of language

29
Jack C. Richards & Theodore S. Rodgers, Approach and Methods in Language
Teaching 2nd Ed., (New York: Cambridge University Press,1986) p. 87.
30
Jack C. Richards & Theodore S. ibid, p. 87.
 36

learning. We say that it is a natural method because it follows the same

procedure an infan uses to learn its first language.31

According to statement above, Stepen Mark sees that Total

Physical Response is very natural, because he takes an examples an

infant or a baby when he was first year, he does not speak except for

babling. The baby try to understand the language code, he tries to make

sense from the second which he heard.

Therefore, this method, allows students to react to a language

without thinking too much and reduces student nervousness and pressure

because the main activity of TPR is to obey the command based on

teacher instruction with imperative sentence. it will be easier for students

to recall the words they have learned if they use their body in learning

imperative sentences.

Like Larsen-Freeman said that TPR was develop in order to

reduce the stress people feel when studying foreign languages and

thereby encourage students to persist in their study beyond a beginning

level of proficiency.32

2. Total Physical Response With Object

According to Richards J in his book Approaches and Methods in

Language Teaching, the TPR is defined: “a language teaching method

31
Stephen Mark Silver, Listen and Perform: The TPR student Workbook (Sky Oaks
Production, 1985), p. 6.
32
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New Tork:
Oxford University Press, 2000), p. 113.
 37

built around the coordination of speech and action; it attempts to teach

language through physical (motor) activity”. So the method of TPR

(Total Physical Response) is a method of language learning which is

arranged in coordination of command (command), speech (speech) and

motion (action); and strive to teach the language through physical

activity (motor). Meanwhile, according to Larsen and Diane in

Technique and Principles in Language Teaching, TPR or also called "the

comprehension approach" is a method of approaching foreign language

with instruction or command.

This method was developed by a professor of psychology at the

University of San Jose California named Prof. Dr. James J. Asher who

has been successful in developing this method on learning foreign

languages in children. He argues that the direct pronunciation of a child

or student contains a command, and then the child or student will respond

to his physicality before they begin to produce a verbal or speech

response.

Total physical response is an example of the comprehension

approach to language teaching. Methods in the comprehension approach

emphasize the importance of listening to language development, and do

not require spoken output in the early stages of learning. 33 In total

physical response, students are not forced to speak. Instead, teachers wait

until students acquire enough language through listening that they start to

33
Asher, James. Learning Another Language Through Actions (5th ed.). Los (Gatos, CA:
Sky Oaks Productions, 1996)
 38

speak spontaneously.34 At the beginning stages of instruction students can

respond to the instructor in their native language.35

While the majority of class time in total physical response is

spent on listening comprehension, the ultimate goal of the method is to

develop oral fluency. Asher sees developing listening comprehension

skills as the most efficient way of developing spoken language skills.36

Lessons in TPR are organized around grammar, and in particular around

the verb. Instructors issue commands based on the verbs and vocabulary

to be learned in that lesson.37

However, the primary focus in lessons is on meaning, which

distinguishes TPR from other grammar-based methods such as grammar

translation. 38 Grammar is not explicitly taught, but is learned by

induction. Students are expected to subconsciously acquire the

grammatical structure of the language through exposure to spoken

language input, in addition to decoding the messages in the input to find

their meaning. This approach to listening is called codebreaking.39

Total physical response is both a teaching technique and a

philosophy of language teaching. Teachers do not have to limit

34
Asher, James ibid 29.
35
Byram, Michael, ed. "Total Phsyical Response". Routledge Encyclopedia of Language
Teaching and Learning. (London: Routledge, 2000) pp. 631–633.
36
The strategy of the total physical response: an application to learning Russian" JJ
Asher, 1965
37
Total Physical Response: Commands, not Control" William J. Celestino Hispania, Vol.
76, No. 4 (Dec., 1993), pp. 902–903
38
Total Physical Response: An Instructional Strategy for Second-Language Learners Who
Are Visually Impaired." by P. Conroy Journal of Visual Impairment & Blindness, v93 n5 p315-18
May 1999
39
Cook, Vivian (2008). Second Language Learning and Language Teaching. London:
Hodder Education.
 39

themselves to TPR techniques to teach according to the principles of the

total physical response method.40 Because the students are only expected

to listen and not to speak, the teacher has the sole responsibility for

deciding what input students hear.

The majority of class time in TPR lessons is spent doing drills in

which the instructor gives commands using the imperative mood.

Students respond to these commands with physical actions. Initially,

students learn the meaning of the commands they hear by direct

observation. After they learn the meaning of the words in these

commands, the teacher issues commands that use novel combinations of

the words the students have learned.41

Instructors limit the number of new vocabulary items given to

students at any one time. This is to help students differentiate the new

words from those previously learned, and to facilitate integration with

their existing language knowledge. Asher suggests that students can learn

between 12 and 36 words for every hour of instruction, depending on

their language level and class size.

According to Asher, TPR lesson plans should contain the

detailed commands that the teacher intends to use. He says, “It is wise to

write out the exact utterances you will be using and especially the novel

40
Larsen-Freeman, Diane. Techniques and Principles in Language Teaching (2nd ed.).
(Oxford University Press, 2000)
41
Larsen-Freeman, Diane (2000). Techniques and Principles in Language Teaching (2nd
ed.). Oxford University Press.
 40

commands because the action is so fast-moving there is usually not time

for you to create spontaneously.”42

Total physical response lessons typically use a wide variety of

realia, posters, and props. Teaching materials are not compulsory, and for

the very first lessons they may not be used. As students progress in

ability the teacher may begin to use objects found in the classroom such

as furniture or books, and later may use word charts, pictures, and

realia.43

This works with almost any object chopsticks, a jar, your purse,

a notepad etc. Take the object and start manipulating it such as Dirty

Dozen style. There’s an amazing amount of language which can be

practiced with simple objects. For example, with a paper cup you could

learn: take, give, turn upside down, push, drop, fill, empty, drink, sip,

hold, crush, perforate, put in, take out, stack (if you have more than one),

spin, roll, balance on two fingers, etc. For a buck or two, you can buy bits

and pieces to practice colors, comparisons, shapes etc. There are many,

many possibilities.

The process is always the same: the instructor says the new

phrase and demonstrates it a few times, and then lets you do it. New

phrases are introduced one by one, and new and old phrases are mixed

randomly. In the initial session, the student just does the action and

42
Richards, Jack C.; Rodgers, Theodore S. Approaches and Methods in Language
Teaching (2nd ed.). (New York: Cambridge University Press, 2001)
43
Rosenthal, Judith W. Handbook of Undergraduate Second Language Education.
Mahwah, (NJ: Lawrence Erlbaum Associates, 2000)
 41

doesn’t speak, but student and instructor can switch roles the next day if

the student wants to activate the new vocabulary.

In short, to use the TPR with Object, Richards & Rodgers (in

Tarigan 1989: 190-191) suggest that the steps are as follows:

1) Learners in the TPR have a major role as a listener and performer.

They listened attentively and responded physically to the instructions

given by the teacher, individually or collectively.

2) Teachers play an active role and are involved directly in the TPR.

The teacher is the determinant of what is being taught, who is the

model and presents the new material, and who chooses the

supporting material for the use of the class.

3) Textbook is not used in TPR. In this case, the teacher must actively

select and provide the necessary objects, such as books, pens, and

other simple objects. For example, with a paper cup you could learn:

take, give, turn upside down, push, drop, fill, empty.

D. Part of speech

Parts of speech is a class of words based on the word’s function, the way

it works in a sentence. Parts of speech are types of words that are grouped based

on the function of each word, and its role in a sentence. Words can be considered

as the smallest elements that have their own meaning. Based on its use and

function there are several parts of speech in each language. In English there are

eight parts of parts of speech, in general vocabulary division is divided into four
 42

major groups, namely, Noun, Verb, Adjective, Adverb. In addition, other word

groups such as pronoun, preposition, conjunction, and interjection. Nouns are the

simplest of the eight parts of speech, which is why they are the first to be taught to

students in elementary school.

1. Noun (object)

Noun (object) is one of one of the parts of speech in English. Parts of

speech are types of words in English. Noun is a word used to name an object such

as people, objects, places, and concepts / ideas. Noun can be singular or plural.44

A. Abstract Noun

Nouns that are intangible or intangible nouns with the five senses

usually can only be felt and thought cannot be touched, referring to objects

that cannot be seen or felt by the senses. For example love, hate,

agreement, kindness, statement.

B. Concrete Noun

Concrete Noun is a noun that refers to objects that can be seen and

felt or nouns that can be observed with the five senses. Examples include:

House, Box, and Ruler.

For example Concrete Noun or tangible nouns themselves can be

divided into five types, namely:45

a) Proper Noun

44
Levin, Magnus. Manchester United are my team: On concord with collective nouns. In
Moderna Språk. 1998. Vol. 92:1, pp- 18-18.
45
Levin, Magnus. Agreement with Collective Nouns in English. (Lund: Department of
English, Lund University, 2001)
 43

Proper Noun, which is a noun used to designate a person's

name, country name, city name, day name, company name, and

others. This Proper Noun writing must be written in capital letters.

Example: Ryan, Saturday, Indonesia, July, Los Angeles, Linkin Park.

b) Common Noun

Common Noun, which is a noun used to designate general

objects. Example: Horse, Computer, Island, Wall, Teenager, Singer.

c) Collective Noun

Collective Noun, which is a noun used to express a collection

of objects or something that is meaningful. Example: Society, Folk,

Group, Parliament, Army, Population.

d) Compound Nouns

That is a combination of two or more words. Examples such

as, trash cans, paper clips, floor brooms.

e) Material Noun

Material Noun, which is a noun that shows raw material or

objects that come from raw materials and mining. Example: Sand,

Gas, Silver, Oil, Coal, Salt.

From the explanation above it can be concluded that parts of

Speech in English means types of words or word classes. Called parts of

speech because of parts of speech or parts of sentences. The type of

vocabulary used for elementary school children is the most widely used
 44

noun. Learning English in elementary schools is emphasized on knowing

concrete nouns. Nouns that they can see and count or cannot be counted.

But generally in primary school it is more directed to nouns that can be

calculated. We teach elementary school children about singular and plural

nouns. For abstract nouns that are not so important to be taught in

elementary school. They are focused first on singular and plural nouns so

that they will be able to distinguish the characteristics of singular and

plural nouns. After that it can apply the concepts of singular and plural

noun in conversation and writing.

So, the words are in line with the curriculum of the English

language that applies, the order of presentation of communication

competence begins with language actions competence. This shows that the

focus in the curriculum is on these competencies which are manifested in

language skills that are presented more explicitly in the sense that the

elements of language involving both language competencies and

discourse-forming competencies must be clearly presented so that students

master the elements of the language, such as vocabulary, spelling,

pronunciation, they need to understand the language they are learning.

E. Same Related Previous Studies

In doing research, it is necessary to attach a review of previous research

to avoid replication. Several similar studies have been conducted to find out the

total physical response increase to improve the mastery of English vocabulary.

 45

The first day is a study conducted by Bahtiar. The study is entitled,

“Using The Total Physical Response to Improve Students' Vocabulary Mastery”.46

In his research in February 2017, Total Physical Response with work book and

real object as media can improve fourth grade students’ vocabulary significantly.

At the first cycle, the result of student average score was 5,4. Thus, the researcher

changes the scenario of learning that used for the second cycle in order to the

students easy to memorize the vocabulary taught, make all students active and

enjoy learning activity. Average score after implementing the second cycle was

significance improve become 100% and it means that the target was achieved. By

using this method, the research found the advantages of the use of TPR such as

the learning process becomes more enjoyable, the students find it easier to

memorize the vocabulary taught, all students were active involved in teaching

learning process, and both students and teacher enjoy teaching learning process.

Second is research conducted by Sariyati. The study is titled, “Efektivitas

Penggunaan Metode Total Physical Response Dalam Meningkatkan Penguasaan

Vocabulary Bahasa Inggris Pada Siswa Sekolah Dasar Tahun Ajaran 2017".47

Observation by doing field notes shows that in general the students respond well

to the use of the TPR method used in learning activities. This is shown during the

learning process, students look happy, enthusiastic, participate well without any

feeling of stress or stress. What's more, they understand both learning material and

classroom instruction. Therefore it can be concluded that the TPR method is

46
Yuyun Bahtiar, Using The Total Physical Response to Improve Students’ Vocabulary
Mastery. Journal English Education Vol. 5 (7) 2017
47
Ice Sariyati, The effectiveness of TPR (total physical response) method in English vocabulary
mastery of elementary school children. Education Journal 2017. Vol. 11, No. 1, P. 38-49.
 46

effective and suitable for elementary school students who learn English,

especially vocabulary.

Third is research conducted by Nurjanah. This research is entitled,

“Penggunaan Metode Total Physical Response Untuk Meningkatkan Vocabulary

Bahasa Inggris Siswa Kelas V SDN II Logandu Tahun Ajaran 2015/2016”.48 This

study aims to improve English vocabulary using the Total Physical Response

method. This research is a classroom action research. This was carried out in three

cycles, each cycle starting with planning, implementing, observing, reflecting, the

subjects of this study were the fifth grade students of SDN II Logandu in the

academic year 2015/2016. The data validity used triangulation of data sources and

data collection techniques. are students, class V teachers, observers, and

documents Data collection techniques used are tests, interviews, observations, and

documentation.The results showed that the use of the Total Physical Response

method can improve English vocabulary for fifth grade students of SDN II

Logandu in the 2015 academic year/2016.

The conclusion in this study uses classroom action research as an effort

to improve the learning process of vocabulary teaching and solve students'

problems that have been related to vocabulary mastery. CAR is viewed as a

device to increase the quality of teaching learning ability in the physical

classroom.

48
Rosita Nurjanah, “Penggunaan Metode Total Physical Response Untuk Meningkatkan
Vocabulary Jurnal pendidikan 2016 Vol 4, No. 5, hlm. 570 – 575
 47

CHAPTER III

RESEARCH METHOD

A. Research Design

There are several factors that influence in improving student ability

vocabulary, derived from students, teachers or facilitators. As in grade 5 students

SDN 56 Kota Bengkulu. The students fell bored entering the classroom because

of the teaching and learning process, other factors due to the techniques used by

the Teachers are less interactive and no longer interested, so researchers use.

Classroom Action Research Method (CAR) to conduct research.

Classroom action research has the important role and strategy to increase

learning quality when implemented right and carefully. In other words, classroom

action research (CAR) is a self-reflective activity which doing by educational

actors in educational situation to fix the rationality and justice about: (a) their

educational practices, (b) their comprehension about that practices, and (c) the

situation that practices do.49

Action research allows teachers to study their own classroom. According

to Harmer, action research is the name given to a series of procedures teacher can

engage in, perhaps because they wish to increase aspect of their teaching or

alternative, because they wish to evaluate the success or appropiatly of certain in

activities and procedures. 50 In conducting this research, the researcher made

49
Kunandar. Langkah mudah penelitian tindakan kelas sebagai pengembangan profesi
guru., (Jakarta: Rajawali Pers, 2008), p. 46
50
Jeremy Harmer, The Practice of English Language Teaching, 4th edition, (Pearson
Longman, 2007), p, 414.
 48

collaborative research. The researcher was helped by the teacher in order to teach

the goal of the research which is aimed to increase teaching method.

Based on several definitions above, it can be concluded that Classroom

Action Research (CAR) is research done in the classroom while teaching and

learning activities to improve the quality of learning in the classroom and follow

some steps and procedures There are four steps each cycle, namely: planning,

action, observation, and reflection.

B. Subject of the Study

The subjects of the study were fifth graders in public primary schools in

56 Bengkulu City in academic year 2017/2018. The class consists of 24 students,

8 boys and 16 girls Academically their achievement is low. No students with

special needs in learning Most students come from middle to lower economic

families. So the participants in this research are 5C grade students in SD 56 Kota

Bengkulu in academic year 2017/2018.

C. Data Collection Technique

In order to answer the research question, the research will employ some

data collection technique. The data collection technique used for qualitative data

is vocabulary test, while qualitative data consest of Test, Observation, Intervew,

and Documentation. Review these are the data collection techniques described

belows:
 49

1) Test

Test is some questions which is used to measure competence,

knowledge, intelligence, and ability of talent which is have by individual or

group. In this study, the researcher used vocabulary test in her study as the

instrument for collecting data. About pre-assessment test taken by kinds of

vocabulary such as high frequency words as much as 75% academic words

10% technical words 5% and, low frequency words 10%. High frequency

words are more commonly used in making items because it is seen from the

syllabus and the book, the words that are often used by elementary school

students are still standard words. Then, there until also vocabulary test after

implementing cycles of this CAR. Continue tests in the cycle I and the cycle

II. The instrument used for the test is a vocabulary list.

2) Observation

Observation is the process of observe toward the subject of

observation by using all of sense. An observation task is a focused activity to

work on while observing a lesson in progress. It was focused on one or a

small number of aspects of teaching learning and requires to observed to

collect data or information from actual lesson. The researcher observed the

events in classroom during teaching learning process from beginning until the

end. To observe the students, the researcher used observation checklist. It is

used to describe a range of teacher and learner behaviors. The tool used for

observation is preparing a notebook for the results of interviews with teachers

in class.
 50

3) Interview

The researcher interviewed the teacher before and after applying

classroom action research. This is done to find out the general description of

the learning process, the situation of students in the classroom, and what

methods or strategies are usually implemented by the teacher in teaching

TPR. Researchers also interviewed students to find out that they responded

after class action research. In this case, the interview will be conducted by the

researcher for the purpose of knowing the students' difficulties with

vocabulary mastery. The tool used by researchers is in the form of a notebook

from the teacher who was interviewed.

4) Documentation

Documentation is the form of several pictures or proof images when

teaching TPR with objects in the context of classrooms and school

environments in increasing student vocabulary. The aim is to show students'

activities during the teaching and learning process. The tool that will be used

for documentation is in the form of a camera to take pictures.

D. Data Analysis Technique

The technique of data analysis in this research consists of two kinds, they

are qualitative descriptive analysis and also quantitative descriptive analysis. 51

The data is the test performed by the students, first performed pre-assessment test,

then cycle 1 and cycle 2. Ways to analyze data, namely:

51
Arikunto, S. Procedure penelitian suatu pendekatan praktik. Jakarta: PT Rineka Cipta,
2013
 51

1) Analysis technique for qualitative data

In order to get the mean score the researcher could determine the

students' qualification inspired and qualification score of achievemen of

national assessment test as follows:52

The students’ score interval

Interval Percentage Qualification

90-100 Excellent
80-89 Good
65-79 Moderate
45-64 Low
0-45 Fail

2) Analysis technique for quantitative data

In quantitative descriptive analysis, this research uses descriptive

statistics. It is used to gain students’ score in each cycle; it is used to measure

the students’ vocabulary mastery, formulates the formula as follow:53

X : mean

x : individual score

n : number of students

Next, the writer tried to get the class percentage which pass the

minimum mastery level criterion (KKM) considering English subject gains

score 75 (seventy five). The formula is:

52
Brown, H. Douglas. Language and Assessment Principles and Classroom Practices.
(New York: Logman, 2004) p.249
53
Anas Sudijono, Pengantar statistik Pendidikan, (Jakarta, Raja Grafindo Persada, 2008)
 52

P : the class precentage

F : total precentage score

N : number of students

E. Research procedure

This study applying classroom action research, those are planning,

acting, observing, and reflecting. Teacher might probably find a new problem or

the previous unfinished problem yet after implementing first cycle. If it happens,

it is necessary to continue to the second cycle in line with the same concept of the

first cycle.

Based on Mertler, there are the stages of research:54

Stages of Research

PLANNING ACTING

Cycle
REFLECTING OBSERVING

PLANNING ACTING

Cycle
REFLECTING OBSERVING

54
Craig A. Mertler, Action Reseacrh Teacher as Researcher in the Classroom, 2nd ed
(Sage: America, 2009), p, 16.
 53

1) Planning

In relation to the application of action research, the researcher would

make a prior preparation to the implementation of the action based on

preliminary study. In this phase, the researcher had some critical things that

should be done by researcher as follow:55

a) The researcher wrote the lesson plan of learning teaching process for

reading comprehension.

b) The researcher prepared a suitable model of summarization strategy in

reading comprehension.

c) The researcher prepared the material for the treatments and the final

test of cycle 1.

d) The researcher made some English reading exercises that would be

done by the students during the treatments.

2) Action

At this stage, the researcher takes action to the students. Researchers

take action in the classroom and apply technical techniques to the fifth grade

students of SDN 56 Kota Bengkulu to improve students' vocabulary mastery.

The steps in applying the vocabulary of teaching teaching using ostensive

means are the researchers will open the class, check the list of students

present, tell about the material to be learned, teach the material, ask the

students to do the material test, motivate the students, and close the meeting.

55
Anne Burns, Doing action research in English language teaching. (New York &
london: Routledge, 2001)
 54

 Pre- learning activities

1) Informed the students about the rule during the treatments were

going to do.

2) Activated background knowledge of students.

3) Setting purpose of vocabulary components.

4) Asked students to sit and follow the treatments in good way.

 Whilst-learning activities

1) Informed the students about the materials they are going to learn.

2) Modeled vocabulary characteristic.

3) Identified the general topic of the materies.

4) Discussed the difficult words.

5) Gave some instructions to the students what they should do during

the treatments.

6) The students had to understand about the materials that they have

learned.

7) During the treatment, the researcher observed and directed students,

and then researcher asked students in each group to wrote and

pronounce new vocabulary they got in front of class.

8) The teacher helped the students to correction the mistaken in their

material.

 Post- learning activities

1) Reviewed the students’ vocabulary.

 55

2) Checked the students’ vocabulary pronounce and write based on

topic.

3) The researcher gave conclusion of the materials.

4) Gave written test to students individually at the end of each cycle.

3) Observation

Observation is one of the instruments in collecting data. Observe

students' activities in teaching learning process and while they are doing

assignment. They are many aspects that were observed the researcher and the

teacher such as: students' attention, students' activeness in doing task

individually or group. So that the researcher should made a note in every

activities and changing in learning process.

4) Reflecting

The reflection was done every time after the implementation of the

actions. The researcher have to analyze the evidence that researcher have

gather. Have the problem be solve or not? If not, what steps would researcher

try next? At the end of this period of reflection, ideas would usually arise for

further cycle of action research. If the result of the first cycle fails, there is no

significant increasement in the result of research. The researcher is able to

renew its method by doing the second cycle to got the better result till got the

satisfy one. The successful actions would be continued in the next teaching

and learning process but the unsuccessful actions were modified into the ones

that were most suitable.

 56

F. Indicator of Success

The indicators of vocabulary mastery in this research are as follow:

1) The improvement of students' vocabulary mastery by using Total

physical response with object.

2) the result of students' vocabulary mastery score with the minimum

standard of score (KKM) ≥ 75

3) there is an increase percentage of students' vocabulary mastery during the

teaching learning process in every cycle.

 57

CHAPTER IV

RESULT AND DISCUSSION

In this chapter, the result of the research was presented. The result

showed that vocabulary mastery of class V students of SD N 56 Bengkulu in

academic year 2018/2019 was slightly improved. It can be seen from the

comparison between the result of Pre-Assessment test and test of cycle II. It was

presented in the following section.

A. Result

1. Pre –Assessment

At the beginning of the study, students were given a pre-

assessment test. It is done to get a vocabulary mastery score before

giving action. This test consists of 20 multiple choice item questions.

These are concerned with four aspects of high frequency words,

academic words, technical words and low frequency words.

This test is assessed based on five interval categories. The

results of the pre-assessment test scores can be seen in the following

table.

Tabel 4.1. The result of the Pre-Assesment

No Qualification Number of Student Percentage

(21 Students)
1 Excellent 0 0%
2 Good 1 5%
3 Moderate 6 28%
4 Low 10 48%
5 Fail 4 19%
 58

Based on the table, it shows that students' vocabulary mastery

consists of 5% good (achieved by 1 student), 28% moderate (achieved by

6 students), 48% low (achieved by 10 students), and 19% failing (achieved

by 4 students ) The results of the calculation show that the average score

of mastery of students' vocabulary before being given the action is 56.4%

which is categorized as low. The detail table of the result was displayed in

appendix.

It informed student ability in English vocabulary mastery before

the researcher applied the use of total physical response with objects.

Graphically, the students’ score on pre-assessment can be seen as follow:

Chart 4.1
Percentage of Students' Vocabulary
Score in Pre-Assessment
48%

28%
19%

5%
0%

Excellent Good Moderate Low Fail

Based on Figure 4.1, students' ability in mastering English

vocabulary is low. That means researchers have to improve students'

abilities in English vocabulary by using total physical response with

objects, which will help students to simplify vocabulary, thus increasing

students' grades in mastering English vocabulary.

 59

2. Description of cycle 1

Cycle I is based on the results of the Pre-assessment test. Here

researchers and collaborators of teaching and learning classes apply

teaching vocabulary using total physical response. This is a type of

technique in which students are supported to guess vocabulary by looking at

an object raised by the teacher. students see objects while mentioning their

vocabulary and accidentally the students know the meaning of the word

after seeing the object. In this technique students listen to instructions from

the teacher and ask students to stick to the objects on the table such as lifting

pens, books, and rulers, all students follow instructions from the teacher,

when the teacher mentions the English the student must raise the object.

a. Planning

The first cycle was held on November, 2018. From the Pre-

assessment test, the result not satisfying. All of vocabulary aspects

tested in the test was categorical low again. In the cycle one, focused

on the treatment materials high frequency words because in this

treatment was low. Then, still got many revised for improving

students' vocabulary. The teacher does not use new techniques in

teaching vocabulary, so students do not give attention to the teacher.

From the previous learning activities, the researcher and teacher

decided to use the total physical response with the object to teach

vocabulary in planning, before applying the technique the researcher

had to prepare everything which needed in learning process, these are:

 60

1) Preparing the materials, making lesson plan, and designing the

steps in doing the action.

2) Preparing list of the students, Name, and Scoring

3) Preparing teaching purpose.

4) Preparing sheets for classroom observation (to know the situation

of teaching learning)

5) Preparing test foe cycle (to know whether students vocabulary

will increase or not.

b. Implementation

Based on data collection in action I, the researcher applied a

total physical response to the object that had been taken to solve the

problem. In taking action, the researcher divides the action into

teaching vocabulary into three steps. They are pre activities,

temporary activities, and post activities. The implementation process

can be seen as follows:

1) Pre-learning activities

a. Teachers greet students.

b. Teachers asks students to read Basmallah before starting

lesson.

c. Teacher checks student attendance

d. Teacher asking the students some questions related to the

topic.
 61

e. Introducing some words that related to the topic to the

students.

f. Focus students on an object in the class.

g. The teacher shows to a stationery object that the student

brings a pen, the teacher holds the pen and says the

vocabulary and the students follow.

2) While learning activities

a. Informed the students about the materials they are going to

learn.

b. Modeled vocabulary characteristic.

c. Identified the general topic of the materies.

d. Discussed the difficult words.

e. Gave some instructions to the students what they should do

during the treatments.

f. The students had to understand about the materials that they

have learned.

g. During the treatment, the researcher observed and directed

students, and then researcher asked students in each group to

wrote and pronounce new vocabulary they got in front of

class.

h. The teacher helped the students to correction the mistaken in

their material.
 62

3) Post learning activities

a. Reviewed the students’ vocabulary.

b. Checked the students’ vocabulary pronounce and write based

on topic.

c. The researcher gave conclusion of the materials.

d. Gave written test to students individually at the end of each

cycle.

After applying vocabulary techniques to objects in cycle I,

tests for this cycle are administered. The test actually aims to find

out students' vocabulary mastery after applying vocabulary

techniques with objects. It was conducted in November 2018.

c. Observation

The action in the first cycle was carried out in four

meetings. The meeting will be held on October 24, 2018, October

31, 2018, November 7, 2018, and November 14, 2018. The topics

of the first cycle are objects that are in school and objects that are

in the class. Topics chosen in this cycle are based on four aspects

of vocabulary. They are high frequency words, technical words of

technical words and, words of low freelance, however, the material

in this cycle is explained about objects in the class. This mostly

uses high frequency word vocabulary. This is because of the low

level of students in this aspect.

 63

Readiness of students to receive a subject matter. Students

enter the class on time, prepare learning equipment such as books,

pens, and do not do other work that will disrupt the learning

process. Observations were made to find out about teaching and

learning activities, student activities, learning equipment, student

responses and student participation in learning activities.

During Cycle I the total physical response to the object is

used in each meeting except the test in the last meeting.

Implementation using this technique aims to help students

memorize and see their vocabulary related to the topic given in an

interesting way and build their enthusiasm in learning. This

technique is done after I give students some objects to help them

find vocabulary about the topic. The students were very

enthusiastic in learning vocabulary using objects. That's because

teachers never use new techniques to teach vocabulary.

When studying, students are more active and enjoy

learning. That can be seen in their participation. This shows that

students begin to be more active in teaching the vocabulary

learning process using objects, although half of the students are

still less active.

 64

d . The result of test in cycle 1

Table 4.2 The result of test in cycle 1

No Qualification Number of Student Percentage
(21 Students)
1 Excellent 0 0%
2 Good 3 14%
3 Moderate 9 43%
4 Low 7 33%
5 Fail 2 10%

From the table above, it shows that students' vocabulary mastery

consists of 14% good (achieved by 3 students), 43% moderate

(achieved by 9 students), 33% low (achieved by 7 students) and 10%

failed (achieved by 2 students). Calculations show that mastery of

student vocabulary after being given an action is 65.2%. It was still

categorized Moderate in appendix.

Graphically, the students’ score on cycle 1 can be seen as

follow:

Chart 4.2
Percentage of Students' Vocabulary
Score in Cycle 1

43%
33%

14%
10%
0%

Excellent Good Moderate Low Fail

 65

Based on Figure 4.2, students' ability in mastering English

vocabulary is still low, only a few students get good grades, but many

students get enough grades. Although, there are still students who get

low scores and fail. There is still an increase compared to the first score

in the pre-assessment.

Based on the interview that was done to some students, there

were only a few students understood what was being taught. They had

less practice for high frequency words, academic words, technical

words, and low frequency words.

e. Reflection

In the application of learning by using objects in the first cycle,

there are some good things that have been achieved. However, there are

some things that must be rearranged and changed. The following good

things have been achieved in cycle I.

a. Comparing to the Pre-assessment test, the students achievement in

mastering vocabulary in cycle I increased eventhough the average

score of the students was still low At the beginning, students'

average score was 56.4%, while in cycle 1 was 65.2 %. However,

though there was any improvement toward students vocabulary

mastery, the target of this research was not achieved yet.

On the other handed, in the implementation of cycle 1, there

were some things that had not been achieved well, and must be

organized and changed. The following are:

 66

a) Students still lack focus when learning, encouragement to ask

students to stay focused on learning is not very successful. They

feel lazy and say that it's difficult. That's because students lack

motivation in learning, therefore using TPR with objects can

change students' enthusiasm in learning, although some students

are diligent, at least there are many students who are eager to learn.

b) There are some students who have not dared to come to the front of

the class to learn physical response to objects, it is because of the

lack of courage of students to be the best examples of classmates,

but there are also students who are eager and courageous to show

objects in class when the learning process takes place.

c) Learning techniques using objects successfully motivate students to

learn vocabulary. They enjoy the atmosphere in the classroom and

observe objects in their classrooms. But there are a few words that I

found, students have not been able to pronounce the vocabulary

correctly in English.

d) In general, the pronunciation of students is not corrected during the

teaching and learning process. Students are asked to repeat the

words after me or the students say the truth.

3. Description of Cycle II

Cycle II was carried out as a follow-up cycle 1. In the first cycle the

researchers were not satisfied with the results of the student scores. In the
 67

second cycle, researchers tried to be more creative in applying teaching

vocabulary using Total Physical Response with object. The aim is to

increase vocabulary in learning English, active students and student grades.

The cycle II procedure is carried out as follows:

a. Planning

The action plan for cycle II is a continuation of the actions

taken in cycle I. However, in the second cycle, there were several

things that were reorganized:

a. Preparing a set of classroom instruction to implement the action.

a) Prepare materials, make lesson plans, and design steps in carrying

out actions.

b) Prepare a list of students, names, and assessments.

c) Prepare teaching goals.

d) Prepare a sheet for class observation (to find out the situation of

the teaching and learning process when TPR with objects is

applied)

e) Prepare the test for cycle II (to find out whether the student's

vocabulary will increase or not)

b. Considering that students become more active when they are given

new techniques in learning that make students comfortable and

relaxed. Researchers plan to make students more active in activities

at each meeting during Cycle II.

 68

c. Pronunciation aims to make students have better pronunciation. In

other words, it helps students to improve their pronunciation more

accurately. As found in Cycle 1, the pronunciation of students is still

bad. Therefore, research plans to continue to provide feedback on

student pronunciation to improve their ability to say new words so

that they do not make the same mistakes in the next activity.

b. Implementation

The implementation of action I was done on November 17,

2018, November 19, 2018, and November 21, 2018. In this step the

researcher applied the lesson plan. The following procedure of action

II:

1) Pre-learning activities

a. Teachers greet students.

b. Teacher asks students to read Basmallah before starting lesson.

c. Teacher checks student attendance.

d. Teacher asking the students some questions related to the

topic.

e. Introducing some words that related to the topic to the

students.

2) While learning activities

a. The teacher introduces objects around the class.

b. While looking at the objects in the classroom, the teacher asks

students about the kinds of objects and types of feelings or

 69

actions. the teacher speaks the words correctly together and the

individual, after which the teacher writes it on the blackboard.

c. Then the teacher asks the students to repeat it over and over

and ask them to write the words in their book.

3) Post learning activities

a. Teacher helped students to conclude the material they had

learnt.

b. Teacher asked students to please study at home and had more

practice.

c. At the end of the lesson, the teacher gave the students a short

test. This activity was to check students‟ understanding about

this lesson.

d. The researcher and Collaborator observed and evaluated

students‟ activity during teaching and learning process.

c . Observation

Cycle II consists of three meetings. The action was carried out

on November 17, 2018, November 19, 2018, and November 21,

2018. By implementing a total physical response with object.

Students learn two topics about classroom equipment and school

supplies. The topics chosen in this cycle are based on four aspects of

vocabulary. They are high frequency words, academic words,

technical words and, low frequency words. The teaching and

 70

learning process in Cycle II will be discussed in the description

below.

Based on the problems found in Cycle I that some students

still haven't brought focus. In this cycle, I ask students to stay

focused and pay attention to the teacher when explaining, with this

the researcher uses objects in learning so that students continue to

see and focus ahead when the researcher explains.

The use of English during the teaching and learning process

has effectively increased the ability of students to use language.

They easily understand some expressions that are usually used in

class interactions. That shows that they are used to expressions. They

are also able to answer or answer my questions.

In conclusion, students enjoy learning new vocabulary through

objects can encourage students to learn new words. Some students

say that the objects in the class they see make it easier for them to

memorize vocabulary. Their ability to memorize words and help

them apply words to assignments easily. This is a good improvement

since the total physical response with object in Cycle II is

competitive and pleasant. Researchers feel that there is an increase in

motivation and competitiveness of the students. The main activities

in the class can be done smoothly.

 71

d . The result of test in cycle II

Table 4.3 The result of test in cycle II

No Qualification Number of Student Percentage
(21 Students)
1 Excellent 2 10%
2 Good 6 28%
3 Moderate 9 43%
4 Low 4 19%
5 Fail 0 0%

From the table above, it shows that students' vocabulary mastery

consists of 10% very good (achieved by 2 students), 28% good (achieved

by 6 students), 43% moderate (achieved by 9 students), and 19% low

(achieved by 4 students). Calculations show that mastery of student

vocabulary after being given an action is 75.2%. It was still categorized

good in appendix.

Based on interviews conducted on several students, most students

understand what is being taught. They practice a lot of high frequency

words, academic words, technical words, and low frequency words.

This informs students' abilities in mastering English vocabulary

after researchers apply the use of total physical responses to objects.

Graphically, student scores in cycle II can be seen as follows:

 72

Chart 4.3
Percentage of Students' Vocabulary
Score in Cycle II

43%

28%
19%
10%
0%

Excellent Good Moderate Low Fail

Figure 4.3: Students Vocabulary Ability Score in Cycle II

Based on Figure 4.3, students' abilities in English vocabulary are

good. No qualified students fail and only a few students get low scores.

Even through, it decreases compared to the score in the pre-assessment

and cycle I. The researcher feels that the use of the total physical response

with object is effective enough to improve students' vocabulary mastery.

e. Reflection

In the implementation of total physical response with object in the

second cycle, there are several improvements that have been achieved. The

following are improvements that have been achieved in cycle II.

1) Compared with cycle I, student achievement in mastering vocabulary

in cycle II increases. In the first cycle, the average score of students

was 65.2% while in the second cycle it was 75.2%.

2) Active students increase. This is indicated by the majority of students

paying attention to the teacher's explanation, most of them focus on

 73

the material provided. actively participate in the class, and most of

them understand the material provided.

3) Increase students in mastering vocabulary. They can memorize new

words easily. Because the total physical response with object has the

purpose of increasing students 'vocabulary mastery, I have effectively

implemented techniques to improve students' vocabulary mastery.

4. Post Test

Post-test were conducted on November 23, 2018. The researcher

conducted a post test at the end of the study to investigate that peer tutoring

classes could improve students' vocabulary mastery. The material used by

the Post-Test is accurately the same as the ingredients in the diagnostic test.

The results of that can be seen in the following table.

Table 4.4 The result of post test

No Qualification Number of Student Percentage
(21 Students)
1 Excellent 3 14%
2 Good 8 38%
3 Moderate 10 48%
4 Low 0 0%
5 Fail 0 0%

Based on the table, it shows that mastery of student vocabulary

consists of 14% excellent (achieved by 3 students), 38% good (achieved by

8 students), and 48% moderate (achieved by 10 students). Calculations

show that mastery of student vocabulary after being given an action is

80.7%, which was categorized excellent. The detail table of the result was

displayed in appendix.
 74

This informs students' abilities in mastering English vocabulary after

researchers apply the use of total physical responses to objects. Graphically,

student scores in post test can be seen as follows:

Chart 4.4
Percentage of Students' Vocabulary
Score in Post test
48%
38%

14%

0% 0%

Excellent Good Moderate Low Fail

Figure 4.4: Students’ Vocabulary Ability Score in Post Test

Based on Figure 4.4, students' abilities in English vocabulary are

excellent. There are no students who are low qualified or fail. Many

students get moderate, good, and excellent grades. Researchers feel that the

use of techniques taught to students is effective enough to improve students'

mastery of vocabulary.

5. The Analysis of The Pre-Assessment and Post Test

In analyzing the test of pre-assessment test and cycle II, the scores

are compared to see whether the action had an improvement or not.

Table 4.5 The analysis of the Percentage of Students’ Average Score in Pre-
Assessment and Post Test
Persentage of students’ Average scores Increasing
Pre-assessment test Post – test
56,40 % 80,70 % 24,30 %
 75

From the table above, the prcentage of sudents' average score of Pre-

assessment test was 56.40 % and post test test was 80,70 % . It could be

concluded that students' average score in Pre-assessment test was smaller

that post test. The increasing of students' average score in Pre-assessmernt

test to post test was 24.30 % .

The students' scores in mastering English vocabulary started from

pre-assessment, cycle 1, cycle II, and post test.

Table 4.5 The Distribution of Students’ Ability Vocabulary on Pre-

Assessment, Cycle I, Cycle II, and Post test

Score Category Pre-Assessment Cycle I Cycle II Post Test

Interval
F P F P F P F P
90-100 Excellent 0 0% 0 0% 2 10% 3 14%
80-89 Good 1 5% 3 14% 6 28% 8 38%
65-79 Moderate 6 28 % 9 43% 9 43% 10 48%
45-64 Low 10 48 % 7 33% 4 19% 0 0%
0-45 Fail 4 19 % 2 10% 0 0% 0 0%

Based on table 4.5 from the results of the above research, it can be

seen clearly that the pre-assessment results and the entire cycle showed an

increase in the mastery of students' vocabulary. This can be seen from the

average score of several pre-assessments (56.4), cycle I (65.2), cycle II

(75.2) and post test (80.7) in other words, the use of total physical response

with object can improve students’ mastery of vocabulary.

In general, the improvement achieved by students from diagnostic

test, pre-assessment, cycle I, cycle II, and post - Test could be seen as in the

following chart.
 76

Pre-assessment Cycle I Cycle II Post test

48% 48%
43%43%
38%
33%
28% 28%

19% 19%
14% 14%
10% 10%
5%
0%0% 0% 0%0%

Excellent Good Moderate Low Fail

Figure e 4.5: Student Vocabulary Ability Score in Pre-assessment, Cycle I,

Cycle II, and Post test.

Based on Figure 4.5 the ability of students to master English

vocabulary is very good. There is an increase in students' ability to master

English vocabulary, comparing between pre-assessment, cycle I, cycle II, and

post test. This shows that most of the student grades are in the excellent,

good, and average categories.

B. Discussion

The results showed that mastery of student vocabulary increased after

the action was given to students’. The results of this study also show that the

use of total physical response in vocabulary teaching can be useful to improve

students’ vocabulary mastery, objects and additional actions succeed in

improving students' vocabulary mastery for two cycles. The findings can be

concluded from observations of the teaching and learning process, interviews

 77

with students’ and collaborators, and questionnaires given at the end of cycle

II.

Because action research depends not only on the process, English

teachers and researchers assess the mastery of students' vocabulary as a

product of the teaching and learning process. As planned before the

researcher conducted a vocabulary test to find out whether mastery of

students' vocabulary increased or not after I conducted a diagnostic test for

students’.

During the implementation of the total physical response with object

technique in the first cycle, researchers found that not all students gave

attention to the teacher's explanation. Only a few students are active during

the teaching and learning process. Interaction between students and other

people and teachers is low. This shows that the research target has not been

achieved.

During the implementation of the total physical response with object

in cycle II, there were several improvements that had been achieved. Student

achievement in mastering vocabulary in cycle II increased. Active students

increase. This is indicated by the majority of students paying attention to the

teacher's explanation, most of them actively participated in the class, and

most of them understood the material provided. Student mastery for high

frequency words, academic words, technical words, and low frequency words

increases. It is shown by their ability to complete tasks and how they explain

material.
 78

Based on the findings above, actions in Cycle I and Cycle II,

collaborators agreed to stop the study until this cycle. Implementation of

objects and complementary actions successfully completes the objectives of

the action for two cycles. The purpose of increasing mastery of student

vocabulary is determined based on field problems and needs. Actions

planned, acted, observed and reflected lead to the need to provide general

findings. The findings of this action can be concluded from observations of

the teaching and learning process and interviews with students and teachers.

In short, improving the teaching and learning process during Cycle I and

Cycle II.

The action was carried out, most students became more active in the

teaching and learning process. The use of objects is new to students, so they

are interested in learning English. This helps students build their enthusiasm

to learn new words. They are active during learning and the most important

thing is to help students memorize and understand new words easily in

interesting ways. I also gave them a prize that got the highest score, so the

students got more motivation to improve their English vocabulary. As a

result, they easily memorized the words used with the object. This is

evidenced by the student vocabulary test after implementation. The test

compares students' vocabulary skills before and after implementation. The

average score from the last post-test (80, 7%) was higher than the average

diagnostic test (56.4%). This shows that Total Physical Response with Object

effectively increases student mastery of vocabulary.

 79

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter present the conclusion an suggestion related to the result of the

research.

A. Conclusion

Based on the findings and discussion of the research in the previous

chapter, the researcher draws the following conclusions:

mastery of fifth grade vocabulary in SD N 56 Bengkulu in the

2018/2019 academic year in the Pre-assessment test included in the "low"

category which was categorized as the average score (56.4). After taking

action for two cycles, mastery of students' vocabulary increased significantly.

Student scores in the Post-test were included in the "excellent" category with

an average score (80.7). That is a Total Physical Response with object

technique to improve the mastery of English vocabulary of fifth grade

students from SD N 56 Bengkulu academic year 2018/2019.

B. Suggestion

After conducting this research, this researcher suggested the following.

1. For the students

Students must pay attention to the teacher when the teacher

delivers the material so that they understand the material. Students must

also bring a dictionary to help them enrich their vocabulary.

 80

2. For the teachers

The teacher must teach students to use interesting media,

techniques, and methods so that students enjoy the learning process and

understand the material easily. One technique that researchers

recommend is Total Physical Response with object. In addition, this kind

of teaching and learning techniques should not always be applied to

teaching reading only but can be applied to other language skills as well,

such as for, vocabulary and speaking classes.

3. For the researchers

The researcher hopes that this thesis can be useful for readers. So,

the use of total physical response with objects is to increase student

mastery. In addition, researchers can advise subsequent researchers to

conduct further research that can improve this research, because this

research can actually be extended to other subjects and also in different

settings.
 81

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Bahtiar, Y. (2017). Using the total physical response to improve students’

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Brumfit, C. (1997). How applied linguistics is the same as any other science.
International Journal of Applied Linguistics, 7(1), 86-94.

Burns, A. (2001). Doing action research in English language teaching. New York
& london: Routledge.

Cameron, L. (2001). Teaching language to young learners. New York: Cambrige

University Press.

Harmer, J. (1998). How to teach English, an introduction to the practice of

English language teaching. Boston: Pearson Longman.

Harmer, J. (2001). The practice of English language teaching (3rd ed). Boston:
Pearson Longman.

Harmer, J. (2007). The practice of English language teaching (4th ed). Boston:
Pearson Longman.

Linse, T. C. (2005). Practical English language teaching: Young learners. New

York: McGraw-Hill.

Nation, I. S. P. (2001). Learning vocabulary in another language. New York:

Cambridge University Press.

Reilly, V., & Ward, S. M. (1997) Very young learners. Oxford: Oxford University
Press.

Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language

teaching. New York: Cambrige University Press.
 82

Sariyati, I. (2017). The effectiveness of TPR (total physical response) method in

English vocabulary mastery of elementary school children. Education
Journal, 11(1), 38-49.

Schmitt, N. (2002). Vocabulary in teaching. New York: Cambridge University

Press.

Scott, W., & Yatesberg, L. (1990). Teaching English to children. London:

Longman.

Simatwa, W. M. (2010). Piagetis theory of intellectual development and its

implication for instructional management at presecondary school level.
Educational research and reviews, 5(7), 366-371.

Thombury, S. (2002). How to teach vocabulary. England: Longman Pearson.

Wilkins, D. A. (1972). Linguistics in language teaching. Australia: Edward

Arnold.
 83

S
 84

Type of Vocabularies Part of Meaning

Vocabulary Speech
 High frequency
words Ball Noun Bola
Big Adjective Besar
Book Noun Buku
Boy Noun Laki-laki
Car Noun Mobil
Cat Noun Kucing
Dog Noun Anjing
Goat Noun Kambing
Diligent Adjective Rajin, tekun
So Adverb Jadi
Stop Verb Berhenti
Top Noun Atas
Two Noun Dua
After Adverb Setelah
Baby Noun Bayi
Feel Verb Merasa
Five Noun Lima
Long Adjective Panjang
Make Verb Membuat
Seven Noun Tujuh
Sick Noun Sakit
Small Noun Kecil
Back Adverb Kembali
Bag Noun Tas
Best Adjective Terbaik
Brown Noun Coklat
Bus Noun Bus
Cake Noun Kue
Call Verb Memanggil
City Noun Benda
Doll Noun Boneka
Door Noun Pintu
Foot Noun Kaki
Game Noun Permainan
Happy Adjective Gembira
Ice Noun Ice
Milk Noun Susu
Name Noun Nama
 85

Open Adjective Buka

Black Adjective Hitam
Blue Noun Biru
Full Noun Penuh
Green Noun Hijau
Live Verb Tinggal
Hot Adjective Panas
Run Verb Lari
Red Adjective Merah
Sleep Verb Tidur
Sing Verb Bernyayi
Food Noun Makan
Rain Noun Hujan
Read Verb Membaca
Today Adverb Hari ini
White Noun Putih
Night Noun Malam
Run Verb Lari, menjalankan
Cow Noun Sapi
Ship Noun Kapal
Eat Verb Makan
Bring Verb Membawa
Brother Noun Saudara laki-laki
Change Verb Merubah, menukar,
mengganti
Clean Adjective Bersih
Girl Noun Perempuan
Give Verb Memberi
Goat Noun Kambing
Hard Adjective Keras, sukar, susah
Good Adjective Baik, bagus
Read Verb Membaca, bacaan
Rain Noun Hujan
Rabbit Noun Kelinci
Put Verb Meletakan,
menaruh
Part Noun Bagian
Page Noun Halaman
Pay Verb Membayar, upah
Only Adjective Satu-satunya,
tunggal
 86

Next Adjective Yang berikutnya

More Adjective Lebih banyak
Soon Adverb Segera, sebentar
lagi
Start Verb Mulai
Stay Verb Berdiam, tetap
Still Adverb Masih, tetaplah
Story Noun Cerita, kisah,
riwayat
Take Verb Membawa
Tell Verb Mengatakan,
menceritakan
Shop Noun Toko, kedai,
warung
Road Noun Jalan
Late Adjective Telat
Little Noun Sedikit
Drive Verb Mengendarai,
menyetir
Keep Verb Menaruh,
menyimpan
Homework Noun Mengerjakan
pekerjaan rumah
Sing Verb Menyanyikan,
bernyanyi
 Academic
words Approach Noun Pendekatan
Assessment Noun Penilaian
Assume Verb Menduga,
mengansumsikan
Authority Noun Kewenangan
Available Adjective Tersedia
Benefit Noun Keuntungan,
mengambil manfaat
Create Verb Menciptakan
Derive Verb Mendapatkan dari
sesuatu
Environment Noun Lingkungan
Eatablish Adjective Mendirikan
Evidence Noun Bukti
Formula Noun Rumus
Involve Adverb Melibatkan
Issue Verb Masalah, topik,
 87

terbit
Labor Noun Tenaga kerja
Major Noun Bidang studi, utama
Occur Verb Terjadi
Policy Noun Kebijakan
Require Verb Mempersyaratkan
Role Noun Peran
Significant Adjective Penting, berarti
Similar Adjective Mirip
Source Noun Sumber
Achieve Verb Mencapai
Acquire Verb Memperoleh
Affect Verb Mempengaruhi
Appropriaite Adjective Pantas, tepat
Assistance Noun Bantuan
Chapter Noun Bab
Commission Noun Komisi
Conclusion Noun Kesimpulan
Conduct Verb Melaksanakan
Consequences Noun Konsekuensi, akibat
Distinction Noun Perbedaan
Equation Noun Persamaan
Features Noun Ciri-ciri
Impact Noun Dampak
Injury Noun Luka
Institute Noun Menetapkan
Investment Noun Investasi
Items Noun Benda, hal
Maintain Verb Merawat, menjaga
Obtain Verb Mendapatkan
Perceive Verb Menganggap,
memandang
Previous Adjective Sebelumnya
Primary Noun Utama
Purchase Verb Pembelian
Rage Noun Rintangan
Region Noun Daerah
Resident Noun Penghuni
Resources Noun Sumberdaya
Restrict Verb Membatasi
Seek Verb Mencari
 88

Select Adjective Menyeleksi

Site Noun Lokasi
Circumstance Noun Kondisi
Consent Noun Persetujuan
Considerable Adjective Cukup besar
Constraints Noun Kendala
Convention Noun Konveksi
Core Noun Inti
Corporate Adjective Perusahaan
Corresponding Adjective Yang berkaitan
Deduction Noun Pengurangan
Emphasis Noun Penekanan
Ensure Verb Memastikan
Exclude Verb Mengeluarkan
Framework Noun Kerangka kerja
Funds Noun Dana
Imply Verb Mengimplikasikan
Initial Noun Awal
Intance Noun Contoh
Justification Noun Pembenaran
Layer Noun Lapisan
Link Noun Hubungan
Outcomes Noun Hasil
Partnership Noun Kemitraan
Physical Noun Fisik
Publish Verb Menerbitkan
Reliance Noun Ketergantuangan
pada sesuatu
Remove Verb Memindahkan
Scheme Noun Skema
Sequence Noun Urutan
Shift Verb Berpindah
Specify Verb Memerinci
Sufficient Adjective Memadai
Task Noun Tugas
Annual Adjective Tahunan
Apparent Adjective Jelas
Approximate Adjective Menyerupai
Attitude Noun Sikap
Attribute Noun Menyatakan sesuatu
adalah penyebab
 89

Civil Adjective Sipil

Cycle Noun Siklus
Emerge Verb Muncul
Goal Noun Tujuan
Grant Noun Memberikan
Impose Verb Menerapkan sesuatu
Investigate Verb Menyelidiki
Obvious Adjective Jelas
Occupation Noun Pekerjaan
Option Noun Pilihan
Overall Adjective Kelurahan
Phase Noun Fase
Predict Verb Meramalkan
Principal Adjective Utama
Prior to Noun Sebelumnya
Promote Verb Mempromosikan
Regime Noun Rezim
Resolution Noun Pemecahan
Retain Verb Mempertahankan
Subsequent Adjective Berikutnya
Undertake Verb melakukan
 Technical
Words Complex Noun Komplek, asrama
Device Noun Alat, perlengkapan
Diversion Noun Hiburan, pengalihan
Capacity Noun Kapasitas
Erosion Noun Erosi, pengikisan,
longsor
Permeability Noun Kesarangan,
Kelolosan
Significantly Adverb Dengan mantap
Augmentation Noun Tambahan
Implement Noun Alat, peralatan
Consumption Noun Konsumsi,
pemakaian
Extraction Noun Pencabutan
Collateral Noun Tambahan,
keturunan
Flotation Noun Pengapungan
Default Noun Kegagalan,
kelalaian
Stagnant Adjective Menggenang
 90

Amalgamation Noun Percampuran,

penggabungan
Distress Noun Berbahaya,
kesungkaran
Migrant Noun Pekerja yang
berpindah
Rural Adjective Pedesaan
Urban Adjective Yang berkaitan
dengan kota
Cramped Noun Sempit, tulisan yang
kecil
Statistics Noun Ilmu statistik
Recruit Noun Cepat rekrut, calon
Import Noun Impor, kepentingan
Spell Verb Mengeja,
mengindikasikan
Genius Noun Kecerdasan pikiran
Stimulus Noun Perangsang
Nucleus Noun Inti, pusat
Uranium Noun Uranium
Fission Noun Pembelahan,
pembagian
Disposal Noun Pemusnahan,
pembersihan
Core Noun bagian tengah biji
Coolant Noun Pendingin
Breeder Noun Perternak
Radiation Noun Radiasi,
pemancaran,
penyinaran
Hazard Noun Bahaya, risiko
Contamination Noun Pengotoran,
pencemaran
Fiction Noun Fiksi, cerita rekaan
Fantasy Noun Khayalan, lamunan
Extraterrestrial Noun Luar angkasa
Robot Noun Manusia mesin
Sensor Adjective Sensor
Natural language Noun Bahasa ilmiah
Artificial Adjective Tituan, dibuat-buat,
buatan
Intelligence Noun Kecerdasan,
inteligensi
 91

Chip Noun Keping, bilah, tatal

Semiconductor Noun Semipenghantar
Microprocessor Noun Mikro prosesor
Playing Verb Bermain, permainan
Enforce Verb Menyelenggarakan,
menjalankan
Fatal Adjective Ynag menimbulkan
bencana
Violation Noun Pelanggaran
Pedestrian Noun Pejalan kaki, tidak
menarik,
Stringent Adjective Ketat
Regulation Noun Peraturan
Stray Adjective Sesat, kesasar
Congestion Noun Kemacetan
Hazard Noun Bahaya, resiko
Heritage Noun Warisan, pusaka
Intact Adjective Utuh, lengkap
Panorama Noun Panoramas,
Pemandangan yang
luas
Exotic Adjective Eksotis
Repository Noun Tempat
penyimpanan,
gudang
Lush Adjective Subur, lebat
Spectacular Noun Hebat, spektakuler,
mengagumkan
Tranquil Adjective Tenang, hening,
sentosa
Sanctuary Noun Tempat
perlindungan
Diversity Noun Perbedaan
Technology Noun Teknologi
Appropriate Adjective Tepat, cocok,
pantas
Exploitation Noun Esploitasi,
pengharapan
Indigenous Noun Pribumi
Innovative Adjective Inovativ
Porridge Noun Bubur
Husk Noun Kulit ari
Nutrition Adjective Ilmu gizi
 92

Extraction Noun Pencabutan

Indispensable Adjective Sangat diperlukan
Anticipate Verb Mengantisipasi
Transaction Noun Transaksi
Casual Adjective Kebetulan, sepintas,
sementara
Enclosure Noun Lampiran
Informal Adjective Tidak resmi, biasa
Instant Noun Saat, jenak, segera
Feedback Noun Pengaruh arus balik
Conservation Noun Pengawetan,
perlingdungan alam
Genetics Noun Ilmu keturunan
Amphibian Noun Berhubungan
dengan amphibi
Submergence Noun Pencelupan
Ecology Noun Ekologi
Afforestation Noun Penanaman hutan
Repercussion Noun Reaksi, akibat
 Low frequency
words
Abjure Verb Mengharamkan
Apparent Adjective Nyata, jelas
Benediction Noun Doa, ucapan syukur
Dawn Noun Subuh, fajar
Dissipate Verb Menyia-nyiakan
Dive Verb Menyelam
Disseminating Verb Penyebaran
Extraneous Adjective Tidak sesuai
Brain Noun Otak
Interdict Verb Melarang
Leave Verb Meninggalkan
Grapple Verb Bergulat,
memegang erat
Fair Adjective Adil
Folder Noun Map, berkas
History Noun Sejarah
Tender Adjective Lembut
Sharp Noun Tajam
Satisfied Adjective Puas
Rude Adjective Tidak sopan, kasar
Peak Noun Puncak
 93

Credence Noun Kepercayaan

Disburse Verb Membayar
Hawker Noun Penjaja
Secret Noun Rahasia
Key Noun Kunci
Join Verb Bergabung
Harm Verb Merugikan,
membahayakan,
melukai
Hell Noun Neraka
Hide Verb Bersembunyi,
menyembunyikan
Identical Adjective Sama persis, serupa
Judge Noun Hakim, wasit, juri
Grudge Noun Dendam
Gun Noun Senapan, meriam
Doubt Noun Ragu-ragu
Libel Noun Fitnah
Malevolent Adjective Yang berhati
dengki, jahat
Perjury Noun Sumpah palsu
Providential Adjective Bernasib baik
Revelation Noun Wahyu
Shovel Noun Sekop
Verbose Adjective Bertele-tele
Succinct Adjective Ringkas, singkat
Lugubrious Adjective Murung, penuh
kesedihan
Reviled Verb Dicaci
Askew Adverb Miring
Sew Verb Menjahit
Wick Noun Sumbu
Vial Noun Botol kecil
Intrepid Adjective Pemberani, berani
Scurrilous Adjective Kasar, kotor, keji
Timidity Noun Takut-takut malu-
malu
Turbulent Adjective Goncangan,
bergolak
Cursory Adjective Sepintas
Gyrate Verb Berputar
Imbibe Verb Meminum
 94

Zeal Noun Kegiatan, semangat

Garish Adjective Yang berkilat-kilat
Peremptory Adjective Yang harus di taati
Inexrable Adjective Tidak dapat di
tawar-tawar
Tractable Adjective Penurut
Extricate Verb Melepaskan
Indulge Verb Memanjakan
Credence Noun Kepercayaan
Hostile Adjective Bermusuhan
Hustle Noun Keramaian
Dyslexia Noun Ketidak mampuan
Fidelity Noun Kesetiaan, ketaatan
Intercede Verb Mengetengahkan
Fiduciary Adjective Gadaian
Gratuitous Adjective Tanpa sebab
Malign Verb Memfitnah
Interdict Verb Melarang
Respective Adjective Masing-masing
Corruption Noun Kecurangan
Profound Adjective Lebih mendalam
Elucidate Verb Menjelaskan,
menguraikan
Revelation Noun Wahyu
Chalk Noun Kapur
Camouflage Noun Penyamaran
Burden Noun Beban
Bald Adjective Gundul, botak
Bizarre Adjective Aneh, ajaib,
mengerikan
Befall Verb Menimpa, hancur,
runtuh
 95

SCHOOL : PRIMARY SCHOOL

NAMA SEKOLAH : SDN 56 BENGKULU
MATA PELAJARAN : BAHASA INGGRIS
CLASS/SEMESTER : V/ 1
TAHUN PELAJARAN : 2017/2018
SKILL : VOCABULARY

Standar kompetensi :
- Siswa mampu memahami instruksi sangat sederhana dengan tindakan
dalam konteks ruang kelas, sekolah, dan siswa mampu menerapkan kosa
kata yang diberikan.
Kompetensi dasar :
- Mengidentifikasi fungsi sosial, menanggapi instruksi sangat sederhana
dengan unsur kebahasaan teks intraksi interpersonal lisan dan tulis yang
melibatkan tindakan dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Kisi-kisi soal
No Vocabulary Item List of Type of noun Total Max
Aspect number vocabulary Point
1 High 1, 2, 3, 5, Book, Concrete noun 30 2,5
frequency 6, 7, 9, Drawing Compound noun
words 12, 13, book, Concrete noun
14, 15, Dictionary, Concrete noun
16, 17, Crayon, Compound noun
18, 19, Color Concrete noun
21, 22, marker, Concrete noun
23, 24, Chair, Compound noun
25, 26, Table, Concrete noun
27, 29, Pencil case, Concrete noun
30, 32, Ballpoint, Concrete noun
33, 34, Pencil, Concrete noun
38, 39, Whiteboard, Concrete noun
40 Ruler, Concrete noun
Hat, Concrete noun
Bag, Concrete noun
Shoes, Compound noun
Ballmarker, Concrete noun
Broom Concrete noun
stick, Compound noun
Clock, Compound noun
Eraser, Concrete noun
Trash can, Concrete noun
 96

Floor mop, Concrete noun

Broom, Concrete noun
Tie, Compound noun
Belt, Compound noun
Curtain, Concrete noun
Table cloth, Concrete noun
Table Concrete noun
flowers,
Trousers,
Shorts,
Socks.
2 Academic 35, 37 Formula, Collective noun 2 2,5
Words Site. Collective noun
3 Technical 36 Energy. Material noun 1 2,5
Words
4 Low 4, 8, 10, Abacus, Concrete noun 7 2,5
frequency 11, 20, World map, Compound noun
words 28, 31 Sharpener, Concrete noun
Cupboard, Concrete noun
Dust pan, Compound noun
Duster, Concrete noun
Flagpole. Concrete noun
Jumlah Soal 40 2,5
 97

Kartu soal
No. Soal: 1 Level kognitif: C1 C2 (C3) C4 C5 C6
Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

This is my . . .
a. Binders c. Dictionarys
b. Books d. Drawing books
Kunci jawaban B

No. Soal: 2 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

I have three . . .
a. Dictionarys c. Writing papers
b. Binders d. Drawing books
Kunci jawaban D

No. Soal: 3 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
 98

konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

This book is . . .
a. a book c. a drawing book
b. a dictionary d. a binder
Kunci jawaban B

No. Soal: 4 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Low frequency words
Butir soal

It is an . . .
a. Abacus c. Calculator
b. chalk d. Marker
Kunci jawaban A

No. Soal: 5 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
 99

Butir soal

What is the picture about . . . ?

a. This is crayon c. This is ballpoint
b. This is pencil d. this is marker
Kunci jawaban A

No. Soal: 6 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

I have . . .
a. Color markers c. Ballpoints
b. Color pencils d. Crayons
Kunci jawaban A

No. Soal: 7 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

It is a . . .
a. Ruler c. Table
b. Cupboard d. Chair
Kunci jawaban D
 100

No. Soal: 8 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Low frequency words
Butir soal

What is this . . . ?
a. This is a map c. This is ictionary
b. This is drawing book d. This is note book
Kunci jawaban A

No. Soal: 9 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

It is a . . .
a. Chair c. Cupboard
b. Table d. Floor
Kunci jawaban B

No. Soal: 10 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
 101

Lexico gramatical The use of Noun

features
Vocabulary Aspect Low frequency words
Butir soal

This is a . . .
a. Pencil case c. Sharpener
b. Maker d. Eraser
Kunci jawaban C

No. Soal: 11 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Low frequency words
Butir soal

Save a book in the . . .

a. Floor c. Chair
b. Table d. Cupboard
Kunci jawaban D

No. Soal: 12 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

Save the pen in . . .

a. The pencil case c. The cupboard
 102

b. The tapered d. The scissors

Kunci jawaban A

No. Soal: 13 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

This is my . . .
a. Eraser c. Pencil
b. Ballpoint d. Marker
Kunci jawaban B

No. Soal: 14 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

I have one . . .
a. Pencil c. Eraser
b. Pen d. Crayon
Kunci jawaban A

No. Soal: 15 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
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dalam konteks ruang kelas dan sekolah sesuai dengan

konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

What is this . . . ?
a. This is a whiteboard c. This is a blackboard
b. This is a chair d. This is a paper clips
Kunci jawaban A

No. Soal: 16 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

It is a . . .
a. Bag c. Eraser
b. Chalk d. Ruler
Kunci jawaban D

No. Soal: 17 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
 104

Butir soal

This is my . . .
a. Hat c. Socks
b. Tie d. Shoes
Kunci jawaban A

No. Soal: 18 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

I have a new . . .
a. Shirts c. Shoes
b. Bag d. Bow
Kunci jawaban B

No. Soal: 19 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

These are my . .
a. Hat c. Sandals
b. Shoes d. Socks
Kunci jawaban B
 105

No. Soal: 20 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Low frequency words
Butir soal

This is a . . .
a. Dust pan c. Broom
b. Duster d. Floor Mop
Kunci jawaban A

No. Soal: 21 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

What is this . . .
a. BallMarker c. Ballpoint
b. Ruler d. Pen ink
Kunci jawaban A

No. Soal: 22 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
 106

Lexico gramatical The use of Noun

features
Vocabulary Aspect High frequency words
Butir soal

What is the picture abouve . . . ?

a. a trash can c. a floor mop
b. a broom stick d. a duster
Kunci jawaban B

No. Soal: 23 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

This is my . . .
a. wristwatch c. alarm clock
b. clock d. wall display
Kunci jawaban B

No. Soal: 24 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

I have one . . .
a. Calculator c. Eraser
b. Duster d. Crayon
Kunci jawaban C
 107

No. Soal: 25 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

What is this . . .
a. a whiteboard c. a blackboard
b. a trash can d. a dust pan
Kunci jawaban B

No. Soal: 26 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

It is a . . .
a. Broom c. Trash can
b. Duster d. Floor mop
Kunci jawaban D

No. Soal: 27 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
 108

features
Vocabulary Aspect High frequency words
Butir soal

This is my . . .
a. Broom c. Trash can
b. Floor Mop d. Duster
Kunci jawaban A

No. Soal: 28 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Low frequency words
Butir soal

My . . . is new
a. Duster c. Dust pan
b. Floor Mop d. Eraser
Kunci jawaban A

No. Soal: 29 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

This is my . . .
a. Tie c. Socks
b. Hat d. Skrit
Kunci jawaban A
 109

No. Soal: 30 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

I have one . . .
a. Belt c. Hat
b. Trouser d. Tie
Kunci jawaban A

No. Soal: 31 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Low frequency words
Butir soal

What is this . . . ?
a. This is a belt c. This is a door
b. This is a window d. This is a flagpole
Kunci jawaban D

No. Soal: 32 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
 110

features
Vocabulary Aspect High frequency words
Butir soal

It is a . . .
a. Door c. Window
b. Curtain d. Floor
Kunci jawaban B

No. Soal: 33 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

What is this. . . ?
a. This is a curtain c. This is a socks
b. This is a table cloth d. This is a Shoes
Kunci jawaban B

No. Soal: 34 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

What is this. . .?
a. This is a table flowers c. This is a Floor
b. This is a table cloth d. This is a Window
Kunci jawaban A
 111

No. Soal: 35 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Academic words
Butir soal

what is this picture about . . . ?

a. This is a symbol c. This is a map
b. This is a formula d. This is a paper
Kunci jawaban B

No. Soal: 36 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect Technical words
Butir soal

What symbol is this . . .?

a. This is an energy c. This is a lamp
b. This is a power d. This is a sun
Kunci jawaban A

No. Soal: 37 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
 112

Lexico gramatical The use of Noun

features
Vocabulary Aspect Academic words
Butir soal

What is the name of this picture . . . ?

a. a site c. a street
b. a place d. a live
Kunci jawaban A

No. Soal: 38 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

This is my . . .
a. Uniform c. Skirt
b. Trousers d. Jacket
Kunci jawaban B

No. Soal: 39 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

It is a . . .
a. Short c. Shirt
b. Skirt d. Jacket
Kunci jawaban A
 113

No. Soal: 40 Level kognitif: C1 C2 (C3) C4 C5 C6

Kd Mengidentifikasi fungsi sosial, menanggapi instruksi
sangat sederhana dengan unsur kebahasaan teks intraksi
interpersonal lisan dan tulis yang melibatkan tindakan
dalam konteks ruang kelas dan sekolah sesuai dengan
konteks penggunaanya.
Lingkup materi Descriptive text vocabulary
Lexico gramatical The use of Noun
features
Vocabulary Aspect High frequency words
Butir soal

This is my pair of . . .
a. Skirt c. Socks
b. Shorts d. Shoes
Kunci jawaban C