IMPROVING SPEAKING SKILL USING TOTAL PHSYCAL RESPONSE (TPR) METHOD AT SDN SEMAMPIR I

Lensi, Lutfi Verdia (2024) IMPROVING SPEAKING SKILL USING TOTAL PHSYCAL RESPONSE (TPR) METHOD AT SDN SEMAMPIR I. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

The Classroom Action Research (CAR) conducted at SDN Semampir 1 aimed to explore and implement the Total Physical Response (TPR) method in enhancing students' English speaking abilities. Recognizing the initial challenges where students exhibited passive tendencies and reluctance to participate in English speaking activities, this research was designed with an integrated TPR approach to foster a more interactive, dynamic, and engaged learning environment. The CAR was structured into three sequential cycles, each encompassing planning, implementation, observation, and reflection phases. Each cycle was crafted with progressively more complex activities, ranging from simple physical commands and movement demonstrations to dialogues and group interactions requiring advanced vocabulary and sentence structures. Through this iterative process, students were provided opportunities to build and reinforce their speaking skills incrementally, with guidance and support from the teacher. The evaluation system employed in this research involved reading comprehension tests consisting of a series of questions designed to assess various aspects of speaking abilities, such as comprehension, fluency, pronunciation, and vocabulary usage. The data collected from each cycle were then analyzed using the SPSS statistical program to ensure the validity and reliability of the tests. The analysis results indicated consistent and significant improvements in students' speaking abilities from cycle to cycle. By achieving the success indicators set at the end of the third cycle, this research provides empirical evidence supporting the effectiveness of implementing the TPR method in enhancing students' English speaking abilities. These findings not only have significant implications for the educational context at SDN Semampir 1 but also contribute valuable insights for curriculum development, teaching methodologies, and further research in the field of language education.

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