ABSTRACT

Saputri, Axnes Leadyani. 2021. The Implementation of Total Physical Response in Teaching English at the Eighth Grade SMPN 23 Banjarmasin. Sarjana’s Thesis. English Language Education, Faculty of Teachers Training and Education. Lambung Mangkurat University, Banjarmasin. Advisors: (1) Prof. Dr. H. Abdul Muth’im, M.Pd., (2) Elvina Arapah, M.Pd.

Keywords: implementation, learning English, TPR (Total Physical Response)

The purpose of the TPR (Total Physical Response) learning method was to provide more accessible learning of English to be understood by the students through command words and given by using physical movements. Based on the researcher’s experience when conducted the teaching practice program (PPL) in the SMPN 23 Banjarmasin, it was found that most students in SMPN 23Banjarmasin still have difficulties in learning English because of the students’ lack of vocabulary, lack of self-confidence, and shyness. This study analyzed TPR implementation (Total Physical Response) in teaching English at the eighth grade of SMPN 23 Banjarmasin.

In this research, the researcher used descriptive qualitative as the research design to describe how the implementation of Total Physical Response in teaching English of eighth grade in SMPN 23 Banjarmasin. The instruments of this research were observation, interviews and documentation.

The finding of this study was the implementation of the Total Physical Response method in SMPN 23 Banjarmasin and the students need to do zoom meeting learn with body gestures. The result of observation was that most junior high school students at SMPN 23 Banjarmasin are more interested in learning English when the teacher ask them to practice the English lesson by giving responses physically because the students tend to learn English with simple English expressions, imitating, drilling, etc. The students looked happy, enjoyed, and more attractive to join the subject. They tried to demonstrate the imperative utterances by using physical responses interchangeably.

In teaching with TPR activities, there were three phases in the English teaching and learning process. They were pre-teaching, while-teaching, and post-teaching. Therefore, teachers were expected to create effective learning activities. The creativity of teachers is needed in developing teaching activities for the students. For further researchers, the findings to be used as a reference for further researchers and to be a contribution of English teaching-learning process.