a New Info

THE EFFECTIVENESS OF USING TOTAL PHYSICAL RESPONSE METHOD IN LEARNING IMPERATIVE SENTENCE AT SECOND YEAR STUDENTS OF SMA NEGERI 8 MAKASSAR

2013-01-27T02:07:00.003-08:00

THE EFFECTIVENESS OF USING TOTAL PHYSICAL RESPONSE METHOD IN LEARNING IMPERATIVE SENTENCE AT SECOND YEAR STUDENTS

OF SMA NEGERI 8 MAKASSAR

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan in English Education Department of

Tarbiyah and Teaching Science Faculty of

UIN Alauddin Makassar

BY

ASWANDI

Reg. Number: 204011O8026

ENGLISH TEACHING DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR

2012

______________________________________________________________

ABSTRACT

Name                 : Aswandi

Reg. Number    : 20401108026

Title                 :“The Effectiveness of Using Total Physical Response Method in Learning Imperative Sentence at Second Year Students of SMA Negeri 8 Makassar”

Consultant I    : Dra. Hj. Djuwairiah Ahmad M.Pd., M.TESOL.

Consultant II    : H. Erwin Hafid, Lc., M.Th.I, M.Ed.

The objective of this research was to find out the effectiveness of using Total Physical Response Method in learning imperative sentences at second year students of SMA Negeri 8 Makassar.

This research employed quasi-experimental method using two groups pre-test and post-test design. One of the groups treated as the experimental group and the rest was treated as the control group. There were two variables used in this research: independent variable (the use of Total Physical Response in learning imperative sentence) and dependent variable (the students’ knowledge in learning imperative sentence).

The population of this research was the second year students of SMA Negeri 8 Makassar academic year 2012/2013. There were eight classes and each class consists of 40 students. The total number of population was 320 students. The writer used purposive sampling technique and took 40 students as sample of this research.

This research employed grammar test as the instrument of data collection. The result of this test was used to assess to what extent Total Physical Response can be effective in teach imperative sentence. After several meetings, this research found that the use of Total Physical Response was significantly effective in learning imperative sentence. Based on the findings, the writer concluded that the second year students of SMA Negeri 8 Makassar could be effective their learning by using Total Physical Response. The result of this research w

as (1) the mean score obtained by students through pre-test of experimental group was 55.35 and pre-test of control group was 51.75 and post-test of experimental group was 78.15 and post-test of control group was 60.65. (2) The t-test value was higher than t-table (15.1>2,021). It means that there was a significant difference between the result of the students’ pre-test and post-test. Therefore, hypothesis H0 was rejected and H1was accepted.

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CHAPTER I

INTRODUCTION

This chapter deals with background, problem statement, objective of the research, significance of the research, the scope of the research, and the difinition of the term.

A. Background

English is an important language that is used by many people all over the word. English influences many factors in human life, such as in social, culture, politic, economy, etc. It is used extensively as a second language and as an official language throughout the word.

Recently, English as a foreign language has been more and more studied by Indonesian students. It is the first foreign language taught to Indonesian students from elementary to tertiary level. The main goal of English teaching in Indonesian has been designed. Not only for academic purpose but also for the development of scince and technology as a part of program of goverment of Indonesian.

However, it is not so easy for Indonesian learners to understand English. Since it has a number of regulations items. One of them is grammar. As Harmer (1987) stated that, the grammar is the way in which word change them selves and group together to make sentence. Furthermore, grammar is one of the important elements in learning English. The mastery of the grammar becomes very essential in supporting language skill because it can help the learners to learn English more quicklyand efficiently.

There are some factors sometimes influence the students in learnning such as psychological factors where students are usually ashamed, awkward, clumsy and afraid of speaking English to other people. Besides, cognitive factors as the insufficient of English grammar, vocabulary, pronunciation and the lack of practice. Those factors are caused the limited situation in which the students can practice their English more frequently.

Through Total Physical Response Method every students must be active, this method can make the students active in learning imperative sentence. It is one way to increase the students’ effectiveness in learning English. So, learning process in class will be succcessful.

B. Problem Statements

Based on the previous background, the researcher formulated problems statement as follow:

1. To what extent is the effectiveness of using Total Physical Response Method in learning imperative sentences at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency?

2. How the students’ response in learning imperative sentence through using Total Physical Response Method?

C. Research Objective

The main objectives of this research are:

1. To find out the effectiveness of using Total Physical Response Method in learning imperative sentences at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency.

2. To find out the students response in learning imperative sentence through using Total Physical Response Method.

D. Research Significance

Some significance of this research are:

1. The result of this research is expected to increase linguistic mastery and students’ acquisition of English.

2. The result of this research is expected to be an input in improving the quality of English learning, especially in learning imperative sentence.

3. The result of this research is expected to be a reference for other researchers who are interested to do research on the learning imperative sentence.

E. Research Scope

This researcher is focused on analyzing the effectiveness of using Total Physical Response Method in learning imperative sentence at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency.

F. Operational Defenition of Terms

The researcher would like to study about “the effectiveness of using Total Phisycal Response Method in learning imperative sentence at the second year students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa Regency.” Therefore to make the understanding of this thesis, the researcher would like to explain some defenition and terms:

1. Total Physical Response

Total Phisycal Response or TPR is a language teaching method built around the coordination of speech and action; it to teach language through Physical (motor) activity (Richards, 1986).

2. Learning

According to Bowel and Higard in Akmal (2010), learning refer Imperative sentence to the chance in a subject behavior potential to a given situation brought by the subject repeated experience in that situation provided change can not be explained on the basic or the subject native responses tendencies devices.

3. Imperative sentence

Imperative sentences are sentences that request the person we are speaking to do or not to do something.

Imperative are used, for example, to tell or ask people qhat to do, to make suggestions, to give advice or instructions, to encourage and offer, and to express wishes for people’s welfare (Michael Swan, 1980, 1990).

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with previous related research finding, pertinent ideas, resume.

A. Previous Related Research Findings

1. Some of the researcher had write down in their books about using total physical respon method in learning imperative sentence. Richard frost (2006: 2) in his paper (Total Physical Respone), he found that TPR is really suitable for beginner levels, but TPR also successfully with intermediate and advanced levels. Total Physical Respone was successfully in teaching because it was a lot of fun, very memorable, good for kinesthetic, and it can be used in large and small classes.

2. Total Phisycal Response or usually we brief be TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity (Richards: 1986,87)

3. The Total Physical Response method is focusing on listening comprehension by considering from observation to how children acquire their mother tongue. A baby spends many months listening to the people around him. The child has the time to try to make sense out of the sounds he hears.

4. According to Asher, "TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth - including the sign language of the deaf. The process is visible when we observe how infants internalize their first language. It looks to the way that children learn their native language. Communication between parents and their children combines both verbal and physical aspects. The child responds physically to the speech of their parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and code breaking occurs. After this stage the child is able to reproduce the language spontaneously. With TPR the language teacher tries to mimic this process in class.

5. Next, David Dickson (2007: 1) in his paper Total Physical Respone, he found that TPR is great for teaching the names of items. He used the real tool to introduce and practice the basic vocabulary. It made the students ofthen know how to use many of the tools, and they’re eager to learn the English names for them.

Based on the previous research finding above, the writer concludes that the use of Total Physical Response (TPR) method in English teaching-learning as a foreign language gives much contribution toward the process of English learning. It may bring the learning process to be more dynamic of interesting as well, because it can be combined with realia, picture, games, and action song.

B. Some Pertinent Ideas

1. Definition of Total Physical Response (TPR) Method

TPR is language teaching method built around the coordination of speech and action; it attemps to teach language through physical (motor) activity. Developed by james Asher, a professor of psychology at san jose state university, California, it draws on several tradition, including development psycology, learning theory, and humanistic pedagogy, as well as on language teaching procedures proposed by Harold and Dorothy palmer in 1925. In a developmental sense, Asher sees successful adult second language learning as a parallel process to child first language acquisition. He claims that speech directed to young children concists primarily of commonds, which children respond to physically before they begin to produce verbal responses. Asher feels that adults should recapitulate the processes by which children acquire their native language.

Asher share with the school of humanistic psycology a concern for the role of affective (emotional) factors in language learning. A method that is undemanding in terms of llinguistic production and that involves gamellike movements reduces learner stress, he believes, and creates a positive mood in the learner, which facillitates learning.

Approach: Theory of language and learning

TPR reflects a grammer-based view of language. Asher states that “most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor” (1977:4). He views the verb, and particularly the verb in the imperatiive, as the central linguistic motif aaround which language use and learning are organized.

Asher sees a stumulus-response view as providing the learning theory underlying language teaching pedagogy. TPR can also be linked to the “trace theory” of memory in psychology (e.g., katone 1940), which holds that the more often of \r the more intensively a memory connection is traced, the stronger the memory association will be adn themore likely it will be recalled. Retracing can be done verbally (e.g., by rote repetition) and/or in association with motor activity. Combined tracing activities, such as verval rehearsal accompacied by motor activity, hence increase the possiiblity of successful recall.

In addition, asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For this dimension of his learning theory he draws on three rether influential learning hypotheses:

a. There exists a specific innate bio-program for language learning, which defines an optimal path for first and second language development.

b. Brain lateralization defines different learning functions in the left- and right-brain hemispheres.

c. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.

Asher sees Total Physical Response as directed to right-brain learning, whereas most second language teaching method are-directed to left child language learner acquires language through motor movement – a right-hemisphere activity. Right-hemisphere activities must occur before the left hemisphere can process languagefor production.

Similarly, the adult should proceed to language mastery through righ-learns. When a suffcient amount of right-hemisphere learning has taken plece, the left hemisphere will be triggered to produce language and to initiate other, more abstract language processes.

Total Physical Response enjoyed some popularity in the 1970s and 1980s because of jits support by those who emphasize the fole of comprehension in second language acquisition. (1981), for example, regards provision of comprehensible input and reduction of stress as keys to successful language acquisition, and he sees performing physical ations jin the target language as a means of making input comprehensible and minimizing stress. Asher stressed that Total Physical Response should be used in association with other methods and techniques. Indeed, practitioners of TPR typically follow this recommendation, suggesting that for many teachers TPR represents a useful set of techniques and is compatible with other approaches to teaching. TPR pratices therefore may be effective for resons other than those proposed by Asher and do not necessarily demand commitment to the learning theories used to justify them.

2. Definition of learning

3. Definition of imperative sentence

Imperative sentences are sentences that request the person we are speaking to do or not to do something. Imperative are used, for example, to tell or ask people qhat to do, to make suggestions, to give advice or instructions, to encourage and offer, and to express wishes for people’s welfare (Michael Swan, 1980, 1990).

CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, the researcher will use true experimental design to find out the effectivenes of using Total Phisycal Response Method in learning imperative sentences. The research design is presented as follow:

Control Group Pre-Test and Post Test

Class	Pre-test	Treatment	Post-test
E	O₁	X	O₂
C	O₁	X	O₂

Notation: E = Experimental class

C = Controlled class

O₁ = Pre-test

O₂ = Post- test

X = Treatment

(Gay, 1981)

B. Research Variables

This research has two variables. They are independent and dependent variable; independent variable is the use of Total Physical Response in learning imperative sentence, and dependent variable is the students’ knowledge in learning imperative sentence.

C. Population and Sample

1. Population

Population is one of important element on the research. According to Sugiyono, “population is the generalized composed of the object / subject that have curtain qualities and characteristic are determined by the researcher to learn and then draw the conclusion.”( 2011)

The population of this research will be taken from the second grade students of Madrasah Aliyah Madani Alauddin Pao-Pao, Gowa regency, academic year 2012-2013. It consist of 2 class, namely class XI A and XI B that consisted of 63 students.

2. Sample

Sample is the representative of the population. Sugiyono had stated that, “sample is the part of the number and characteristic that is possessed by the population.” (2011)

This research will use purposive sampling technique, where the researcher will take one class as a representative of 2 class population. The researches chose the class XI A that consisted of 32 students.

D. Time and location

This research was conducted on Juli, 2012. It take the place at the class of the second class. Exactly at a building of Madrasah Aliyah Madani Alauddin Paopao,

Gowa Regency.

E. Research Instrument

The instrument will be used by the researcher in this research are:

1. Test of grammer

In collecting data, the writer used grammer test. The grammer test was used in pre-test and post-test. The test consists of imperative sentence through the application of Total Physical Respone (TPR).

2. Questionnaire

Another instrument which was used by the researcher in this research was questionnaires. Arikunto state that questionnaires is a number of written quetion that will be used to get some information from respondents about their personal identification or the things related to themselves. (Arikunto, 2002:128).

The questionnaire is intended to know the effects of the Total Physical Response in learning imperative sentence.

F. Data Collection Procedure

Technique of collecting data in this research are as follow:

1. Pre-test

The researcher will give the students pre-test in the first meeting. It consists of explanation about everything which related to the material. It runs for 30-60 minutes.

2. Treatment

In the treatment, the students will be given imperative sentence through total physical response (TPR), each meeting spent 90 minutes.

3. Post-test

After doing the entire treatment, the last step will be post-test which is supplyed to the students.

G. Data Analysing Technique

The data collected will be analyzed the t-test, the steps are as follow:

1. Scoring the students correct answer of pre-test and post-test.

( Rosmalasari, 2004)

2. Classifying the students’ scores using the following scales:

Table 5.

Scale	Classification
95 – 100	Excellent
85 – 94	Very Good
75 – 84	Good
65 – 74	Fairly Good
55 – 64	Fair
45 – 54	Poor
0 – 44	Very Poor

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BIBILIOGRAPHY

Akmal. (2010). Factors Influencing Students’ Motivation of SMK 2 Makassar in Speaking Englis. FKIP UNISMUH makassar.

Amiruddin. (2004). Enriching of the Vocabulary of the Second Year Students at SMUN 1 Walenrang Kab. Luwu by Using Jumble Letters. Thesis. Faculty of Language and Arts UNM.

Dickson, David. (2007). Total Physical Respone. Retrieved 15^th January 2012 from the World Wide: http://www.tpr-world.com.

Depdikbud. (1985). Garis-Garis Besar Pengajaran Bahasa Inggris. Jakarta: Departemen Pendidikan dan Kebudayaan.

Frost. (2006). Total Physical Response-TPR. Rtrieved 12^th December 2012 from the World Wide Web: http://www.tpr-world.com.

Gay, L.R. (1981). Educational Research Competencies for Analysis and Application. Columbus: Merril Publishing Company.

Harmer, J. (1987). The practice of English Language Teaching. New York: Longman Publishing

Ricahrd, J.C. (1986). Approaches and Methods in Language Teaching. Cambridge University

Rasfati R. (2010). The Application of Sensations and Feelings Technique to Improve The Second Year Students’ Writing Ability of SMA Neg. 1 Bontonompo Kabupaten Gowa.

Rosmalasari. (2004). Improving the Students’ Writing Ability of SMKN 1 Pinrang through Parallel Writing Technique. FBS. UNM.

Sugiyono. (2011). Metode Penelitian Pendidikan. Cet. XII; Bandung: Alfabet

Swan, Michael. (1980). Practical English Usage. New york: Oxford Univercity.

Hariyono Rudy and Andrew Mc. Carthy. (2008). English Grammar. Surabaya: Gitamedia Press.

Pemodelan Analisis dan Desain Sistem Beorientasi Objek Menggunakan UML Studi Kasus Sistem Informasi Penjadwalan Kuliah FMIPA-UAD

2013-01-27T01:57:00.001-08:00

Pemodelan Analisis dan Desain
Sistem Beorientasi Objek Menggunakan UML

Studi Kasus Sistem Informasi Penjadwalan Kuliah FMIPA-UAD

Haris Sri Wibowo

00016001

Skripsi diajukan kepada
Fakultas Matematika dan Ilmu Pengetahuan Alam
sebagai bagian persyaratan untuk meraih derajat

Sarjana Komputer

pada Program Studi Sistem Informasi

Universitas Ahmad Dahlan
Yogyakarta

2006

______________________________________________

Pemodelan Analisis dan DesainSistem Beorientasi Objek Menggunakan UMLStudi Kasus Sistem Informasi Penjadwalan Kuliah FMIPA-UAD

Modeling Analysis and Design
Object-oriented Systems using UML
Scheduling Lectures Information Systems in FMIPA-UAD Case Studies

Abstrak

Proses perancangan berperan penting dalam sebuah pengembangan perangkat lunak. Pengembangan perangkat lunak melibatkan proses perancangan yang kompleks untuk menerjemahkan permintaan konsumen menjadi rancangan perangkat lunak. Unified Modelling Language (UML) adalah bahasa untuk memvisualisasikan, menentukan, membangun, dan mendokumentasikan artefak sebuah sistem perangkat lunak. UML berorientasi objek, tidak bergantung pada proses pengembangan dan tidak bergantung pada bahasa pemrograman dan teknologi.

Penyampaian informasi penjadwalan kuliah di FMIPA-UAD masih dilakukan dengan menempel jadwal terbaru di papan pengumuman. Perubahan jadwal tidak dapat diakses dengan segera oleh pihak-pihak yang membutuhkan, sebelum informasi tersebut ditempel di papan pengumuman.

Penelitian ini membuat pemodelan analisis dan desain sistem berorientasi objek pada pengembangan sistem informasi penjadwalan kuliah di FMIPA-UAD menggunakan UML sebagai alat bantu. Dengan adanya sistem informasi penjadwalan, diharapkan perubahan jadwal dapat segera diketahui pihak-pihak yang membutuhkan.

Kata kunci: OOA/D, OOP, UML

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BAB I

1.1 Latarbelakang

Deskripsi persoalan-persoalan yang muncul dan dihadapi sehingga melahirkan inti masalah baru yang harus diselesaikan. Latarbelakang juga memuat uraian makna penting alasan penelitian harus dilaksanakan.

Proses perancangan berperan penting dalam sebuah pengembangan perangkat lunak. Pengembangan perangkat lunak melibatkan proses perancangan yang kompleks untuk menerjemahkan permintaan konsumen menjadi rancangan perangkat lunak. Unified Modelling Language (UML) adalah bahasa untuk memvisualisasikan, menentukan, membangun, dan mendokumentasikan artefak sebuah sistem perangkat lunak. UML berorientasi objek, tidak bergantung pada proses pengembangan dan tidak bergantung pada bahasa pemrograman dan teknologi.

1.2 Identifikasi Masalah
Intisari latarbelakang dalam bentuk ringkas dan terfokus.

Penyampaian informasi penjadwalan kuliah di FMIPA-UAD masih dilakukan dengan menempel jadwal terbaru di papan pengumuman. Perubahan jadwal tidak dapat diakses dengan segera oleh pihak-pihak yang membutuhkan, sebelum informasi tersebut ditempel di papan pengumuman.

Penelitian ini membuat pemodelan analisis dan desain sistem berorientasi objek pada pengembangan sistem informasi penjadwalan kuliah di FMIPA-UAD menggunakan UML sebagai alat bantu. Dengan adanya sistem informasi penjadwalan, diharapkan perubahan jadwal dapat segera diketahui pihak-pihak yang membutuhkan.
1.3 Ruanglingkup

Penegasan bagian masalah yang akan dipecahkan, termasuk asumsi-asumsi yang digunakan.
1.4 Rumusan Masalah

Rumusan masalah merupakan ungkapan pertanyaan yang menegaskan masalah yang menjadi fokus penelitian. Rumusan masalah tidak harus diungkapkan dalam kalimat tanya.
1.5 Tujuan Penelitian

Bagian ini memuat hal-hal yang ingin dicapai dalam penelitian.

Tujuan yang hendak dicapai penelitian ini adalah:

Jhfjghkfg
Fjkghkldf
Jkfdhgjkfdg

1.6 Manfaat Penelitian

Manfaat penelitian adalah dampak yang diperoleh ketika tujuan tercapai.

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BAB II

KAJIAN TEORI

2.1 Konsep Sistem
2.1.1 Sistem Informasi

Paragaraf sub judul bagian dari 2.2. Konsep Sistem
2.1.2 Sistem Berorientasi Objek

Paragaraf sub judul bagian dari 2.2. Konsep Sistem
2.2 Konsep Pemodelan
2.2.1 Unified Modelling Language
2.2.1.1 Submenu lagi

Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan Paragaraf sub judul bagian dari 2.3. Konsep Pemodelan.

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BAB III

METODOLOGI PENELITIAN

3.1 Subjek Penelitian

Bagian ini menguraikan langkah-langkah penyelesaian masalah. Langkah-langkah ini harus disesuaikan dengan fokus permasalahan penelitian. Pemecahan sub-sub judul tentatif sesuai dengan kebutuhan pembahasan topik penelitian Skripsi.

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BAB 4
Hasil dan Pembahasan

4.1 SubBab

Bagian ini menyajikan hasil-hasil yang diperoleh dan cara pencapaiannya. Uraian harus komprehensif namun tetap ringkas dan padu.

Pembahasan hasil penelitian meliputi kelebihan dan kekurangan, termasuk pengujian.

Tabel 4.1. Contoh tabel diberi judul sebagai penjelesan

Kolom 1	Kolom 2	Kolom 3	Kolom 4
Isi tabel isi tabel	Isi tabel isi tabel	Isi tabel isi tabel	Isi tabel isi tabel
Isi tabel isi tabel	Isi tabel isi tabel	Isi tabel isi tabel	Isi tabel isi tabel

Kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan.

Kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan

Kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan.

Kode program 4.3. Koneksi PHP dengan MySQL

1 <?php
2   $dbhost = 'localhost';
3   $dbuser = 'root';
4   $dbpass = 'password';

5 $conn = mysql_connect($dbhost, $dbuser, $dbpass) or

die ('Koneksi MySQL Error');
6 $dbname = 'simak';
7 mysql_select_db($dbname);
8 ?>

Kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan kalimat penjelasan.

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BAB 5

PENUTUP

5.1 Kesimpulan
Kesimpulan merupakan rangkuman hasil dicapai dan merupakan jawaban rumusan masalah.
5.2 Saran

Bagian ini menguraikan saran-saran yang perlu diperhatikan berdasarkan keterbatasan yang ditemukan dan asumsi yang dibuat, termasuk saran untuk pengembangan lebih lanjut.

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