Daimatul Munajah , 2201407121 (2011) The Implementation of Animations and Total Physical Response Method in Teaching Classroom Instructions (The Case of the Fifth Grade Students of SDN Sumurpule, Rembang in the Academic Year of 2010/2011). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project is about the implementation of animations and Total Physical Response method in teaching classroom instructions for the fifth graders of SDN Sumurpule, Rembang in the academic year of 2010/2011. The number of the subjects was 28 students. The objectives of the study were to explain the implementation of animations and Total Physical Response method in teaching classroom instructions for the fifth grade students and how they can improve students‟ ability in responding and giving simple classroom instructions. In teaching classroom instructions for young learners, teacher needs media and method which can facilitate them to be active in joining the classroom activities. One of the solutions is using animations and Total Physical Response (TPR) method because they contain two important parts. First is the activity of TPR method which mostly contains physical activities and movements. The second part is animation which contains expressions of classroom instructions and their physical responses. In collecting the data, I used an achievement test, observation checklists and questionnaires. In order to achieve the goal of the study, I designed a classroom action research which consisted of four steps; planning, acting, observing and reflecting. There were two cycles accomplished in this study. Each of the cycle was mainly consisted of the treatment and the test in the end of the cycle. Besides, I also conducted an achievement test in the end of the treatment in order to measure students‟ mastery in the given material and the questionnaire to know the students‟ opinion toward the teaching and learning process. The result of the study showed that there were significant improvement of the students‟ achievements and participations in the classroom after they are involved in the research. The percentage mean of students score in responding classroom instructions in the first cycle was 81.33% while the result of the second cycle was 89.01%. While the percentage mean of the students score in giving classroom instructions in the first cycle was 85.60% and they got 89.20% in the second cycle. In line with the result, finally, I do hope that the implementation of animations and Total Physical Response will be used as the alternative in teaching classroom instructions for elementary school students in order to help the students in achieveing the goal of the study and create an interesting English learning process.

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