Metathesis: journal of english language literature and teaching

 
Findings
The teacher chose the TPR teaching method to create enthusiasm and a focus on 
learning activities. Panti Asuhan Yauma supported these types of the learning 
activities by providing toys, story books, pictures, playground, etcetera. Each 
child may have different interests so they can choose different kinds of school 
supplies.
I gave the students a pre-test. The purpose of the pre-test was to measure the 
comprehension of English skills especially vocabulary before the Total Physical 
Response (TPR) method is used with the students. The researcher divided the 
components of the assessment into aspects of vocabulary and comprehension. The 
elements were categorized as vocabulary includes word accuracy, understanding 
meanings, and word choice. The comprehension aspect included understanding 
the meaning and speaking easily. Each aspect had a maximum score 100. The 
score is the effectiveness indicator of the improvement English vocabulary 
through TPR method. The effectiveness indicator of English skill can be analyzed 
from the students’ achievements through the scoring of the pre and post – test. 
The indicator can be figured out in the table 1.

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METATHESIS: JOURNAL OF ENGLISH LANGUAGE LITERATURE AND TEACHING
 Vol. 3, No. 1, April 2019 PP 26 - 34 
 DOI: 10.31002/metathesis. V3i1.1223
p-ISSN: 2580-2712 
e-ISSN: 2580-2720 
30 
Acces article distributed under the terms of the Creative Commons Attribution license 
(
https://creativecommons.org/licenses/by-sa/4.0/
)
Table 1. Indicator of Assessment 
Based on the observation at Panti Asuhan Yauma, the students were taught by 
teacher-center method where the teacher actively involved in teaching while the 
learners are in a passive, receptive mode listening as the teacher teaches. In this 
method, students put all their focus on teacher. The teacher often finds it difficult 
to keep the students interested in the learning activities and the approach tends to 
require little or no critical thinking. The students still got low competencies in 
English skill particularly on vocabulary and comprehension. The assessment was 
given to them by interviewing them using English, then the researcher gave them 
score based on their skills. 
The result of the pre-test can be viewed on the table 2 below: 
Table 2. Pre-Test Result
Respondents 
Criterion 
Vocabulary 
Comprehension 
1 
50 
50 
2 
45 
54 
3 
44 
42 
4 
56 
45 
5 
40 
53 
6 
50 
55 
7 
42 
58 
8 
40 
55 
9 
44 
50 
10 
45 
45 
11 
40 
44 
12 
44 
40 
13 
50 
45 
14 
44 
50 
15 
48 
52 
16 
52 
50 
17 
45 
50 
No. 
Assessed Aspects 
Elements 
Maximum 
Score 
1. 
Vocabulary 
Accuracy of pronouncing? The 
Word 
100 
Understanding Each Word 
Word Choice 
2. 
Comprehension 
Understanding the Meaning 
100 
Speaking easily 

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