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Chapter 2

The document discusses teaching methods and concepts including: 1) Teaching is defined as showing or helping someone learn through instruction and guidance. It involves setting conditions for learning based on understanding how students learn. 2) Tenses are forms of verbs that indicate time through aspects like past, present, and future. The present continuous tense specifically uses "be + verb+ing" and shows an action in progress or planned for the near future. 3) Total Physical Response (TPR) is a language teaching method emphasizing physical response to commands. It focuses on meaning over translation and has students understand before speaking through imperative forms. TPR has benefits like being fun and memorable but is not suitable for all levels.

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Akrom M. Alhaq
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148 views12 pages

Chapter 2

The document discusses teaching methods and concepts including: 1) Teaching is defined as showing or helping someone learn through instruction and guidance. It involves setting conditions for learning based on understanding how students learn. 2) Tenses are forms of verbs that indicate time through aspects like past, present, and future. The present continuous tense specifically uses "be + verb+ing" and shows an action in progress or planned for the near future. 3) Total Physical Response (TPR) is a language teaching method emphasizing physical response to commands. It focuses on meaning over translation and has students understand before speaking through imperative forms. TPR has benefits like being fun and memorable but is not suitable for all levels.

Uploaded by

Akrom M. Alhaq
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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CHAPTER 2

THEORETICAL REVIEW

2.1 Conceptual Description


2.1.1

Description of Teaching
Teaching is an activity, which is integrated one to each other. Teaching

gives support to leaning activities. According to Brown, (2000:120) teaching


is showing or helping someone to learn how to do something, giving
instructions, guiding in the study of something, providing with knowledge,
causing to know or understand. He further says that teaching is guiding and
facilitating learning, enabling the learner to learn, setting the conditions for
learning. Our understanding of how the learner learns will determine our
philosophy of education, teaching style, approach, methods, and classroom
technique.

2.1.2

Present Continuous Tense


a. Definition of Tense

Tense is different forms, which a verb assumes to indicate the time


of action or state. According to A.S. Hornby Tense is verb forms that
shows time; the present/past, etc. Meanwhile, Betty Schrampfer Azar
said the tenses say that an action begins before, is I progress during,
and continues after another time or action.
From the definition above the writer concludes that tense is a verb
that could be change due to the time that is shown.
One of many parts of grammar is tense, and there are many kinds
of tenses. One of them is present continuous tense, of which the writer
would like to discuss in this paper.
1

b. Description of Present Continuous Tense

The Present continuous is also known as the Present Progressive


Tense. Jeremy Harmer (1985:153) said, Continuous verb (also called
progressive) are formed by adding -ing to the base form and using it
with the verb to be, e.g. She is writing a letter.
The continuous forms represent action or events, or series of
action or events, viewed at some point between their beginning and
end. They imply that an action or series of action has already begun
but is not yet completed. At the same time, they indicate that the
duration of the action or series of action is limited.
From the definition above indeed the present continuous tense is
the same form of the progressive tense which is its use applying for to
be +verb +ing form and the period of time is limited.

c. Form of Present Continuous Tense

According to A. J. Thomson and A. V. Martinet the present


continuous tense is formed with the auxiliary verb be + the present
participle. These are consist of four form, they are:
1)

Affirmative Statement
We form the affirmative statement by using this formula:

Subject
2) + TO BE (am, are, is) + Present Participle (ing, form) +
Object

3)
for example:

2)

Subject

To be

Present Participle

Object

Am

Reading

a book

You

Are

Reading

a book

He/She/It

Is

Reading

a book

We/They

Are

Reading

a book

Negative Statement
To make negative statement, we put not after to be:

Subject + TO BE (am, are, is) +Not + Present Participle (ing, form) + Object

for example:

3)

Subject

To be

Not

Present Participle

Object

am

not

Reading

a book

You

are

not

Reading

a book

He/She/It

is

not

Reading

a book

We/They

are

not

Reading

a book

Interrogative
To make negative form, we put to be before the subject:

for example:
To be

Subject

Present Participle

Object

4)

am

Reading

a book?

are

You

Reading

a book?

is

He/She/It

Reading

a book?

are

We/They

Reading

a book?

Negative Interrogative
To make negative interrogative, we put contractive form to

be + not before the subject:


Contractive TO BE (am, are, is + not) + Subject + Present Participle
(ing, form) + Object + ?
for example:
Contractive
(to be+not)

Subject

Present Participle

Object

arent

Reading

a book?

arent

You

Reading

a book?

isnt

He/She/It

Reading

a book?

Something that must be concerned in writing the form of the


present continuous tense is the process of making the infinitive into
ing-form. Because each verb has different form, so there are different
ways to form it. Here the writer tries to explain some ways of making
present participle form (-ing form):

a) A final e that is not pronounced is dropped.

Drive

Driving

Make

Making

Write

Writing

b) A final consonant letter (except h, w, x, y), preceded by a

single vowel letter, is doubled in words of one syllable.


Get

Getting

Shop

Shopping

Run

Running

c) A few verbs end in ie. The ie in some vocabularies of these

verbs changes to y when the ing ending is added.


Lie

Lying

Die

Dying

d. Usage of Present Continuous Tense

The present continuous tense is used to:

1) Express an action in progress now.

For example:
I am working now.
2) Express the beginning, progression or end of an action.

For example:
It is beginning to summer
My black bag is becoming broke
3) Express the happening at this moment.

For example:

Its raining
Its cool
4) The talk about something that is happening at or around the

time of speaking.
For example:
Where is Mega? She is sleeping in the room
5) For a definite arrangement in the near future (and is the most

usual way of expressing ones immediate plans):


For example:
A: Are you doing anything tonight?
B: Yes, Im going to my judo class and (Im) meeting my
brother afterwards, etc.
Note that the time of the action must be mentioned, as otherwise,
there might be confusing between present and future meanings go and
come however, can be used in thus way without a time expression.

2.1.3

Total Physical Response


a. The Definition of Total Physical Response

Total physical response method is developed by James Asher, a


professor at psychology at San Jose State University, California; it
draws on several traditions, including developmental, learning theory,
and humanistic pedagogy, as well as on language teaching procedures
proposed by Harold and Dhoroty Palmer in1925.

Postpone abstraction until a more advanced stage of training, when


meaning is transparent from the context of the situation.
The conclusion of the definition above means that TPR method is
a language teaching method which the emphases are put more on
motor activity or physical response that coordinates speech and action,
and it is also called the comprehension approach.
Mulyanto Sumardi compiled that the characteristic of TPR method
will be summed as follows:
1) The material is presented in imperative form.
2) It does not need the translation into the student language.
3) Homework is permitted although it is not forbidden.
4) The student mistakes are corrected at the right time.
5) The learning processes are started from the simple sentences

and it can be visualization in the class.

b. The Principles of Total Physical Response

The principles of Total Physical Response method are very


important to be noticed. And here are several of them cited from
Diane Larsen Freeman:
1) Meaning in target language can be often conveyed through

action, memory is activated through learner response


2) The students understanding of the target language should be

developed before speaking.


3) The imperative is a powerful linguistic device through which

the teacher can direct student behavior.


4) Students should not be made to memorize fixed routines.

5) Student must develop flexibility in understanding novel

combination of target language chunk.


6) Spoken language should be emphasized over written language.
7) Student will begin to speak when they are ready.
8) Students are expected to make errors when they first begin

speaking.
Teachers should be tolerant of them. Work on the fine details of the
language should be postponed until students have to become.
According to James Asher, there are six criteria of evaluation to
show the effectiveness of an instructional approach which developed
over the past 20 years old were recommended in evaluation of any
innovative instructional strategy. 15 the first was survival of the
normal curve. The second criterion was representative data. The third
criterion is replication. The fourth criterion is uniqueness and the fifth
is commonality. The final criterion is evidence from formal studies.
With the teacher as leader and model, the three basic steps of TPR
are:
1) To demonstrate the actions several times as the teacher gives the

directions, waiting for the children to accompany.


2) To hesitate to see if the children will follow the direction

without teacher demonstration. If not, demonstrate again

c. Advantages and Disadvantages of TPR

Based on Jack C Richard and Theodore S Rodger in their book,


the writer concludes that the advantages and disadvantages of TPR
method are:

1) Advantages
a) It is a lot fun. Learners enjoy it, and this method can be a

real stirrer in the class. It lifts the pace and the mood.
b) It is very memorable. It does assist students to recognize

phrases or words.
c) It is good for learners who are required to be active in the

class.
d) It can be used both in large or small classes.
e) It works well with mixed ability classes. The physical

action gets across the meaning a\effectively so that all the


learners are able to comprehend and apply the target
language.
f) It is no need to have a lot of preparation or materials using

the TPR.
g) It is very effective with teenagers and young learners.
h) It involves both left and right brained learning

2) Disadvantages
a) Student who are not used to such things might find it

embarrassing.
b) It is not only really suitable for beginner levels.
c) The teacher cannot teach everything with it and if used a

lot, it cannot become repetitive. The writer completely


agree with this but it can be a successful and fun way of
changing the dynamics and pace of a lesson used in
conjunction with other methods and techniques.

10

2.2 Relevant Research Findings

Total Physical Response (TPR) is a famous method in teaching English. This


method used by many researchers to find out the effectiveness of TPR and the
improvement of students learning achievement. The writer takes several
researches that show the result of teaching English through TPR. Some of them
are:
1. Teaching Children using a Total Physical Response (TPR) method:

rethinking by Handoyo Puji Widodo (2011). In his research, Widodo found


that TPR is a good method in teaching English for children because TPR
provides act and do activities. These activities give more experience to the
students. With more experience, they understand more.
2. Teaching Speaking English using Total Physical Response Method (An

Experimental Research at the Seventh Grade of MTs Musaadatul Ikhwan


Mande Cianjur) in 2012 by Randi Hendrawan. In his research, Hendrawan
states that TPR is suitable to be used in teaching speaking. It can be proven
by the facts of his research finding which shows that students taught by
TPR can get higher grade than others.
3. The Effectiveness of Total Physical Response in Teaching Phrasal Verb

(The Case of Seven Year Students of SMP Ibu Kartini Semarang in


Academic Year 2009/2010 by Nikita Noviani. Noviani finds in her
research that the using of TPR is more acceptable by the students,
especially in learning grammar, than using another method. She finds the
students feel more comfortable to learn because they involve each other in
teaching and learning activities.

11

The results of those researches show that TPR has significance effect in
improving students learning achievement. It means that TPR is one of the suitable
methods to teach English. By using TPR, students are involved well in learning
process because they experienced themselves what teacher wants them to achieve.
In the other word, we can say that the students are learning by doing.

2.3 Theoretical Framework

To know the students improvement in achieving knowledge, we can see to


their cognitive and psychomotor aspects. In order to improve those aspects, the
researcher designs his research focusing on improving cognitive and psychomotor
aspects. So, the activities should encourage students cognitive and psychomotor
aspects.
TPR is a simple method which can be applied in classroom activities. TPR is
a good method to improve students cognitive and psychomotor aspects. By using
Total Physical Response, students could get knowledge and practice in the same
time. They earn knowledge about present continuous and at the same time, they
know how to use Present Continuous Tense in their daily activities, because, by
using TPR, they experienced the activities themselves.

2.4 Hypothesis

Based on the theoretical framework above, the writer takes the hypothesis:

H0: There are some effects of treatment with using TPR on teaching
present continuous tense to the ninth grade students of SMPN 11
Kota Cirebon.

12

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